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Author: Sandra Abegglen
Publisher: Bloomsbury Publishing
ISBN: 1350334073
Category : Education
Languages : en
Pages : 289
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Book Description
Collaboration in Higher Education, an open access book, focuses on the opportunities and challenges created by engaging in collaboration and partnership in higher education. As higher education institutions become ever more competitive to sustain their place in a global, neoliberal education market, students and staff are confronted with alienating practices. Such practices create an individualistic, audit and surveillance culture that is exacerbated by the recent COVID-19 pandemic and the wholesale 'pivot' to online teaching. In this atomised and competitive climate, this volume synthesises theoretical perspectives and current practice to present case study examples that advocate for a more inclusive, cooperative, collaborative, compassionate and empowering education, one that sees learning and teaching as a practice that enables personal, collective and societal growth. The human element of education is at the core of this book, focusing on what we can do and achieve together: students, academic staff, higher education institutions and relevant stakeholders. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Knowledge Unlatched.
Author: Sandra Abegglen
Publisher: Bloomsbury Publishing
ISBN: 1350334073
Category : Education
Languages : en
Pages : 289
Get Book Here
Book Description
Collaboration in Higher Education, an open access book, focuses on the opportunities and challenges created by engaging in collaboration and partnership in higher education. As higher education institutions become ever more competitive to sustain their place in a global, neoliberal education market, students and staff are confronted with alienating practices. Such practices create an individualistic, audit and surveillance culture that is exacerbated by the recent COVID-19 pandemic and the wholesale 'pivot' to online teaching. In this atomised and competitive climate, this volume synthesises theoretical perspectives and current practice to present case study examples that advocate for a more inclusive, cooperative, collaborative, compassionate and empowering education, one that sees learning and teaching as a practice that enables personal, collective and societal growth. The human element of education is at the core of this book, focusing on what we can do and achieve together: students, academic staff, higher education institutions and relevant stakeholders. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Knowledge Unlatched.
Author: Ralph Pettman
Publisher: Academic Monographs
ISBN: 0522855326
Category : Philosophy
Languages : en
Pages : 234
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Book Description
How we look at the world is informed mainly by our assumptions and the ways in which we rationalise them. Seldom do we rely-or allow ourselves to rely-on 'gut thinking' or intuition. Intending the World shows how rationalism, which is our primary approach in thinking about world affairs, is in crisis. By studying the world rationalistically, we objectify it and we look at it as detached from ourselves. But in doing so, we cease to see that we are using a perspective that limits as well as enlightens. In a disciplinary first, Ralph Pettman provides an account of twenty-first century international relations in terms of phenomenology-one of the main philosophical attempts to compensate for these limits. He explores how this re-embedded use of reason can successfully describe and explain world affairs in ways unused by rationalists. Intending the World follows the lead of the German philosopher Edmund Husserl. It looks at the world not only in terms of things-in-themselves, but also in terms of why it is we keep willing the world the way we do.
Author: Alan Bainbridge
Publisher: Taylor & Francis
ISBN: 1003810292
Category : Education
Languages : en
Pages : 195
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Book Description
This edited collection aims to provoke discussion around the most important question for contemporary higher education – what kind of education (in terms of purpose, pedagogy and policy) is needed to restore the health and wellbeing of the planet and ourselves now and for generations to come? The book contains contributions from colleagues at a single UK University, internationally recognised for its approach to sustainability education. Introducing a conceptual framework called the ‘Paradox Model’, the book explores the tensions that underpin the challenge of developing sustainability in higher education in the 21st century. It asks probing questions about the purpose of higher education in the 21st century given growing concerns in relation to planetary safety and justice and calls for a rethinking of educational purpose. It draws upon the theory and practice of education and explores how these can develop an understanding of sustainability pedagogies in practice. Finally, it delivers thought-provoking discussion on what constitutes a ‘good’ higher education that meets the needs of a world in crisis. Drawing on a planetary health lens, the book concludes with a ‘manifesto’ that brings together the key insights from the contributing authors. This will be an engaging volume for academics and educators from a wide range of disciplines in higher educational settings interested in translating sustainability theory into educational practice.
Author: Marcus K. Harmes
Publisher: Springer Nature
ISBN: 3031323505
Category : Performing Arts
Languages : en
Pages : 278
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Book Description
This edited volume focuses on the cultural production of knowledge in the academy as mediated or presented through film and television. This focus invites scrutiny of how the academy itself is viewed in popular culture from The Chair to Terry Pratchett's ‘Unseen University’ and Doctor Who's Time Lord Academy among others. Spanning a number of genres and key film and television series, the volume is also inherently interdisciplinary with perspectives from History, Cultural Studies, Gender Studies, STEM, and more. This collection brings together leading experts in different disciplines and from different national backgrounds. It emphasises that even at a point of mass, global participation in higher education, the academy is still largely mediated by popular culture and understood through the tropes perpetuated via a multimedia landscape.
