Rethinking Higher Education – serie

This book examines the restructuring of universities on the basis of neoliberal models, and provides a vision of the practice of hope in higher education as a means to counteract this new reality. The authors present a re-imagined version of Jonathan Swift’s “A Modest Proposal” to highlight the absurdity of policy trends and decisions within higher education and shock people out of indifference towards action. The authors suggest the ‘practice of hope’ as a way to create a system that moves beyond neoliberalism and embraces equity as commonplace. Providing real-world possibilities of the practice of hope, the book offers possibilities of what could happen if neoliberalism at the higher education level is counteracted by the practice of hope.

This book examines the restructuring of universities on the basis of neoliberal models, and provides a vision of the practice of hope in higher education as a means to counteract this new reality.

This book analyzes stories of university early childhood faculty members, community activists in southern California, and children and the early childhood teacher education students working with them.

This book analyzes stories of university early childhood faculty members, community activists in southern California, and children and the early childhood teacher education students working with them.

In a context in which explicit attention to the curriculum has been sidelined in universities’ strategy, this book makes an argument for why curriculum matters, both in understanding the effects of unbundled online learning and more broadly.

In a context in which explicit attention to the curriculum has been sidelined in universities’ strategy, this book makes an argument for why curriculum matters, both in understanding the effects of unbundled online learning and more broadly. It takes up two particular curriculum issues which are amplified in an unbundled context: differences in the formulation of curriculum between disciplines and professional fields, and the extent these are recognised in university strategy; and the push for constructivist pedagogies, and its effects on curriculum construction. Since the onslaught of MOOCs in 2012, unbundled forms of online learning offered via partnerships with external online program management and MOOC providers have grown significantly across the university sector. There has been much debate about the implications of these partnerships but the focus has predominantly been on the engagement of students and their learning. This book takes adifferent and novel approach, looking instead at the effects on curriculum and knowledge.Drawing on selected case studies, the book reflects on how university leaders and academics engaged with MOOCs and other forms of unbundled online learning in the early 2010s, and the effects of these reforms on curriculum practice. It captures in detail the complex and difficult work involved in university curriculum making in a way rarely seen in discussions of higher education. And it generates new in-sights about some of the critical problems manifest in the ongoing moves to embrace unbundled online learning today.

This open access book explores how educational researchers working at the edges of innovations in languages and literacies, leadership, assessment, social and cultural transformation, and pedagogies rethink the educational turn in new sites.

This open access book explores how educational researchers working at the edges of innovations in languages and literacies, leadership, assessment, social and cultural transformation, and pedagogies rethink the educational turn in new sites.

This book examines policies and practices within higher education, particularly in the field of teacher education, that foster sustainability from a variety of viewpoints.

This book examines how teaching and learning and teacher and student identities are being reframed in higher education by neoliberal policies and practices. It shares how teachers perform teaching and learning duties in relation to prescribed institutional policies and how teachers insert dissonant pedagogies as a critical practice.The book explores narrative pedagogy as a disruptive presence and a space for critique. It interrogates personal/professional experience of educational systems that present educators juggling complexity and meeting competing demands to make learning meaningful for students. Each contribution will act as a counterpoint and provide a synoptic method for comparison. The book re-constructs meaning from the generic narrative of the public face of education, which homogenizes and diminishes collective understandings of teachers and teaching. This book provides a contemporary account of the social realities experienced within the higher education classroom across the globe.