This book investigates origins, meanings, uses and effects of student engagement in higher education, and addresses three core questions: (1) Why is student engagement so visible in higher education today? (2) What are its dominant characteristics? (3) What is missing in the popular view of student engagement? These questions pave the way for a fresh approach to student engagement. The book argues that an elective affinity between student engagement and policies embedded in neoliberalism, the dominant ideology of the early 21st century, enables student engagement to transcend diverse intellectual and practice contexts. This affinity encourages quality learning and teaching that enables student to succeed in their studies and future careers. The book shows that focusing on neoliberal objectives for learning and teaching limits the potential of student engagement in higher education. This conclusion leads to a critical and practical social-ecological perspective that approaches engagement more as a pathway to social justice than as a list of techniques. This book is a work of critical scholarship backed by empirical research. It questions accepted theories and practices and offers fresh insights into student engagement in higher education, including how engagement could promote social justice.
Drawing on scholarship as well as established practice, A Handbook for Student Engagement in Higher Education is a sector-leading volume that unpacks the concept of student engagement. It provides ideas and examples alongside compelling theory- and research-based evidence to offer a thorough and innovative exploration of how students and staff can work together to genuinely transform the higher education learning experience. Providing readers with evidence from successfully embedded schemes, the book uses case studies and practical, workable examples from a variety of international institutions. With the insight of world-leading contributors, it showcases what good practice looks like in higher education institutions across the globe. Simultaneously collating a wealth of contemporary research, this book creates vivid connections between theories and student engagement in higher education, with chapter topics including: Creating relationships between students, staff and universities Offering non-traditional students extracurricular opportunities Taking a students-as-partners approach Critically reflecting on identities, particularities and relationships The future of student engagement. In a fast-developing and significantly shifting area, this book is essential reading for higher education managers and those working directly in the field of student engagement.
Student Empowerment in Higher Education brings together the accumulated knowledge and experience of many accomplished teachers and students from higher education institutions around the world, and has much to offer those who are engaged in higher education, as students, teachers or support staff. The authors offer personal reflections in teaching, learning, mentoring, assessment, hands-on activities, course design and student identities in higher education across the globe, supported by academic research and scholarship. Readers are provided with a window into tried and tested empowering practices in varying contexts, enabling them to see what works and what does not, alongside the challenges and possibilities. A distinctive feature of this book, and its paramount strength, is that it explores best practices in student empowerment, whilst reflecting on matters of teaching and learning that are familiar to students and teachers alike, and also explores practices in a variety of disciplines. The intention of these volumes, therefore, is not only to inform readers about the diverse learning and teaching approaches of the authors, but, most importantly, to facilitate processes of student empowerment and promote reflection on teaching and learning practices. "In recent decades, higher education policy discourse has persistently implied that a university education is 'delivered' to students under the impersonal banner of 'the student experience'. Not only does this commodify the diverse, individual experiences of students into one marketable product, it also creates false barriers and power dynamics between students and their teachers. In Student Empowerment in Higher Education, the students and lecturers who collaborated to write this important volume have literally blown such misleading notions out of the window! I highly recommend each varied and autonomous chapter to learn what really inspires confidence and success in university students." Professor Sarah Hayes, Professor of Higher Education Policy, University of Wolverhampton "The two volumes of Student Empowerment in Higher Education offer the reader rich and varied examples and understandings of student empowerment from around the world. The authors provide reflective accounts of learning and teaching from diverse perspectives and disciplines, which focus on many different areas of practice in higher education. It is this variety that will appeal to many readers, as the source of ideas and inspiration for numerous possible routes to empowerment. With many chapters co-authored by students and staff, the book models the collective responsibility students and staff have for enhancing student empowerment." Dr. Catherine Bovill, Senior Lecturer in Student Engagement, University of Edinburgh; Fulbright Scholar, Elon University, North Carolina, USA; Visiting Fellow (Knowledge Exchange), University of Winchester
This volume explores how educational policy is changing as a result of neoliberal restructuring and how these issues affect educators’ practice. Evidence-based chapters present a sharp analysis of neoliberal education policy while also offering suggestions and recommendations for future action to bring about change consistent with more robust understandings of democracy. Covering issues relating to historical context, philosophical assumptions, policy implementation, accountability, teacher professionalism and standardization, Confronting Educational Policy in Neoliberal Times critically engages the ways micro- and macro- neoliberal politics shapes the purposes and implementation of schooling.
