Stephen Dobson
Dean of the Faculty of Education
Te Herenga Waka-Victoria University of Wellington, New Zealand
Professor Stephen Dobson is currently Dean of the Faculty of Education at Te Herenga Waka-Victoria University of Wellington, New Zealand. Stephen holds a PhD in refugee work, a second PhD in assessment and a Magistergrad in sociology complements his later education.
Stephen’s research interests include all forms of assessment and evaluation (viva, feedback processes, assessment for learning), educational theory and policy, learning inclusion in a digital world and disadvantaged groups.
Stephen has published poetry and holds a guest professorship at the Centre for Lifelong Learning at Inland Norway University and an Adjunct professorship at the University of South Australia.
Books published: Learning Cities. Multimodal Explorations and Placed Pedagogies (2018), Assessing the Viva in Higher Education (2017), Beyond Assessment – The Hidden World of Language Games and Capital (2022).
Stephen was integral in the establishment of the Centre of Excellence – Educating for the Future, established in 2020, and this year he co-established a Learning Lab to research higher education teaching and learning.
Talk Summary | SHAPE Live 24 May 2022
The English Effect ‘gives the UK a competitive edge in areas ranging from culture and media to commerce and soft power’ (British Council). But at what cost? My good friend Muhammad Zuhdi and I have been writing about how English despite noble intentions can disrupt national education policies and practices in non-English speaking countries. In Indonesia the wealthier can ensure their children follow English language high school qualifications taught by providers: IB World Schools, Singapore Intercultural School and Cambridge Assessment International Education.
A divide is created between those inside the global English proficiency ecosystem and those who are relegated to the national education curriculum. They can be locked out of English as the passport to social mobility with work opportunities at home and abroad. Learning is more than performance-based achievement in such international curricula. In Muslim schools that have adopted globally recognised curricula in English, the Muslim value of تَرْبِيَة (Tarbiya) is downplayed. This encompasses the flourishing of the whole child and the realisation of their potential. We risk young generations with English as their second language adopting Western identities who fail to appreciate the value of local culture and wisdom.
Should the English language model be such a dominant gold standard? Can it work more closely with other curricula, demonstrating greater cultural sensitivity?