http://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1391&context=ij-sotl&sei-redir=1&referer=http%3A%2F%2Fscholar.google.ca%2Fscholar%3Fq%3D%2522dangers%2Bof%2Bstudent%2Bcentered%2522%26btnG%3D%26hl%3Den%26as_sdt%3D0%252C5#search=%22dangers%20student%20centered%22
That might be interesting to look at.
You are welcome. By the way, what I understand of "student-centeredness" is, being flexible in a given curriculum frame and encouraging Ss to take initiative and let them have choices. Especially teaching Asian Ss who are more familiar with teacher-centeredness" I have to ".literally introduce the fact that I am their "servant" not their "master". Again, although the widely view here (especially amongst the post structuralism followers) is that cultural differences only exist in our minds, and culture is 'discursively constructed" !!! I still see a difference between the attitudes of Ss toward the teaching authorities. (Again, none of these views is research based) .Ss from "southern parts of the world" tend to prove their personalities by challenging authorities, while "Far Easterners" might see discipline as an important part of education. Surely it differs from student to student, but there is a general pattern I have observed so far. If I did not have Asian Ss in my class I would have to be more careful with my "too liberal and humorous" approach for sure.
By the way, I recently made thoughts about the Arabic/old Turkish word for students: "Talebe" which translates as "the one who demands". However, in teacher-centered cultures, it's mostly we teachers "who demand" students to learn/achieve/perform. I recently brought it up when teaching Saudis and they were surprised sinc they have never thought about the word "talebe" and its meaning !
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