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| Additional Physical Format: | Print version Rowan, Leonie Higher Education and Social Justice : The Transformative Potential of University Teaching and the Power of Educational Paradox Cham : Palgrave Macmillan UK,c2018 |
|---|---|
| Material Type: | Document |
| Document Type: | Book, Computer File |
| All Authors / Contributors: |
Leonie Rowan |
| ISBN: | 9783030052461 303005246X |
| OCLC Number: | 1097111582 |
| Notes: | Description based upon print version of record. A Conversation Starter: Student Voices and Academic Choices. |
| Description: | 1 online resource (151 p.). |
| Contents: | Intro; Acknowledgements; Contents; About the Author; List of Figures; List of Tables; Chapter 1 The Transformative Potential of Higher Education: Engaging with Educational Philosophy to Labour for Justice and Freedom; Abstract; A Conversation Starter: Academic Work and Social Justice-For Whose Freedom Do We Labour?; My Academia: Current Academic Terrains; Educational Philosophy and the Work of Academics; Beyond Inclusion and Towards Equality: Perspectives on Social Justice; Relationship-Centred Education; Educated Hope and Academic Decision Making. Situated Actions for Educational Change: Conversations About TransformationReferences; Chapter 2 Influences on Academic Decision-Making in University Teaching: Perspectives from Policy, Literature, and Student-Centred Research; Abstract; A Conversation Starter: The Context of Academic Work; Navigating by Policy: Student-Centred Universities; Navigating by Literature: Student Experiences and Student Satisfaction; Introducing the Research Data; Data Set 1; Data Set 2; Student Perspectives on Student Experiences; Relevance; Intellectual Challenge; Pedagogical Dexterity and Pedagogical Innovation. Validity, Usefulness, Clarity of AssessmentClarity of Communication and Overall Organisation; Staff Commitment to, Mastery of, and Enthusiasm Regarding the Topics Being Discussed; Positive Relationships, Mutual Respect, and Educational Rapport; Summary and Next Steps; Content or Activities as Irrelevant or Unhelpful; Content as Too Familiar; Pedagogical Decision-Making (Including Use of Online Lectures) That Was Not Effective; Assessment That Was Variously Seen as Confusing, Too Challenging, or Too Supported; Communication and Organisational Concerns. Disagreement with the Idea That Flexibility Is Provided by Online DeliveryVarious Interpretations of the Efforts by Staff to Develop Relationships/Support Students; Reflection; References; Chapter 3 Purposeful Decision Making for Relationship-Centred Education: Productive Paradox in University Teaching; Abstract; A Conversation Starter: Considering Multiple Perspectives on Quality; Situating Paradoxical Conversations; An Environment Should Be Hospitable but Charged; Welcoming Students into Complex, Demanding Conversations: Establishing Relevance. Sustaining Complex Conversations in Hospitable Environments: Pedagogical Variety and Student ChoiceAnalysing Learning Environments: Creating Spaces That Are Charged and Inviting; Analysing Pedagogical Decisions: Variety to Maximise Intellectual Engagement; Reflections on Situated Actions for Social Justice; Bounded but Open: Flexibility in Learning Choices; Bounded but Open Curriculum; Reflection; References; Chapter 4 Purposeful Decision Making for Relationship-Centred Education: Speech and Silence in University Classrooms; Abstract. |
| Series Title: | Palgrave pivot. |
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