Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

    We have a manual that explains all the features 

Record number 504281
Title What does it mean to teach ‘interpretively’?
Author(s) Dodge, Jennifer; Holtzman, Richard; Hulst, Merlijn van; Yanow, D.
Source Learning and Teaching 9 (2016)1. - ISSN 1755-2273 - p. 73 - 84.
Department(s) Strategic Communication
Publication type Refereed Article in a scientific journal
Publication year 2016
Abstract The ‘interpretive turn’ has gained traction as a research approach in recent decades 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 we organised at the 2014 Interpretive Policy Analysis (IPA) International Conference. This essay reports on the contours of the 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. In the hope that this essay might constitute the beginning of a wider conversation, we close it with an invitation for others to respond.

Issue Journal

Volume: 9 Issue: 1



Penny Welch and Susan Wright


Alienating students: Marxist theory in action

Megan Thiele, Yung-Yi Diana Pan and Devin Molina

Naïve scientists and conflict analysis: learning through case studies

R. Williams Ayres

Assessment rubrics: thinking inside the boxes

Cary Bennett


What does it mean to teach ‘interpretively’?

Jennifer Dodge, Richard Holtzman, Merlijn van Hulst and Dvora Yanow


Making the best of an inappropriate textbook: using an ‘international edition’ to teach critical thinking and intercultural understanding

Kristina C. Marcellus

Review Article

From steward to leader: a decade of shifting roles for the PhD student

Corina Balaban

Book Review

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