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Swineheart, J., 2024. Culture, society and person: a Habermasian lens upon students' lifeworlds in the International Baccalaureate Middle Years Programme. EdD, Nottingham Trent University.
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Abstract
In his theory of communicative action, Habermas (1984; 1987) offers a pragmatic interpretation of language that prioritises what language does over what it says. He suggests that ego-identity is formed through communicative acts which take place within the sphere of the lifeworld. This ethnographic case study provides an insight into how 136 International Baccalaureate Middle Years Programme (IBMYP) students in Hong Kong view the development of their ego-identity within their international school lifeworld.
The identification, instruction and assessment of transferable skills is a core component of the IBMYP. Previous research on the teaching of these skills has explored their role in developing independent learners, with studies predominantly focussed on programme implementation, curriculum design and educator perspectives rather than the experiences of the learners themselves.
Framed through a thematic analysis of Habermas’s lifeworld components of culture, society and person, this study provides insight into how students view their journeys as learners and the contexts in which their ego-identities are formed. Collected over five years, the data indicates that students monitor approaches to learning skill development in traditional subject areas as well as in project-based learning contexts, demonstrating the importance of providing a range of learning experiences within which students can learn, practice and reflect on these skills.
This research provides valuable insight into the development of learner ego-identities at the case school, informing internal policy and curriculum development. The findings are also relevant for educators and learners in the 1,350+ IBMYP schools worldwide who seek to engender greater student voice in their development of approaches to learning skills. The study’s application of Habermas’ theory of communicative action to generate data and interpret findings through the lifeworld elements of culture, society and person offers an original perspective on how this theory can be applied within an educational context.
| Item Type: | Thesis | ||||||||||||
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| Creators: | Swineheart, J. | ||||||||||||
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| Date: | 2024 | ||||||||||||
| Rights: | The copyright in this work is held by the author. You may copy up to 5% of this work for private study, or personal, non-commercial research. Any re-use of the information contained within this document should be fully referenced, quoting the author, title, university, degree level and pagination. Queries or requests for any other use, or if a more substantial copy is required, should be directed to the author. | ||||||||||||
| Divisions: | Schools > School of Social Sciences | ||||||||||||
| Record created by: | Laura Ward | ||||||||||||
| Date Added: | 30 Jul 2024 10:36 | ||||||||||||
| Last Modified: | 30 Jul 2024 10:36 | ||||||||||||
| URI: | https://irep.ntu.ac.uk/id/eprint/51842 |
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