Reclaiming The Teaching Discourse In Higher Education
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Reclaiming the Teaching Discourse in Higher Education
Author: Ian M. Kinchin
language: en
Publisher: Bloomsbury Publishing
Release Date: 2025-02-20
This book examines university teaching to encourage a move away from the singular lens of neoliberalism towards more a pluralistic stance that inspires a healthy diversity of theories and practices. University teaching is dominated by neoliberal cultures of measurement, consumerism and deficit, generating a monocultural narrative that disenfranchises the higher education teaching community. Collaborative communities of support are now perceived as performative regimes of surveillance, and existing injustices in the education system have been amplified by institutional responses to the COVID-19 pandemic. This book offers a reappraisal of the current state of university teaching, and re-imaginings of potential futures. Inspired by emerging perspectives in educational research and building upon Biesta's notion of the 'rediscovery of teaching', the book encourages an escape from accepted wisdom, liberating teaching from the bonds of reductive binary and linear thinking, and accepting the need for a plurality of theoretical perspectives. While universities use popular terms such as student-centredness, global excellence, active learning, and so on, and will highlight key performance metrics such as student satisfaction or teaching excellence awards, the reality is that much current teaching practice is rather 'traditional', 'teacher-centred', 'passive', and 'content heavy'. Despite managerial emphasis on 'best practice' and 'evidence-based practice', teaching is not reducible to a simple set of competencies and student learning is not adequately summarised as a list of graduate attributes. Teaching is relational and highly context dependent, and our discussion of teaching should recognise this. The performative culture pervading many campuses can dampen down large-scale innovation, leaving marginalised pockets of subversive collaboration and experimentation to operate below the corporate radar. Here the contributors give voice to some of those emerging ideas and challenge neoliberal orthodoxy.
Management in Higher Education for Sustainability
Author: Carolina Feliciana Machado
language: en
Publisher: Springer Nature
Release Date: 2025-04-08
This book offers a profound exploration of management in higher education for sustainability. From the integration of sustainability into curricula to sustainable campus practices, from interdisciplinary collaboration to technology-driven innovations, the book provides a holistic view of the multifaceted landscape of sustainability in academia. It also addresses critical issues such as student mobilization, impact assessment, and partnerships with industry and environmental organizations. With a focus on institutional policies and strategies, the book navigates the challenges and barriers faced by higher education institutions, providing invaluable insights into achieving sustainable practices. Additionally, it examines vital areas including online education accessibility, financial management for sustainability, and professional development for educators. Furthermore, the book explores the role of campus architecture and planning, assessing social and environmental impacts, and fostering international collaborations for sustainable education.
Reclaiming Accountability in Teacher Education
Author: Marilyn Cochran-Smith
language: en
Publisher: Teachers College Press
Release Date: 2018-04-20
"1. The book offers teacher educators and stakeholders an overview of accountability in the era of education reform and embraces teacher education accountability as a lever for reconstructing its targets, purposes, and consequences in keeping with the larger democratic project. 2. The book introduces a framework, eight dimensions of accountability, for interrogating dimensions of accountability policy and practice by revealing an accountability initiative's operation but also exposing underlying values and principles, theory of change, and relationship to larger political and policy agendas. 3. Using the authors' framework, eight dimensions of accountability, the book deconstructs four of the most visible education reform initiatives relevant to teacher educators and education stakeholders. The book proposes a rallying call to teacher educators and stakeholders to reclaim accountability using a new approach: democratic accountability in teacher education" --