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Emerging from the contested site of a new university campus, educators reflect upon the transformative process of reconceptualising and rebuilding a faculty of education in the twenty-first century. Contested Sites in Education 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. This volume offers 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. Contested Sites in Education will prepare future leaders who thoroughly understand, consciously apply and intentionally use democracy, selfknowledge, cultural knowledge, habits of mind, reflective learning communities and advocacy in their professional lives.
Table des matières
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.
A propos de l'auteur
Karen Ragoonaden is a faculty member of education at the University of British Columbiäs 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.
Résumé
Improves an understanding of and conversations about the nature, meaning and significance of higher education's public service within the scope of a democratic society. This volume offers educators and students a praxis-oriented, contemplative approach to conceiving and returning to public service and public identity.
