This book explores the idea that teaching and learning – pedagogy – at universities is a crucial space for students’ formation as ethical graduates, equipped with knowledge, skills and values to contribute to more equal societies. We know that universities across the globe do not stand apart from social and educational inequalities at multiple levels; they have the potential to reproduce or reduce social inequalities and therefore towards transformative ends. This book suggests how this could be achieved both via policy and practice around the globe
This book focuses on the relations between social justice and higher education research. Jan McArthur and Paul Ashwin bring together chapters from international researchers that explore these relations in a range of national contexts and consider their implications for policies, pedagogy and our understanding of the roles of graduates in societies. As a whole, the book argues that social justice needs to be more than a topic of higher education research and must also be part of the way that research is undertaken. Social justice must be located in research practices as well as in the issues that are researched.
In what ways does access to undergraduate education have a transformative impact on people and societies? What conditions are required for this impact to occur? What are the pathways from an undergraduate education to the public good, including inclusive economic development? These questions have particular resonance in the South African higher education context, which is attempting to tackle the challenges of widening access and improving completion rates in in a system in which the segregations of the apartheid years are still apparent. Higher education is recognised in core legislation as having a distinctive and crucial role in building post-apartheid society. Undergraduate education is seen as central to addressing skills shortages in South Africa. It is also seen to yield significant social returns, including a consistent positive impact on societal institutions and the development of a range of capabilities that have public, as well as private, benefits. This book offers comprehensive contemporary evidence that allows for a fresh engagement with these pressing issues.
In comparing one public school to another, discussions frequently include talk concerning the socioeconomics of a school or district, which then leads to talk about the advantages that one socioeconomic setting has over another. Educators tend to agree that low academic achievement frequently associated with a low socioeconomic status is a characteristic difficult to resolve for a population of school children. The Handbook of Research on Social Inequality and Education is a critical reference source that provides insights into social influences on school and educational settings. Featuring an array of topics including online learning, social mobility, and teacher preparation, this book is excellent for educational leaders, educational researchers, teachers, academicians, administrators, instructional designers, and teacher preparation programs.
This book addresses contemporary philosophical issues in higher education and how we can create socially just pedagogies and a socially just university. Providing a forum for thinking through how critical posthumanism, affect theory and feminist new materialisms provide a useful lens for higher education, and shows how these standpoints can benefit methods and practices of learning and teaching. Gross inequalities in higher education continue to affect pedagogical practices across geopolitical contexts and there is a need to consider new theories which call into question the commonplace humanist assumptions currently dominating the discourse around social justice in this context. However scholarship on the affective turn, critical posthumanism and new material feminisms, opens both new possibilities and responsibilities for higher education pedagogies. The approaches of this book also provide imaginative ways of engaging with current dissatisfactions with higher education, from the marketization of education, to issues of racism, discrimination and lack of diversity. Of international relevance, this collection particularly foreground southern contexts and case studies, such as the student activism in South African universities that has sparked a global project of decolonization and social justice in educational institutions. This book is an urgent call to reconceptualize, rethink and reconfigure pedagogies in higher education and the implications for future citizenship and social participation.
Youth, Gender and the Capabilities Approach to Development investigates to what extent young people have access to fair opportunities, the factors influencing their aspirations, and how able they are to pursue these aspirations and to carry out their life plans. The book positions itself in the intersection between capabilities, youth and gender, in recognition of the fact that without gender equality, capabilities cannot be universal and development strategies are likely to fail to achieve their full objectives. Within the framework of the human development and capabilities approach, Youth, Gender and the Capabilities Approach to Development focuses on examples in the areas of education, political spaces, and social practices that confront inequality and injustice head on, by seeking to advance young people’s capabilities and their agency to make valuable life plans. The book focuses how youth policies and issues can be approached globally from a capabilities-friendly perspective; arguing for the promotion of freedoms and opportunities both in educational and political spheres, with the aim of developing a more just world. With a range of studies from multiple and diverse national contexts, including Russia, Spain, South Africa, Tanzania, Morocco, Turkey, Syria, Colombia, India and Argentina, this important multidisciplinary collection will be of interest to researchers within youth studies, gender studies and development studies, as well as to policy makers and NGOs.
Reflective Teaching in Higher Education is the definitive textbook for those wanting to excel at teaching in the sector. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism for those teaching in higher education. Written by an international collaborative author team of experts led by Paul Ashwin, Reflective Teaching in Higher Education offers two levels of support: - practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion - evidence-informed 'principle's to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning in higher education In addition to new case studies from a wider variety of countries than ever before, this new edition includes discussion of: - What is meant by 'agency' - Gender, ethnicity, disability and university teaching - Digital learning spaces and social media - Teaching career development for academics - Decolonising the curriculum - Assessment and feedback practices - Teaching excellence and 'learning gain' - 2015 UN General Assembly 2030 Agenda for Sustainable Development reflectiveteaching.co.uk provides a treasure trove of additional support. It includes supplementary sector specific material to support for considering questions around society's educational aims, and much more besides.
Universities face the prospect of becoming redundant unless the way teaching and learning takes place changes. This book explores the idea of transformation and pedagogy, In particular, it will highlight how universities are transformed through a set of pedagogical interventions and stances that integrate a sense of moral and ethical purpose to learning. Actively integrating cultural pluralism in developing knowledge and understanding aspires to liberate the learner from existing power structures by fostering a desire to challenge and change the social system in which we live and connects the reality around us and its many problems to the knowledge generation process.
This book establishes community engagement and service-learning as pathways to advancing human development and common good. Using the human development and capability approach as normative frameworks, with South Africa as a frame of reference, the author investigates the theoretical contributions and ultimate benefits of university-community partnerships. In doing so, this book demonstrates that three interrelated capabilities – affiliation, common good professionals and local citizenship – are developed through community engagement and service-learning. Subsequently, the notion of transformative change through community engagement and service-learning is illuminated, particularly when operating within the context of power differentials, inequality and extreme poverty. This book will be of interest and value to students and scholars of service-learning, and its implications for partnerships between universities and external communities.
