Teaching, Tenure, and Collegiality

Mary K. Chang is an independent scholar, with a PhD in Educational Foundations from the University of Hawai'i. She is coeditor (with Teresa Vilardi) of Writing-Based Teaching: Essential Practices and Enduring Questions, also published by SUNY Press.

"By applying the concept of Confucian relationality, Chang offers a new way to look at how higher education is structured as well as evaluated. Faculty will find the sections on tenure and collegiality especially helpful." — A. G. Rud, coauthor of The Philosophy of Chinese Moral Education: A History

• AcknowledgmentsForewordIntroductionValue of Cohering Faculty RolesMarketizing Higher EducationNormalization of Individualization SeparatesDistinguishing Confucian RelationalityAttending to ProcessesLinking Time and SpaceJuxtaposition as a Way to Enrich RelationPart I: A Dynamic Confucian Tradition 1. The Exam Is Not the TextEmphasizing a Commentarial TraditionTaking an Interpretive ApproachA Complicated ConflationToward Agential Reading2. A Familial Way ForwardParents and ChildrenA Process Orientation HarmonizesFraming People as EventsPersonal Cultivation Emerges Through RelationshipPart II: Universities: Toward Sharing Responsibility 3. The Tenure Expectations ParadoxProduct Paradigm Stresses EfficiencyAbstraction DecontextualizesWhat About Teaching?Addressing the ParadoxEngage the Core Values4. Foregrounding CollegialityMore Than a MethodGenerating Collaborative SpaceTaking Experiences SeriouslyBeyond Measurable OutcomesDeveloping Inner Circles5. Responsive PedagogyUnlearning Positions of PrivilegeFrom Personal Cultivation to CritiqueAll About Relation: Juxtaposition With Feminist PerspectivesConclusionEmbracing the Complexity of Learning: Some ImplicationsHow Will You Respond?Appendix A: University of Hawai'i Strategic Directions, 2015–2021Appendix B: Criteria and Guidelines for Faculty Tenure/PromotionBibliographyIndex