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The concept of Global Civil Society as an 'imagined global
community' is raising questions that challenge perceptions of a
border-free, footloose, global community. The era of
'hyper-individualism', accompanied by the virtualization of the
public sphere, is offering support for collective action and
processes in the face of rising economic and social anxieties, such
as inequality, poverty, terrorism, xenophobia, nuclear weapons, and
environmental destruction. Global Civil Society is now equipping
itself to negotiate with resurrected boundaries, calls for
decelerating the flow of people, identity clashes and throwbacks to
tribal politics. Contestations in Global Civil Society examines the
ways in which the global community is dealing with heightened
destabilization, entering what has been dubbed an 'Age of
Fracture', and takes a close look at contemporary shifts that
accompany the resurrection of multiple normative civil society
discourses such as political mobilization, polarization,
responsibility, and participation. What are the contestations
within global civil society? What is our current perception of
global civil society? How is it coping with the huge changes that
are happening all around us? What will global civil society look
like in the future?
This insightful volume details the implementation and challenges of
the Teaching Excellence Framework (TEF), developed in the UK to
ensure equal access to higher education for all social classes. It
posits that a modern higher education institution requires a robust
set of mechanisms - specifically mentorship, leadership, and
research - to create high-quality teaching and learning. Noted
contributors pose and answer key questions about the TEF in such
areas as solution-focused teaching, mentoring for the job market,
and social science curriculum development, using best practice
examples in the field. These ideas and strategies carry great
potential to improve the caliber of teaching and learning in
universities, and with it, students' social mobility. Among the
topics covered: * Why have mentoring in universities? Reflections
and justifications. * Working with students as partners: developing
peer mentoring to enhance the undergraduate student experience. *
The employers' reach: mentoring undergraduate students to enhance
employability. * Learn it and pass it on: strategies for
educational succession. * Mentoring mentees to mentor. *
Interdisciplinarity in higher education: the challenges of
adaptability. Mentorship, Leadership, and Research will play a
pivotal role in UK higher education since currently there is scant
academic literature on practical tools to help universities to
succeed at the TEF. A resource with international implications, it
should interest sociologists of education and professionals in
business strategy and leadership, social work, and community
development. Michael Snowden is a Senior Lecturer in Mentoring
Studies at the University of Huddersfield, UK. Jamie P. Halsall is
a Reader in Social Sciences at the University of Huddersfield, UK.
"Given the recent introduction of the Teaching Excellence Framework
(TEF) in the United Kingdom, this timely book outlines effective
practices to help earn the "Gold" standard. While considering TEF
within the current climate of academic competition and critical
evaluation, a diverse group of experts lay out why mentoring is one
highly effective answer to the TEF standards and without
compromising productivity in other service and research agendas.
This book is a must read for academics and higher learning
administrators alike." Leda Nath, Professor of Sociology,
University of Wisconsin
This far-sighted volume describes emerging trends and challenges in
university-level social sciences education in an era marked by
globalization, austerity, and inequity. It spotlights
solution-focused and interdisciplinary methods of teaching,
developed to match influential academic ideas, such as
self-directed learning and learning in communities, as students
seek to engage with and improve conditions in their immediate
environments. Chapters offer real-world applications of
foundational concepts in the modern practice of teaching, learning,
and curriculum development. Accordingly, the editors emphasize the
relationship between pedagogy and curriculum, as both are critical
in encouraging student autonomyand promoting optimum academic and
societal outcomes. Included in the coverage: * Towards a concept of
solution-focused teaching: learning in communities. * Heutagogy and
the emerging curriculum. * Collaborative working in the statutory
and voluntary sectors. * Delivering a community development
curriculum to students with multiple identities. * Photography and
teaching in community development. * A model for change: sharing
ideas and strategies. The Pedagogy of the Social Sciences
Curriculum will inspire sociologists, social workers, and health
and sociology educators to take a deeper role in community
well-being as students, faculty, and communities collaborate to
make lasting contributions to society.
This far-sighted volume describes emerging trends and challenges in
university-level social sciences education in an era marked by
globalization, austerity, and inequity. It spotlights
solution-focused and interdisciplinary methods of teaching,
developed to match influential academic ideas, such as
self-directed learning and learning in communities, as students
seek to engage with and improve conditions in their immediate
environments. Chapters offer real-world applications of
foundational concepts in the modern practice of teaching, learning,
and curriculum development. Accordingly, the editors emphasize the
relationship between pedagogy and curriculum, as both are critical
in encouraging student autonomyand promoting optimum academic and
societal outcomes. Included in the coverage: * Towards a concept of
solution-focused teaching: learning in communities. * Heutagogy and
the emerging curriculum. * Collaborative working in the statutory
and voluntary sectors. * Delivering a community development
curriculum to students with multiple identities. * Photography and
teaching in community development. * A model for change: sharing
ideas and strategies. The Pedagogy of the Social Sciences
Curriculum will inspire sociologists, social workers, and health
and sociology educators to take a deeper role in community
well-being as students, faculty, and communities collaborate to
make lasting contributions to society.
This insightful volume details the implementation and challenges of
the Teaching Excellence Framework (TEF), developed in the UK to
ensure equal access to higher education for all social classes. It
posits that a modern higher education institution requires a robust
set of mechanisms - specifically mentorship, leadership, and
research - to create high-quality teaching and learning. Noted
contributors pose and answer key questions about the TEF in such
areas as solution-focused teaching, mentoring for the job market,
and social science curriculum development, using best practice
examples in the field. These ideas and strategies carry great
potential to improve the caliber of teaching and learning in
universities, and with it, students' social mobility. Among the
topics covered: * Why have mentoring in universities? Reflections
and justifications. * Working with students as partners: developing
peer mentoring to enhance the undergraduate student experience. *
The employers' reach: mentoring undergraduate students to enhance
employability. * Learn it and pass it on: strategies for
educational succession. * Mentoring mentees to mentor. *
Interdisciplinarity in higher education: the challenges of
adaptability. Mentorship, Leadership, and Research will play a
pivotal role in UK higher education since currently there is scant
academic literature on practical tools to help universities to
succeed at the TEF. A resource with international implications, it
should interest sociologists of education and professionals in
business strategy and leadership, social work, and community
development. Michael Snowden is a Senior Lecturer in Mentoring
Studies at the University of Huddersfield, UK. Jamie P. Halsall is
a Reader in Social Sciences at the University of Huddersfield, UK.
"Given the recent introduction of the Teaching Excellence Framework
(TEF) in the United Kingdom, this timely book outlines effective
practices to help earn the "Gold" standard. While considering TEF
within the current climate of academic competition and critical
evaluation, a diverse group of experts lay out why mentoring is one
highly effective answer to the TEF standards and without
compromising productivity in other service and research agendas.
This book is a must read for academics and higher learning
administrators alike." Leda Nath, Professor of Sociology,
University of Wisconsin
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