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.
The Labour of Words in Higher Education: is it Time to Reoccupy McPolicy? critically examines a widespread tendency in university policy to attribute the academic labour of staff and students to strategies, technologies and socially constructed buzz phrases.
Teacher Education through Active Engagement identifies and addresses a contemporary issue: the ways in which teaching and teacher education are articulated by politicians, civil servants, business leaders and educational entrepreneurs intent on profit-making in the current global neoliberal policy context. This is often characterised by narrow and ill-conceived ideas about teacher characteristics and competences; recruiting and fast-tracking graduates from elsewhere into the profession; the reform of teacher training with less emphasis on theory and academic study; a narrow focus on teachers’ core skills; and the promotion of training in model ‘teaching schools’. In this book contributors challenge this conceptualisation and demonstrate practitioners’ necessary intellectual activity to wrest back professional control. By drawing on practice-focused research carried out in sites of educational policy and practice, each chapter exemplifies for teachers, student teachers and teacher educators the sort of ‘knowledge work’ to coordinate a professional reply to non-educationalists who dictate the terms of teaching and teacher education. The book provides directions for encouraging critical thinking, analytical skills and political activism, which consider the needs and interests of diverse children and young people in real classrooms, real schools and real communities. Illustrated throughout with practice-focused research and drawing on the historical case of Winifred Mercier and her colleagues at the City of Leeds training college who challenged the establishment to leave a legacy of professional control, the book will appeal to practitioners, academics and researchers in the fields of teacher education and education studies.
In recent years there has been growing concern over the pervasive disparities in academic achievement that are highly influenced by ethnicity, class and gender. Specifically, within the neoliberal policy rhetoric, there has been concern over underachievement of working-class young males, specifically white working-class boys. The historic persistence of this pattern, and the ominous implication of these trends on the long-term life chances of white working-class boys, has led to a growing chorus that something must be done to intervene. This book provides an in-depth sociological study exploring the subjectivities within the neoliberal ideology of the school environment, in order to expand our understanding of white working-class disengagement with education. The chapters discuss how white working-class boys in three educational sites enact social and learner identities, focusing on the practices of 'meaning-making' and 'identity work' that the boys experienced, and the disjunctures and commonalities between them. The book presents an analysis of the varying tensions influencing the identity of each boy and the consequences of these pressures on their engagement with education. Drawing on Bourdieu’s theoretical tools and a model of egalitarian habitus, Identity, Neoliberalism and Aspiration: Educating white working-class boys will be of interest to academics, researchers and postgraduate students in the field of sociology of education, and those from related disciplines studying class and gender.
How appropriate for today and for the future are the policies and practices of higher education that largely assume a norm of traditional-age students with minimal on-campus, or no, work commitments? Despite the fact that work is a fundamental part of life for nearly half of all undergraduate students – with a substantial number of “traditional” dependent undergraduates in employment, and working independent undergraduates averaging 34.5 hours per week – little attention has been given to how working influences the integration and engagement experiences of students who work, especially those who work full-time, or how the benefits and costs of working differ between traditional age-students and adult students. The high, and increasing, prevalence and intensity of working among both dependent and independent students raises a number of important questions for public policymakers, college administrators, faculty, academic advisors, student services and financial aid staff, and institutional and educational researchers, including: Why do so many college students work so many hours? What are the characteristics of undergraduates who work? What are the implications of working for students’ educational experiences and outcomes? And, how can public and institutional policymakers promote the educational success of undergraduate students who work? This book offers the most complete and comprehensive conceptualization of the “working college student” available. It provides a multi-faceted picture of the characteristics, experiences, and challenges of working college students and a more complete understanding of the heterogeneity underlying the label “undergraduates who work” and the implications of working for undergraduate students’ educational experiences and outcomes. The volume stresses the importance of recognizing the value and contribution of adult learners to higher education, and takes issue with the appropriateness of the term “non-traditional” itself, both because of the prevalence of this group, and because it allows higher education institutions to avoid considering changes that will meet the needs of this population, including changes in course offerings, course scheduling, financial aid, and pedagogy.
