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020 _a9783030052461
_9978-3-030-05246-1
024 7 _a10.1007/978-3-030-05246-1
_2doi
050 4 _aLB1024.2-1050.75
050 4 _aLB1705-2286
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072 7 _aEDU046000
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082 0 4 _a370.711
_223
100 1 _aRowan, Leonie.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aHigher Education and Social Justice
_h[electronic resource] :
_bThe Transformative Potential of University Teaching and the Power of Educational Paradox /
_cby Leonie Rowan.
250 _a1st ed. 2019.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Palgrave Pivot,
_c2019.
300 _aXVII, 141 p. 5 illus., 4 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aChapter 1. The transformative potential of higher education: engaging with educational philosophy to labour for justice and freedom -- Chapter 2. Influences on academic decision-making in university teaching: perspectives from policy, literature, and student-centred research -- Chapter 3. Purposeful decision-making for relationship-centred education: productive paradox in university teaching -- Chapter 4. Purposeful decision-making for relationship-centred education: engaging with speech and with silence in university classrooms -- Chapter 5. University teaching as situated work: imagining, experimenting, and working for change.
520 _aThis book demonstrates how the pedagogical decision making of university academics can be shaped by engagement with an educational philosophy known as “relationship-centred education”. Beginning with critical analysis of concepts such as student engagement, student satisfaction, and student-centred learning, the author goes on to investigate how literature relating to social justice challenges educators to consider these terms in particular ways. From this basis, the book explores the factors featuring in inclusive, respectful, diverse and student-centred environments. In analysing these factors, the author illuminates the perspectives of university teachers who struggle with the unique challenges of working in the academy; including an increasingly broad set of employment demands and narrower criteria for determining ‘impact’, all while retaining focus on the transformative potential of higher education. This book will be of interest to students and scholars of transformative learning, as well as social justice within higher education. Leonie Rowan is Associate Professor in the School of Education and Professional Studies at Griffith University, Australia. .
650 0 _aTeaching.
650 0 _aHigher education.
650 0 _aEducation—Philosophy.
650 0 _aLearning.
650 0 _aInstruction.
650 1 4 _aTeaching and Teacher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O31000
650 2 4 _aHigher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O36000
650 2 4 _aEducational Philosophy.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O38000
650 2 4 _aLearning & Instruction.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O22000
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030052454
776 0 8 _iPrinted edition:
_z9783030052478
856 4 0 _uhttps://doi.org/10.1007/978-3-030-05246-1
912 _aZDB-2-EDA
912 _aZDB-2-SXED
999 _c101872
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