Higher Teaching and Learning for Alternative Futures
A Renewed Focus on Critical Praxis
(Sprache: Englisch)
This book analyses the narratives of four academics who consider themselves post-structuralist. Grounded in the work of major thinkers in post-structuralism, these narratives reflect on higher education as a community of scholars without community. The...
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Klappentext zu „Higher Teaching and Learning for Alternative Futures “
This book analyses the narratives of four academics who consider themselves post-structuralist. Grounded in the work of major thinkers in post-structuralism, these narratives reflect on higher education as a community of scholars without community. The authors highlight what specifically motivates their pedagogical affirmations and orientations, analyse why they are concerned with social justice education, and what they envisage the alternative futures of higher education to be - that is, futures in which discrimination, oppression, violence and inequality are waning or have been eradicated. Through their own narratives, the authors tackle the educational matter of poststructuralist human encounters and expand upon the notion of social justice education. In doing so, they argue for higher education on the African continent as an alternative discourse that can be responsive to political, societal and environmental dystopias. Inhaltsverzeichnis zu „Higher Teaching and Learning for Alternative Futures “
Chapter 1. Cultivating praxis: On the convergence of our distinctive post-critical narratives (Who are we?).- Chapter 2. Higher education and post-structuralism: Moving beyond interpretation.- Chapter 3. The university as a space for intellectual pursuits and critique.- Chapter 4. The university and democratic reimagining.- Chapter 5. The university, power and social change towards a period of post-massification.- Chapter 6. The university and the presence of educational nihilism.- Chapter 7. The university, curriculum and social reality.- Chapter 8. The university and political pluralism.- Chapter 9. The university and the experience of risk.- Chapter 10. Reclaiming empowerment at the university: professors and students are the university.Autoren-Porträt von Yusef Waghid, Faiq Waghid, Judith Terblanche, Zayd Waghid
Yusef Waghid is Distinguished Professor of Philosophy of Education in the Department of Education Policy Studies at Stellenbosch University, South Africa. He is Editor-in-Chief of South African Journal of Higher Education and Principal Editor of Citizenship Teaching and Learning. Faiq Waghid is Lecturer at the Cape Peninsula University of Technology, South Africa. His research interest includes the use of participatory action research towards improving teaching and learning practices, augmented through the use of educational technologies.
Judith Terblanche is a chartered accountant and Senior Lecturer in the Department of Accounting at the University of the Western Cape, South Africa. She is also a PhD student at Stellenbosch University, South Africa.
Zayd Waghid is Senior Lecturer in the Faculty of Education at the Cape Peninsula University of Technology in Mowbray, Cape Town. He is the recipient of three teaching excellence awards at the Cape Peninsula University of Technology and has published widely in the field of teacher education and social justice.
Bibliographische Angaben
- Autoren: Yusef Waghid , Faiq Waghid , Judith Terblanche , Zayd Waghid
- 2021, 1st ed. 2021, XVIII, 154 Seiten, Maße: 14,8 x 21 cm, Gebunden, Englisch
- Verlag: Springer, Berlin
- ISBN-10: 3030754286
- ISBN-13: 9783030754280
Sprache:
Englisch
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