Author: David Harvie
Publisher: John Hunt Publishing
ISBN: 1803417978
Category : Education
Languages : en
Pages : 243
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Book Description
In 2021, as part of a programme called Shaping for Excellence, bosses at the University of Leicester made redundant numerous scholars in what was simultaneously an attack on academic freedom and trade union organisation. The authors of Shaping for Mediocrity not only had front-row seats in the campaign against these mass redundancies, they were in the ring - both as targeted employees and as trade union officers and negotiators. Shaping for Mediocrity tells the inside story of these attacks and the campaign against them. It situates this story within a longer history of struggle to make the university a place where critical thinking is possible, showing how events in Leicester are both reflective of higher education in the UK following four decades of neoliberal 'reform' and a particularly egregious instance of the increasingly authoritarian management of public institutions such as universities.
Author: Stefan Szczelkun
Publisher: Stefan Szczelkun
ISBN:
Category : Literary Collections
Languages : en
Pages : 23
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Book Description
A magazine-like compilation, or summary review, of ‘The Intellectual Properties of Learning: the prehistory from Saint Jerome to John Locke'. by John Willinsky, University of Chicago Press, 2017. With additional commentary and references. Several of the other chapbooks published in this series relate to this timeline. e.g. the ones on Erasmus and Spinoza.
Author: Bryan M. Christman
Publisher: Wipf and Stock Publishers
ISBN:
Category : Philosophy
Languages : en
Pages : 221
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Book Description
“He took the blind man by the hand . . . and when he had spit on his eyes and laid his hands on him, he asked him, ‘Do you see anything?’ He said, ‘I see men, but they look like trees, walking.’ Then Jesus laid his hands on his eyes again and he saw everything clearly.” Mark’s account of a blind man needing two healing touches from Jesus graphically depicts the stubborn blindness of his disciples. Peter epitomized this blindness when he was tempted by the popular view that Jesus was the Rome-conquering savior of Israel, rather than the suffering Servant of God. Also, the disciples didn’t understand that Jesus miraculously fed the famished crowds with a few loaves and fish to meet immediate need and provide leftover fragments of food for future need. Salvation was pictured for all time. Essentially, Mark’s Gospel gathered “leftovers,” historical fragments of Jesus’ life to convey God’s salvation across history to those Kierkegaard called “the follower at second hand.” Like Peter, disciples and even the crowds are tempted to false “salvations” where self is lost. But ironically, persons only become a self by taking up their own cross, enabled by Jesus’ second touch.
Author: Sir Norman Lockyer
Publisher:
ISBN:
Category : Electronic journals
Languages : en
Pages : 626
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Book Description
Author: Tamir Bar-On
Publisher: Rowman & Littlefield
ISBN: 1793639388
Category : Political Science
Languages : en
Pages : 475
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Book Description
This book argues that the political and security threats posed by the domestic radical right in Western countries have been consistently exaggerated since 1945. This has allowed governments to justify censoring and repressing their political opponents, including many who cannot be fairly described as being affiliated with the radical right.
Author: Maggi Savin-Baden
Publisher: Taylor & Francis
ISBN: 100093151X
Category : Education
Languages : en
Pages : 263
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Book Description
This book explores the purpose, role and function of the university and examines the disconnection between students’ approaches to learning and university strategy. It centres on the idea that it is vital to explore what counts as a university in the twenty-first century, what it is for, and for whom, as well as how it can transcend social divisions. The universities of the twenty-first century need to have larger audiences, a broader voice, a shift away from othering and an effective means of progressing such shifts. What is central to such exploration is the idea that learning needs to be seen as postdigital. With a focus on how the growth of technology has and continues to affect university learning, this book: explores the concepts of the digital and the postdigital; promotes just and inclusive pedagogies for higher education; considers ways to ensure learning is an ethical and political experience; studies how to understand community and collective values through higher education; suggests ways of promoting personal and collective responsibility for our world and its peoples; presents ways in which the university can challenge ideologies based on capitalist modes of consumption, privilege and exploitation. Digital and Postdigital Learning for Changing Universities is essential reading for anyone seeking to reimagine the university in a postdigital age, despite institutional structuration and government intervention. It challenges current assumptions and practices, and encourages new ways of thinking about higher education and learning in the twenty-first century.
