MAKING SENSE OF AN UNCOORDINATED APPROACH TO CURRICULAR TRANSITIONS AND STANDARDISATION BETWEEN TWO MODERN LANGUAGES DEPARTMENTS

Vitor de Passos

Abstract


The causes behind an uncoordinated approach to curricular transitions and standardisation between two modern languages departments are critically analysed using the Tavistock approach. By drawing on data provided by focus groups, evidence is provided for the existence of basic-assumption behaviour and how it stifles cooperation and effective curricular transitions across two divisions. Affective containment strategies and other recommendations, as well as possibilities for further enquiry, are put forward.

Keywords


Curricular transitions, Tavistock approach, Psychodynamics; Basic-assumption behaviour, Affective containment

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DOI: http://dx.doi.org/10.21533/epiphany.v15i2.404

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