chapter  7
Writing for Journals of Editorial Boards: Student as Author and Critic
Pages 34

How might a college or university instructor, a teacher educator, or a classroom teacher organize a course that makes use of the problem-generating ideas we have develo-ped in this book?1 There are certainly many possibilities, but we would like to suggest the bare outline of a scheme we developed over a period of several years. The central concept is that of student as author and as editorial board member. Placing the student in such a role is a radical notion because it assumes a kind of expertise normally reserved for researchers or educators and not for their students. Such a reversal of role, however, is consistent with our fundamental notion that students ought to participate actively in their own education and not be mere recipients of knowledge.