Ulteriori informazioni
Sommario
List of Figures
Notes on Contributors
Series Editor’s Foreword
Acknowledgements
Introduction: Are Hopeful Pedagogies Possible in Higher Education
Section One: Key Ideas and the Conceptual and Policy Terrain
1. Key Concepts of Critical Pedagogy: How We Teach – Mike Seal, response by Alan Smith
2. Critiques of Critical Pedagogy: The Post Critical– Leoarna Mathias & Mike Gilsenan, response by Joris Vlieghe
3. Perspective on the possibility of Hopeful Critical Pedagogies within Higher Education – Mike Seal, response by Stephen Cowden
4. The Higher Education Policy Landscape: Resistance is Possible – Sarah Parkes and Jane Beniston, response by Neil M Speirs
5. The Pedagogy of Partnership – John Peters and Leoarna Mathias, response by Professor Mike Neary
Section Two: Hopeful Pedagogies in Higher Education
Hopeful Pedagogy within Courses
6. Early Years to Higher Education: Legacy and the Creation and Connection of Hopeful Spaces - Julie Boardman and Jane Beniston, response from Carol Aubrey.
7. Widening the Cracks: Co- Constructing Learning Within Dialogical Spaces - Jane Beniston and Debbie Harris, response from Dr. László Varga PhD
8. Preparing for an Unexpected Journey! Exploring the Experience of Teaching Critical Pedagogy through Critical Pedagogy– Helen Bardy & Mike Gilsenan, response Christine Smith
9. Academic Identities: Conversations across the Cracks – Roger Willoughby & Parminder Assi, response from Marina Tornero Tarragó
Hopeful Pedagogies within Structures
10. The ‘Rehearsal Space’: Viewing Induction and Transition Work as a Critical Pedagogy Practice - Sarah Parkes & Leoarna Mathias, response by Professor Liz Thomas
11. ‘Very Much a Democratic Thing’: Enacting the Pedagogy of Partnership - Leoarna Mathias And John Peters, response by Professor Mike Neary
12. Foundation Years: Undoing Discourses of Deficit - Pheobe Hall, Leoarna Mathias, Kace Mcgowan, Sarah Parkes, Samantha Snelleksz, and Mike Seal, response Dr Sarah Hall
Becoming the Hopeful Pedagogue
13. A mindful journey – Person-Centred and Contemplative Critical Approaches to Higher Education - Ruth Roberts, response by Luca Tateo
14. Rethinking Critical Pedagogy in Higher Education through a Psychosocial Lens – Pete Harris, response by Jo Trelfa
15. It's been Emotional - Exploring the Emotional Impact of Critical Pedagogy Practice with Non-Traditional Students – Pauline Grace, Adella Snape and Lorna Morgan, response by Dana Fusco
Hopeful Pedagogies in the Spaces In-Between
16. Sit Down Next To Me: Reflections On Academic Advising And Pedagogical Love - Peter Sharpe, response by Professor Paul Prinsloo
17. Pushing at an Open Door… - Tina Mcloughlin,
18. Quality Assurance or Assured Silence? – Lorraine Loveland-Armour, response from Sean Bracken
Hopeful Pedagogies beyond the Institution
19. University as Community: Breaking the Circle of Certainty. – Tina Mclouglin, Lead Rolfe and Mike Seal, response from Simone Helleren.
20. College-Based Higher Education: a New Hope - Karima Kadi-Hanifi & John Keenan, response by Paula McElerney
Conclusion: Hopeful Pedagogies Are Possible In Higher Education
Info autore
Mike Seal has three part-time roles: Director of the Centre for Research into the Education of Marginalised Children and Young Adults (CREMCYA) and Professor of Youth and Community Education, St Mary’s University Twickenham, UK, Professor of Critical Pedagogy at Birmingham City University, UK, and the National Officer of the Professional Association of Lecturers of Youth and Community Work (PALYCW).
Testo aggiuntivo
At a time when educators need to extend discussions about alternatives to traditional models of education, Hopeful Pedagogies in Higher Education is a relevant and timely work. Given the global landscapes of contemporary politics and the growing misconceptions about higher learning, the contributing authors recognize the need for democratic dialogues about the lessons of the past and fostering hope for the future. 'Critical pedagogies' do not have to be synonymous with pessimistic instruction. [This book] challenges the negativity of dominant discourses of the current state of the world and instead offers new ideas for new pedagogical possibilities for meaningful and promising futures.
