Title

What Does it Mean to Teach Interpretively?

Document Type

Article

Comments

Published by Berghahn Books in Learning and Teaching: International Journal of Higher Education in the Social Sciences, volume 9 issue 1, 2016, p. 73-84.

The final copy of this material can be purchased on the publisher's website, or requested through inter-library loan.

Publication Source

Learning and Teaching: International Journal of Higher Education in the Social Sciences

Abstract

In recent decades, the ‘interpretive turn’ has gained traction in the empirical social sciences. While the contributions of interpretive research and interpretive research methods are clear, we wonder: Does an interpretive perspective lend itself to—or even demand—a particular style of teaching? This question was at the heart of a roundtable discussion organized at the 2014 International Conference of Interpretive Policy Analysis at Wageningen University in the Netherlands. This essay reports on the contours of our discussion, with a focus on our reflections upon what it might mean to teach ‘interpretively’. Prior to outlining these, we introduce the defining characteristics of an interpretive perspective and describe our respective experiences and interests in this conversation. We close this essay, in the hope that it might constitute the beginning of a wider conversation, with an invitation to other interpretive-minded teachers.

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