Neoliberal policies in teacher education marginalise faculty voice, narrow conceptions of teaching and learning and redefine how we know ourselves, our students and our work. Pressured within audit culture and the constant surveillance of accountability regimes to participate in practices that dehumanise, silence and de-form education, teacher educators are caught between compliance and complicity or the potential and risks of resistance. Written from my lived experience within the neoliberal regime of teacher education, this article examines the vulnerabilities, fears and risks that shape our choices, as well as the possibilities for ethical, answerable action.
This article uses postcolonial scholarship to understand the knowledge and cultural politics that underpin Australian-provided transnational higher education (TNHE) programmes in Singapore and Malaysia. A case is made for TNHE practices to develop an 'engaged pedagogy' and 'ethics of care' as it relates to transnational students in postcolonial spaces. Through this, the article seeks to respond to broader criticisms directed at international education's limited engagement with equity and social justice.
Service-learning and studying the past
Many disciplines in the social sciences and humanities can offer profound insights into what it means to be human. History, however, encompasses the totality of human experience: economics, politics, philosophy, art, ethics, sociology, science - all of it becomes part of history eventually. Therefore, the opportunities for incorporating service-learning (carefully integrating community service with academic inquiry and reflecting on insights derived from such integration) into history courses abound. Many historians have taken advantage of this opportunity. Few historians have undertaken a scholarly investigation of the learning taking place in their service-learning courses, however. Indeed, despite the fact that the reflective process so central to service-learning lends itself remarkably well to the scholarship of teaching and learning (it generates very rich data on both the affective and content-based learning students are experiencing), there has been little published SoTL research from any discipline about service-learning. Drawing on qualitative evidence from an honours course comprised of 16 students at a private liberal arts college in the northeastern United States, I argue that not only does service-learning in history lead to more active citizenship, but that it also leads to deeper appreciation of an historical perspective as a key ingredient for being an engaged citizen.
Sarah B. Rodriguez
is still needed, global bioethical principles generally include a balance between respecting individuals and populations and include concepts from medical ethics (beneficence, non-maleficence), public health ethics (fairness) and human rights (respect
Penny Welch and Susan Wright
online platform Socrative to involve less confident students and stimulate discussion; and a game that reinforces students’ understanding of important issues in research ethics. In the first article, Laura Louise Sarauw and Simon Ryberg Madsen explore
Questioning our post-secondary institutions’ investment strategies
David P. Thomas
become interested in SRI during the past ten years, as issues regarding the ethics of conventional investment strategies are increasingly identified and debated. Thus, for critical pedagogues and learners, SRI presents an important avenue of investigation
Hans Karl Peterlini and Mary Brydon-Miller
communities in their chapter ‘Learning and Living Community-based Research: Graduate Student Collaborations in Aboriginal Communities’. An examination of the key principles which inform this work as well as a discussion of ethics and power relationships give
Katie Kirakosian, Virginia McLaurin, and Cary Speck
questions of anthropological ethics. Early in 2014, however, key problems surfaced. Insufficient time to discuss films after they were shown, too many writing assignments and less than a twenty-four hour turnaround between the end of lecture and the start
Susan Wright and Penny Welch
, LATISS 3 , no. 3 . Shore , C. and Wright , S. ( 2000 ) ‘ Coercive accountability: The rise of audit culture in higher education ’, in M. Strathern (ed.) Audit Cultures: Anthropological Studies in Accountability, Ethics and the Academy
A Critical Disability Studies perspective
Society's (2017) Guidelines for Internet-Mediated Research (IMR). The research was discussed with the Faculty's Ethics Champion before its commencement, who confirmed that no formal ethics application was required for this low-risk, desk-based research