Beschreibung
This volume seeks to improve an understanding of and conversations about the nature, meaning and significance of higher education’s public service within the scope of a democratic society. Contributors offer educators and students a praxis-oriented, hope-infused, contemplative approach to conceiving, developing and in some cases, returning to public service and public identity in the twenty-first century.
Autorenportrait
Karen Ragoonaden is a faculty member of education at the University of British Columbia’s Okanagan Campus. Her publications and research interests lie in the areas of scholarship on teaching and learning, French education, and diversity pedagogy. Her most recent articles focus on intercultural communication competence, critical pedagogy and selfstudy of teacher and teacher education practices.
Inhalt
Karen Ragoonaden: Introduction: Ethical Teacher Dilemmas in a Neoliberal Age – Karen Ragoonaden: Setting the Path Toward Emancipatory Practices: Professor of Teaching – Pamela Richardson: Dwelling Artfully in the Academy: Walking on Precarious Ground – Catherine Broom: Ideology, Performativity, and the University – Susan Crichton: Living and Working in a Global Space: Liminality Within an Academic Life – Lynn Bosetti and Sabre Cherkowski: Performativity in the Academy: Negotiating Ambition, Desire, and the Demands of Femininity – Christopher Martin: On the Educational Value of Philosophical Ethics: A Reflection on the Problem of «Relevance» in Teacher Education – Sabre Cherkowski: Developing Mindful Teacher Leader Identities in Higher Education – Lynn Bosetti: Academic Identity Within Contested Spaces of a University in Transition.
