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Developing Transformative Spaces in Higher Education Learning to Transgress

Jackson, Sue
Innbundet / 2018 / Engelsk

Produktdetaljer

ISBN
9781138742307
Publisert
2018-03-29
Utgiver
Vendor
Routledge
Vekt
453 gr
Høyde
234 mm
Bredde
156 mm
Aldersnivå
U, P, 05, 06
Språk
Product language
Engelsk
Format
Product format
Innbundet
Antall sider
254

Redaktør
Jackson, Sue

Biographical note

Sue Jackson is Professor Emerita of Lifelong Learning and Gender at Birkbeck University of London, where she was Pro-Vice-Master Learning & Teaching and Director of the Centre for Transformative Practice in Learning and Teaching until she retired in September 2016.

Developing Transformative Spaces in Higher Education Learning to Transgress

Jackson, Sue
Innbundet / 2018 / Engelsk
Jackson, Sue
Innbundet / 2018 / Engelsk
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<p>"This outstanding collection brings together the voices of a diverse group of scholars deeply committed to working together across the politics of difference to address ongoing social and ontological injustices. Drawing on critical pedagogies, it creates dialogic spaces of and for transgression and transformation. This book provides a timely and significant set of reflections for our struggles towards social justice, reminding us of the generative power of collective commitment to change across and through difference."</p><p><strong>Professor Penny Jane Burke</strong> is Global Innovation Chair of Equity and Director of the Centre of Excellence for Equity in Higher Education at the University of Newcastle, Australia. </p>

Higher education has been presented as a solution to a host of local and global problems, despite the fact that learning and assessment can also be used as mechanisms for exclusion and social control. Developing Transformative Spaces in Higher Education: Learning to Transgress demonstrates that even when knowledge may appear to be the solution, it can be partial and disempowering to all but the dominant groups. The book shows the need to contest such knowledge claims and to learn to transgress, rather than to conform. It argues that transformative spaces need to be found and that these should be about the creation of new opportunities, ways of knowing and ways of being.Working in and through spaces of transgression, the contributors to this volume develop frameworks for the possibilities of transformative spaces in learning and teaching in higher education. The book critiques the ways in which Western higher education culture determines the academic agenda in relation to dialogue on social differences, minority groups and hierarchical structures, including issues of representation among different groups in the population. It also explores the personal and political costs of transgression and outlines ways in which transitions can be transformative.The book should be of interest to academics, researchers and postgraduate students engaged in the study of higher education, education studies, teacher training, social justice and transformation. It should also be essential reading for practitioners working in post-compulsory education.
Les mer
Table of contents:Preface Sue JacksonSection 1 - Identities and border crossingsSection editor: Sue JacksonIntroduction to section : Sue JacksonChapter 1 - Spaces of Identity -Transgressions and Transformations in Multicultural Encounters in IsraelMiriam Schildkraut and Mueen FakhereldeenChapter 2 - Crossing expected and unexpected borders in the way to higher education: The "Window to the Academy" programme Idit Katz and Hanoch FlumChapter 3 - Transitional, transformative and transgressive spaces in university education Linden West Conclusion to section 1: Sue JacksonSection 2 - Knowledges, truths and storiesSection editors: David Owen and Juliet MillicanIntroduction to section 2: David Owen and Juliet MillicanChapter 4 - ‘Us’ and ‘Them’: The Role of Higher Education within Conflict Societies David Owen, Juliet Millican, Waleed Dallasheh, and Ihab Zubeidat Chapter 5 - Contested Spaces: Power and authority in an introductory undergraduate courseUzi Zevik Brami and Iris TabakChapter 6 - ‘Sometimes it’s appropriate to Scream at them’: The University as a platform for Resistance and Free Speech Peter Watts and Ruth RogersConclusion to section 2: David Owen and Juliet MillicanSection 3 - Transformative pedagogiesSection editors: Ihab Zubeidat and Waleed DallashehIntroduction to section 3: Ihab Zubeidat and Waleed DallashehChapter 7 - The Development of Higher-Order Cognition Skills: the contribution of a teacher training programme in the Excellence track Yaser Awad, Ibtesam Azaiza, Mahmood Khalil and Varda Bar Chapter 8 - Transforming Curriculum: Case studies on International Collaboration for Curricular Reform in Multicultural Education and Cultural Diversity Rhonda Sofer and Hava E. VidergorChapter 9 - Transgressing power structures in Assessment: not a step too far, just far enough Maddalena TarasConclusion to section 3: Waleed Dallasheh and Ihab ZubeidatSection 4 Transgression and transformation: the role of universities Section editor: Maddalena Taras and Roxana ReichmanIntroduction to section 4: Maddalena Taras Chapter 10 - The university challenge: students' transformation Roxana G. ReichmanChapter 11 - Transformative Spaces in Higher Education: An Epistemological Rationale Nurit Basman Mor Chapter 12 - Telling tales: a transformative space for alternative discourses in research Hazel Reid Conclusion to section 4: Roxana ReichmanFinal words: Sue Jackson
Les mer