Tracing the social, political, economic and ideological factors that have impacted the development of social work from both a global and a local perspective, the authors identify the historical and contemporary conflicting and competing strands.
This book discusses the topic of graduate employability from the premise that in this era of ‘massification,’ economic austerity, and political uncertainties, higher education (HE) no longer guarantees a clear ‘work place advantage.’ Divided into three sections, the book offers theoretical and philosophical discourses on the ‘HE quandary,’ whilst taking into account – and critiquing - political, temporal, and national contexts. It culminates in an investigation into specific discipline areas. It offers insights into the way that institutions, decision-makers, academics, and professional support staff can work together towards ensuring that our graduates are able to cope with the varied demands and challenges of modern job markets. It harnesses arguments and reflections on the breadth and depth of the functions of HE, such as social transformation, promoting principles of social justice, and providing opportunities. It grounds these in a triadic model for enhancing student engagement and holistic learning, namely, the emotional, cognitive, and behavioural aspects. As an anthology, it is forward-gazing in terms of the sustainability debate, whilst still offering evidence-based, research-grounded, practical suggestions to readers looking for tips and tools of the trade.
Neoliberalism - the doctrine that market exchange is an ethic in itself, capable of acting as a guide for all human action - has become dominant in both thought and practice throughout much of the world since 1970 or so. Its spread has depended upon a reconstitution of state powers such that privatization, finance, and market processes are emphasized. State interventions in the economy are minimized, while the obligations of the state to provide for the welfare of its citizens are diminished. David Harvey, author of 'The New Imperialism' and 'The Condition of Postmodernity', here tells the political-economic story of where neoliberalization came from and how it proliferated on the world stage. While Thatcher and Reagan are often cited as primary authors of this neoliberal turn, Harvey shows how a complex of forces, from Chile to China and from New York City to Mexico City, have also played their part. In addition he explores the continuities and contrasts between neoliberalism of the Clinton sort and the recent turn towards neoconservative imperialism of George W. Bush. Finally, through critical engagement with this history, Harvey constructs a framework not only for analyzing the political and economic dangers that now surround us, but also for assessing the prospects for the more socially just alternatives being advocated by many oppositional movements.
In cinema studies today, rarely do we find a direct investigation into the culture of capitalism and how it has been refracted and fabricated in global cinema production under neoliberalism. However, the current economic crisis and the subsequent Wall Street bailout in 2008 have brought about a worldwide skepticism regarding the last four decades of economic restructuring and the culture that has accompanied it. In this edited volume, an international ensemble of scholars looks at neoliberalism, both as culture and political economy, in the various cinemas of the world. In essays encompassing the cinemas of Asia, Africa, Latin America, Europe, and the United States the authors outline how the culture and subjectivities engendered by neoliberalism have been variously performed, contested, and reinforced in these cinemas. The premise of this book is that the cultural and economic logic of neoliberalism, i.e., the radical financialization and market-driven calculations, of all facets of society are symptoms best understood by Marxist theory and its analysis of the central antagonisms and contradictions of capital. Taking a variety of approaches, ranging from political economy, ideological critique, the intersection of aesthetics and politics, social history and critical-cultural theory, this volume offers a fresh, broad-based Marxist analysis of contemporary film/media. Topics include: the global albeit antagonistic nature of neoliberal culture; the search for a new aesthetic and documentary language; the contestation between labor and capital in cultural producion; the political economy of hollywood, and questions of gender, sexuality, and the nation state in relation to neoliberalism.
This book is the outcome of a colloquium series organized by The University of Sydney in which leading and emerging researchers were invited to name what they took to be the deep flaws at the heart of contemporary educational and policy and practice in Australia and globally — to voice their potentially ‘heretical’ views on what most urgently needs to be done. The chapters in this collection are paired to offer two takes on each topic, from supplementing to critiquing to countering and most points in between. The issues addressed in this volume include: the place of education in national and international marketplaces, mass testing and standardisation, the future of ‘multiculturalism’ in schools, the public funding of private schools, the complicated relationship between evidence and policy and the shifting politics of inequality. This book is based on the idea that recognising deep disagreements on big issues is a necessary accompaniment to imagining and developing productive ways forward.
