Bebbington, J. and Thomson, Ian (2004) It doesn't matter what you teach? Critical Perspectives On Accounting, 15 (4-5). pp. 609-628. ISSN 1045-2354Full text not available in this repository. (Request a copy from the Strathclyde author)
There has been from time to time [see, for example, Adv. Public Interest Acc. 2 (1988) 71; Acc. Org. Society 16 (1991) 333; Acc. Educ. 3 (1994) 51; Acc. Aud. Accountability J. 8 (1995) 97; Crit. Perspect. Acc. 10 (1999) 833; Crit. Perspect. Acc. 12 (2001) 471] concern expressed about the state of accounting education and its potential link to the broader critical accounting project. This special issue revisits this theme focusing on the managerial undercurrent of accounting undergraduate education. This paper seeks to contribute to this debate by posing the suggestion/question that how one teaches is equally important as considering what you teach. In exploring the 'how' of teaching approaches, two educational theorists are drawn from Ivan Illich and Paulo Freire. In particular, we develop the idea that the 'hidden curriculum' [Deschooling Society, Calder and Boyars, London, 1971] of accounting education may be uncovered and problematized if one uses a dialogical approach to education [Pedagogy of the Oppressed, Pelican, London, 1996]. In seeking to expound our thesis, we draw from a number of teaching experiments which have explicitly sought to introduce more dialogical approaches to UK undergraduate accounting education.
|Keywords:||accounting education, dialogic, problem posing, UK, pedagogy, hidden curriculum, Finance, Finance, Accounting, Sociology and Political Science, Information Systems and Management|
|Subjects:||Social Sciences > Finance|
|Department:||Strathclyde Business School > Accounting and Finance|
|Depositing user:||Strathprints Administrator|
|Date Deposited:||06 Jul 2007|
|Last modified:||06 Jan 2017 03:35|