The current paradigm shift in teaching, aligned with rapid technological advancements based upon increasing access to both the construction and dissemination of knowledge, has contributed significantly to the unsettled terrain in which learning is expected to occur. Furthermore, the impact of a competitive marketplace entrenched in economic instability lends effectively to the mechanisms of ‘academic survival’ that have emerged within learning. This paper examines the shift in values, ethical practices, and professional dispositions of faculty and students in response to the attitudes of entitlement in learning that have become a critical component in contemporary North American educational discourse and culture. In this pilot study, the challenges and difficulties encountered by faculty in response to a consumer driven approach to learning are discussed. Particularly emphasized are the alternative methods and pedagogical practices employed to address the growing tensions and conflicts that emerge when challenging notions of entitlement in learning. The recognition of values, ethical practices, and professional dispositions are essential for the critical engagement of effective pedagogy. Therefore, faculty and students must be prepared to question, interrogate, and reflect upon their own complicity in promoting a culture of entitlement in learning.
|Keywords:||Entitlement Culture in Learning, Values, Ethical Practices, Pedagogy|
Associate Professor, Curriculum & Instruction Graduate Program, School of Education, Medaille College, Buffalo, New York, USA
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