like it, may well be tied not only to its educational philosophy, current popularity or pragmatic success but also to its ultimate function in society’ (1980: 279). This function was not to create an alternative system of institutionalised academic
Surveying the lack of pedagogical and theoretical diversity in American International Relations
Christopher R. Cook
scattered and inaccessible. They argue the answer partially lies in the fact that the entire field is built on European history and philosophy. Global scholars use theoretical perspectives that are built on Western historical case studies that are then
The challenges and benefits of taking English-medium courses for Japanese students
). In the field of higher education, the international mobility of students, faculty and researchers, their knowledge and ideas, degrees, schools, programmes, curricula, and even educational philosophies can be seen as a result of globalisation. The
Quis custodiet ipsos consumptores?
explicit philosophy of engagement built around individual accountability and liberal citizenship. Crucially, the NSSE collects data about activities that are the responsibility of students themselves, which changes the meaning of students’ engagement from a
The university intellectual as globalised neoliberal consumer self
state apparatuses ’, in Lenin and Philosophy and other Essays , trans. Ben Brewster . New York : Monthly Review Press , 121 – 176 . Archer , L. ( 2008 ) ‘ The new neoliberal subjects? Young/er academics’ constructions of professional identity
Can commercial vendors support creative higher education?
_Expectations_and_Reality.pdf > (accessed 9 April 2015 ). Immordino-Yang , M.H. ( 2011 ) ‘ Implications of Affective and Social Neuroscience for Educational Theory ’, Educational Philosophy and Theory 43 , no. 1 : 98 – 103 . 10.1111/j.1469-5812.2010.00713.x Jaschik , S
Developing community-facing learning in the social sciences
addresses the potential effects of power and inequality on people, groups and communities’ ( Murphy and Joseph 2019: 193 ). While such pedagogical theory originated in youth services, its philosophy of developing professional skills using practical