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Narratives of Academics' Personal Journeys in Contested Spaces
provides theoretically-informed personal narratives of 11 emerging
and established leaders in learning and teaching in Australia,
Finland, New Zealand, Singapore, the UK and the USA. The academics'
narratives focus on how the individuals have navigated to their
current leadership role in learning and teaching whilst negotiating
contested identities, such as gender, and physical and social
marginalised spaces, such as interstitial (middle) leadership
positions. These international narratives provide unique
perspectives on the sense-making of academics as they reflect on
their learning and teaching leadership journey and how these
journeys are shaped by their contested identities and the
marginalised spaces they inhabit. Often such identities and spaces
are not recognised in higher education which may lead to even more
isolating and challenging leadership journeys. The book contributes
to our understanding of the subjective experiences that academics
encounter in their leadership journeys. Further, the personal
narratives included in the book capture how the contested
identities and marginalised spaces influence the learning and
teaching leadership practices in various educational, cultural and
national contexts.
Narratives of Becoming Leaders in Disciplinary and Institutional
Contexts provides theoretically informed personal narratives of
nine emerging and established leaders in learning and teaching in
Australia, Brazil, Canada, Trinidad and Tobago, the UK and the USA.
The academics' narratives consider how individuals navigate the
disciplinary and institutional context as emergent and established
leaders in learning and teaching. These learning and teaching
leadership narratives highlight the commonalities and differences
in the struggles that academic leaders across the world encounter
within their unique institutional and disciplinary contexts. The
journeys of learning and teaching leadership are often fuzzy owing
to lack of well-established structures and pathways which may be
further complicated by the unique institutional and disciplinary
contexts. This book contributes to our understanding of the impact
of disciplinary and institutional contexts on the practice of
learning and teaching leaders. It captures the subjective
experiences of academics at various stages in their career,
navigating their individual pathways of learning and teaching
leadership within their national context.
This book examines the dominant discourses in higher education.
From the moment teachers enter higher education, they are met with
dominant discourses that are often adopted uncritically, including
concepts such as teaching excellence, student voice, and student
engagement. Teachers are also met with simplistic binaries such as
teaching vs. research, quantitative vs. qualitative research, and
constructivists vs. positivists. Kinchin and Gravett suggest that
this may present a distorted view, contributing to the disconnect
between the aims and observable practice of higher education.
Rather than celebrating difference, dominant discourses tend to
seek similarities in an attempt to simplify and manage the
environment. In this book, the authors share their belief that
teaching and learning should be a thoughtful endeavour. Thinking
with a breadth of theories, the authors explore the overlaps
between different perspectives in order to offer a richer and more
inclusive interrogation of the dominant discourses that pervade
higher education. Offering methodological approaches to explore
these perspectives, the authors bring together academics working in
different parts of the university and examine the concept of a
‘rich cartography’, considering how this can offer meaning
within higher education research and practice.
This book explores student-staff partnerships through a breadth of
co-authored research projects. There is a significant gap in
current literature regarding student-staff partnerships, both in
the sharing of examples as well as in the examination of
partnership working and its impact. Organised into four thematic
sections, the editors and contributors highlight the diversity of
routes students and staff can take to work in partnership, as well
as how research, learning and teaching can be co-created. Written
by both university staff and student researchers, the chapters
consider the benefits of student-staff partnerships as an antidote
to consumerist visions of higher education, and a way of
celebrating the potential of students and their voices. This book
will be of interest and value to scholars of student-staff
partnerships.
This book examines the importance of exploring the varied and
diverse perspectives of student experiences. In both academic
institutions and everyday discourse, the notion of the 'student
voice' is an ever-present reminder of the importance placed upon
the student experience in Higher Education: particularly in a
context where the financial burden of undertaking a university
education continues to grow. The editors and contributors explore
how notions of the 'student voice' as a single, monolithic entity
may in fact obscure divergence in the experiences of students.
Placing so much emphasis on the 'student voice' may lead educators
and policy makers to miss important messages communicated - or
consciously uncommunicated - through student actions. This book
also explores ways of working in partnership with students to
develop their own experiences. It is sure to be of interest and
value to scholars of the student experience and its inherent
diversity.
This book explores student-staff partnerships through a breadth of
co-authored research projects. There is a significant gap in
current literature regarding student-staff partnerships, both in
the sharing of examples as well as in the examination of
partnership working and its impact. Organised into four thematic
sections, the editors and contributors highlight the diversity of
routes students and staff can take to work in partnership, as well
as how research, learning and teaching can be co-created. Written
by both university staff and student researchers, the chapters
consider the benefits of student-staff partnerships as an antidote
to consumerist visions of higher education, and a way of
celebrating the potential of students and their voices. This book
will be of interest and value to scholars of student-staff
partnerships.
This book examines the importance of exploring the varied and
diverse perspectives of student experiences. In both academic
institutions and everyday discourse, the notion of the 'student
voice' is an ever-present reminder of the importance placed upon
the student experience in Higher Education: particularly in a
context where the financial burden of undertaking a university
education continues to grow. The editors and contributors explore
how notions of the 'student voice' as a single, monolithic entity
may in fact obscure divergence in the experiences of students.
Placing so much emphasis on the 'student voice' may lead educators
and policy makers to miss important messages communicated - or
consciously uncommunicated - through student actions. This book
also explores ways of working in partnership with students to
develop their own experiences. It is sure to be of interest and
value to scholars of the student experience and its inherent
diversity.
This book examines the dominant discourses in higher education.
From the moment teachers enter higher education, they are met with
dominant discourses that are often adopted uncritically, including
concepts such as teaching excellence, student voice, and student
engagement. Teachers are also met with simplistic binaries such as
teaching vs. research, quantitative vs. qualitative research, and
constructivists vs. positivists. Kinchin and Gravett suggest that
this may present a distorted view, contributing to the disconnect
between the aims and observable practice of higher education.
Rather than celebrating difference, dominant discourses tend to
seek similarities in an attempt to simplify and manage the
environment. In this book, the authors share their belief that
teaching and learning should be a thoughtful endeavour. Thinking
with a breadth of theories, the authors explore the overlaps
between different perspectives in order to offer a richer and more
inclusive interrogation of the dominant discourses that pervade
higher education. Offering methodological approaches to explore
these perspectives, the authors bring together academics working in
different parts of the university and examine the concept of a
‘rich cartography’, considering how this can offer meaning
within higher education research and practice.
Academics' International Teaching Journeys provides personal
narratives of nine international social science academics in
foreign countries as they adapt and develop their teaching. The
team of international contributors provide an invaluable resource
for other academics who may be exposed to similar situations and
may find these narratives useful in negotiating their own conflicts
and challenges that they may encounter in being an international
academic. The narratives provide a fascinating reference point and
a wide range of perspectives of teaching experiences from across
the world, including Europe, Australia, North America and the
Caribbean. The book offers a timely spotlight on contemporary
issues of globalisation that many higher education institutions
around the world may encounter. It contributes to the originality
of constructing new knowledge in the field of transnational higher
education - a modern phenomenon which will be increasingly
prominent in the current and next generation in the globalised
higher education contexts.
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