The Russian psychologist L. S. Vygotsky (18961934) has been one of the central figures in the recent shift from the cognitive to the social and the cultural in educational and psychological research. A. N. Leontievs (19031979) activity theory has had a similar impact in the West. A. A. Leontievs (19362004) psycholinguistic theories have also started to attract increasing attention. The ideas of these scholars have also made their mark on second and foreign language learning research outside Russia. However, there is no one widely accepted, monolithic Vygotskian or Leontievian theory. Furthermore, the nature and role of language in action and activity remain open for debate. This edited volume presents 19 chapters bringing together different views from a number of disciplines for a critical analysis and reappraisal of the relationship between language and action. The topics range from theoretical and methodological issues related to sociocultural and activity theoretical views of language to empirical research reports on classroom interaction, identity, language assessment, teacher education and second and foreign language learning. The overall aim of Language in Action: Vygotsky and Leontievian Legacy Today is to shed light on the nature of human action and activity and the role that language has in mediating and shaping what we think, do, and learn. At the same time, the book serves as a showcase of different socially oriented approaches to the study of what we as human beings are and what we do with language.
This book examines the period leading up to the Hong Kong handover in 1997 - the 'countdown of time', and by using iconic cultural symbols such as the countdown clock, the Hong Kong Museum exhibitions and cultural heritage sites, argues that China has undergone a transition to neoliberal state, in part through its reunification with Hong Kong. The problem of synchronization with the world, a Chinese phrase that epitomizes China's engagement with modern capitalism since the first Opium War, was characterized throughout the 20th century as a 'humiliation', 'weakness', 'tragedy' and 'disaster', with China in the role of the victim of capitalist globalization. During the reunification with Hong Kong, these conventional expressions were replaced by new ones such as 'de-humiliation', 'return', 'self-esteem' and 'revival'. Hai Ren gives an ethnographic and historical analysis of this cultural and political transformation of China's globalization experience by looking closely at public history practices in mainland China and Hong Kong and how the reconfiguration of everyday life and cultural norms led to the development of this neoliberal China. As a book which straddles Chinese and Hong Kong, history, politics, cultural heritage and museum studies more generally, it can be regarded as a work of cultural political economy which will appeal to students and scholars of all of the above.
In Education Policy Research, Helen M. Gunter, David Hall and Colin Mills bring together contributions from a range of researchers, academics and practitioners. Each chapter draws on critical theoretical perspectives and showcases innovative research projects within educational settings to understand the current changes in schools, schooling and education, to explore critical questions. The varied accounts demonstrate the importance of partnerships between schools and higher education, and of putting educational research into context, specifically charting the ways in which schools and schooling have been reformed through government interventions. Education Policy Research presents new research findings on the realities of how educational practice can be understood and explained, so enabling researchers to take a reflexive stance towards their own work. The editors and contributors take seriously the need to rethink their data and consider the contribution of research dispositions and practices to ongoing change and development. At the same time, the chapters give recognition to what research and researchers can and cannot do, contributing to the ongoing debates about the value of - and the urgent ongoing need for - social science research.
This book - the finale in a trilogy by the authors - traces the way in which a number of disadvantaged schools and communities were able to move beyond deficit, victim-blaming and pathologizing approaches and access resources of trust, relationships, connectedness and hope. It describes how these Australian schools and communities were able to benefit from working with 'street-level' bureaucrats who had reinvented themselves around notions of socially just forms of capacity-building. The book provides a set of insights into what is possible from a critical engagement for school and community renewal perspective, by working with the resources that exist within disadvantaged contexts, even in damaging neoliberal policy times. Critically Engaged Learning breaks new and important ground across urgent and fractured boundaries.
This book is a timely comparison of the divergent worlds of policy implementation and policy ambition, the messy, often contradictory here-and-now reality of languages in schools and the sharp-edged, shiny, future-oriented representation of languages in policy. Two deep rooted tendencies in Australian political and social life, multiculturalism and Asian regionalism, are represented as key phases in the country’s experimentation with language education planning. Presenting data from a five year ethnographic study combined with a 40 year span of policy analysis, this volume is a rare book length treatment of the chasm between imagined policy and its experienced delivery, and will provide insights that policymakers around the world can draw on.