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Ethan Lowenstein

This article seeks to build on current and emerging conceptions of teacher expertise as they relate to education for civic engagement and social awareness in the university classroom context. I explore the notion of teaching tensions between vulnerability and authority, authenticity and distance, safety and challenge, disclosure and neutrality, and social transformation as against individual agency. I argue that these tensions and the teacher decision-making processes involved in their navigation can add to university instructors' capacity to reflect on and evaluate curriculum design decisions when aiming to impact student social and civic identity development. I examine teaching tensions and their dynamic interaction through a self-study of my own teaching and of involving the students in a structured academic service-learning partnership with school pupils in a social studies methods course for pre-service teachers in the United States.

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Creating a reflective space in higher education

The case of a Swedish course for professional principals

Katina Thelin

participants to engage in such practices is, in this article, seen as one way to nurture praxis in higher education. Inspired by research on professional self-study ( Darling-Hammond 2006 ; Loughran et al. 2004 ; Russell and Loughran 2010 ) and the theory

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Multidisciplinary peer-mentoring groups facilitating change?

A critical educational praxis perspective

Melina Aarnikoivu, Matti Pennanen, Johanna Kiili, and Terhi Nokkala

.1108/13620431111167760 . 10.1108/13620431111167760 Bristol , L. , A. E. Adams and B. G. Guzman Johannessen ( 2014 ), ‘ Academic life-support: The self study of a transnational collaborative mentoring group ’, Mentoring & Tutoring: Partnership in Learning 22 , no

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Higher education in the paradigm of speed

Student perspectives on the risks of fast-track degree completion

Laura Louise Sarauw and Simon Ryberg Madsen

addressing ‘the time students typically need to complete all learning activities (such as lectures, seminars, projects, practical work, self-study and examinations) required to achieve the expected learning outcomes’ ( EU 2015: 36 ). In the Bologna Process