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Learning, teaching and social justice in higher education

Author: Sue Rechter; Noah Riseman; Ellen Warne
Publisher: [Melbourne, Vic.] : University of Melbourne eScholarship Research Centre in collaboration with the School of Arts and Sciences (Vic.), Australian Catholic University, 2010.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
"This book brings together a wide range of higher education practitioners from across disciplines. Their chapters suggest innovative approaches to learning, teaching and delivering a tertiary education experience that centres social justice as a core mission of universities. The authors address the ways in which universities grapple with the challenges involved in the selection processes, administration, teaching  Read more...
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Document Type: Book
All Authors / Contributors: Sue Rechter; Noah Riseman; Ellen Warne
ISBN: 9781921775284 1921775289
OCLC Number: 722786516
Notes: "Copyright is held by the individual contributors."--Title page verso.
"This work is provided by the Austalian Catholic University through the School of Arts and Sciences (Vic) under license from its editors."--Title page verso.
Description: vi, 244 pages ; 26 cm
Contents: EQUITY GROUPS --
Towards a multi-dimensional indicator to understand equity in education: introducing the equity raw-score matrix --
A difference to be shared: senior adult learners at university --
THEORISING ETHICS AND MORAL PHILOSOPHY --
Cultivating social justice: a sociology teacher ventures into moral philosophy --
Boring business ethics: a need for postmodernisation? --
PROMOTING SOCIAL JUSTICE IN THE LOCAL COMMUNITY --
Reconciliation and social justice: the role of Australian universities in educating for change --
Cultural studies in action: principled socially inclusive pedagogy and higher education equity projects --
INTERNATIONAL EDUCATION --
The mutually beneficial role of Australian universities in the development of tertiary education in Asia and the South Pacific: past, present and future contribution to nation-building --
Tertiary education in pursuit of the common good: the Thai-Burma border experience --
'The trails to get there': experiences of attaining higher education for Igorot indigenous peoples in the Philippines --
CATHOLIC INSTITUTIONS AND COMMUNITY ENGAGEMENT --
Third stream activities at Australian Catholic University --
Social justice and the Catholic University: commitment beyond the culture of niceness --
INNOVATION AND CASE STUDIES --
Teaching 'Doroth's Skin' --
Engaging relationships: learning about social justice through performance ethnography --
Academic guided peer support for struggling first year students --
Using transformative education to address student cynicism in management studies --
Inclusive practice in higher education: feedback that breaks pedagogical barriers --
Male nursing students' expectations, experiences and social justice issues.
Responsibility: edited by Noah Riseman, Sue Rechter and Ellen Warne.

Abstract:

"This book brings together a wide range of higher education practitioners from across disciplines. Their chapters suggest innovative approaches to learning, teaching and delivering a tertiary education experience that centres social justice as a core mission of universities. The authors address the ways in which universities grapple with the challenges involved in the selection processes, administration, teaching and learning and student support associated with an increasingly large student population drawn from a broad range of socioeconomic and cultural backgrounds, including many students who will be returning to live overseas. Some of the specific challenges of these developments have included those of selection, academic literacy, independent learning, student support and student engagement. A second dimension is the traditional role of the universities as sources of independent intellectual and ethical critique of social institutions, both in terms of research and public intellectual contribution to political and social policy debates, and in tems of the formation of students in their capacities as critical, ethical, citizens and professionals. This social-ethical critique has traditionally been built into the humanities and the social science disciplines and the 'helping professions' but has now found its way into other disciplines and professional areas, such as business and engineering. As well, broader social policy and political discourse has more explicitly embraced social-ethical agendas of inclusiveness and marginalisation of social groups; recognition of the damage to the overall society of enduring and increasing social inequality."--Jacket.

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