Making Sense of Teaching in Difficult Times

ISBN-13: 9781138306271 / Angielski / Miękka / 2017 / 128 str.

Penny Jane Burke; Suellen Shay

Opis

Thinking about teaching in educational terms has become increasingly difficult because of the dominant conceptions of higher education and the fact that assumptions about social mobility, usefulness, and the economic advantages of higher education can no longer be taken for granted. This book explores understandings of education and teaching experiences in changing global, national, and institutional contexts, and considers the value of disciplinary tools of analysis, connections between pedagogies, autonomy and intercultural classes, and countering the marketization of higher education through online teaching. This book was published as a special issue of Teaching in Higher Education.

Spis treści

1. Difficult times for college students of color: teaching white students about White Privilege provides hope for change  2. Teacher as learner: a personal reflection on a short course for South African university educators  3. Global citizenship, sojourning students and campus communities  4. Strategies for critiquing global citizenry: undergraduate research as a possible vehicle  5. Interdisciplinary content, contestations of knowledge and informational transparency in engineering curriculum  6. Chinese students making sense of problem-based learning and Western teaching – pitfalls and coping strategies  7. Reframing teaching relationships: from student-centred to subject-centred learning  8. A heuristic for analysing and teaching literature dealing with the challenges of social justice  9. The influence of internationalisation and national identity on teaching and assessments in higher education  10. Online teaching communities within sociology: a counter trend to the marketization of higher education

O autorze

Penny Jane Burke is Global Innovation Chair of Equity at the University of Newcastle, Australia, where she is Co-Director of the Centre of Excellence for Equity in Higher Education. She is also Professor of Education at Roehampton University, London, UK, where she is Co-Founder and Co-Director of the Paulo Freire Institute-UK, and Research in Inequalities, Societies & Education. She has published extensively in the field of equity in higher education, including Accessing Education effectively widening participation (2002),　The Right to Higher Education: Beyond widening participation (2012), and Reconceptualising Lifelong Learning: Feminist Interventions (with Sue Jackson, 2007). She is the Access and Widening Participation Network co-convenor for the Society for Research in Higher Education, and Editor of Teaching in Higher Education.

Suellen Shay is Associate Professor and Dean in the Centre for Higher Education Development at the University of Cape Town, South Africa. Her career has spanned a range of types of educational development work, including language development, curriculum development, and staff and institutional development. Her research brings the theoretical frameworks of sociology of education to higher education with specific focus on knowledge and curriculum. She is co-editor of Knowledge-building: Educational Studies in Legitimation Code Theory (with Karl Maton and Sue Hood, 2015) and has published in a range of higher education journals. She is principle investigator in a multi-institutional research project on undergraduate curriculum reform in South Africa. She is one of the executive editors of Teaching in Higher Education.