Relaterte produkter

<p>"This outstanding collection brings together the voices of a diverse group of scholars deeply committed to working together across the politics of difference to address ongoing social and ontological injustices. Drawing on critical pedagogies, it creates dialogic spaces of and for transgression and transformation. This book provides a timely and significant set of reflections for our struggles towards social justice, reminding us of the generative power of collective commitment to change across and through difference."</p><p><strong>Professor Penny Jane Burke</strong> is Global Innovation Chair of Equity and Director of the Centre of Excellence for Equity in Higher Education at the University of Newcastle, Australia. </p>

Higher education has been presented as a solution to a host of local and global problems, despite the fact that learning and assessment can also be used as mechanisms for exclusion and social control. Developing Transformative Spaces in Higher Education: Learning to Transgress demonstrates that even when knowledge may appear to be the solution, it can be partial and disempowering to all but the dominant groups. The book shows the need to contest such knowledge claims and to learn to transgress, rather than to conform. It argues that transformative spaces need to be found and that these should be about the creation of new opportunities, ways of knowing and ways of being.Working in and through spaces of transgression, the contributors to this volume develop frameworks for the possibilities of transformative spaces in learning and teaching in higher education. The book critiques the ways in which Western higher education culture determines the academic agenda in relation to dialogue on social differences, minority groups and hierarchical structures, including issues of representation among different groups in the population. It also explores the personal and political costs of transgression and outlines ways in which transitions can be transformative.The book should be of interest to academics, researchers and postgraduate students engaged in the study of higher education, education studies, teacher training, social justice and transformation. It should also be essential reading for practitioners working in post-compulsory education.
Les mer
Table of contents:Preface Sue JacksonSection 1 - Identities and border crossingsSection editor: Sue JacksonIntroduction to section : Sue JacksonChapter 1 - Spaces of Identity -Transgressions and Transformations in Multicultural Encounters in IsraelMiriam Schildkraut and Mueen FakhereldeenChapter 2 - Crossing expected and unexpected borders in the way to higher education: The "Window to the Academy" programme Idit Katz and Hanoch FlumChapter 3 - Transitional, transformative and transgressive spaces in university education Linden West Conclusion to section 1: Sue JacksonSection 2 - Knowledges, truths and storiesSection editors: David Owen and Juliet MillicanIntroduction to section 2: David Owen and Juliet MillicanChapter 4 - ‘Us’ and ‘Them’: The Role of Higher Education within Conflict Societies David Owen, Juliet Millican, Waleed Dallasheh, and Ihab Zubeidat Chapter 5 - Contested Spaces: Power and authority in an introductory undergraduate courseUzi Zevik Brami and Iris TabakChapter 6 - ‘Sometimes it’s appropriate to Scream at them’: The University as a platform for Resistance and Free Speech Peter Watts and Ruth RogersConclusion to section 2: David Owen and Juliet MillicanSection 3 - Transformative pedagogiesSection editors: Ihab Zubeidat and Waleed DallashehIntroduction to section 3: Ihab Zubeidat and Waleed DallashehChapter 7 - The Development of Higher-Order Cognition Skills: the contribution of a teacher training programme in the Excellence track Yaser Awad, Ibtesam Azaiza, Mahmood Khalil and Varda Bar Chapter 8 - Transforming Curriculum: Case studies on International Collaboration for Curricular Reform in Multicultural Education and Cultural Diversity Rhonda Sofer and Hava E. VidergorChapter 9 - Transgressing power structures in Assessment: not a step too far, just far enough Maddalena TarasConclusion to section 3: Waleed Dallasheh and Ihab ZubeidatSection 4 Transgression and transformation: the role of universities Section editor: Maddalena Taras and Roxana ReichmanIntroduction to section 4: Maddalena Taras Chapter 10 - The university challenge: students' transformation Roxana G. ReichmanChapter 11 - Transformative Spaces in Higher Education: An Epistemological Rationale Nurit Basman Mor Chapter 12 - Telling tales: a transformative space for alternative discourses in research Hazel Reid Conclusion to section 4: Roxana ReichmanFinal words: Sue Jackson
Les mer

Produktdetaljer

ISBN
9781138742307
Publisert
2018-03-29
Utgiver
Vendor
Routledge
Vekt
453 gr
Høyde
234 mm
Bredde
156 mm
Aldersnivå
U, P, 05, 06
Språk
Product language
Engelsk
Format
Product format
Innbundet
Antall sider
254

Redaktør
Jackson, Sue

Biographical note

Sue Jackson is Professor Emerita of Lifelong Learning and Gender at Birkbeck University of London, where she was Pro-Vice-Master Learning & Teaching and Director of the Centre for Transformative Practice in Learning and Teaching until she retired in September 2016.

Relaterte produkter