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Storying pedagogy as critical praxis in the neoliberal universityencounters and disruptions /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Storying pedagogy as critical praxis in the neoliberal universityedited by Mark Vicars, Ligia Pelosi.
Reminder of title:	encounters and disruptions /
other author:	Vicars, Mark.
Published:	Singapore :Springer Nature Singapore :2023.
Description:	xv, 191 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	College teachingPhilosophy.
Online resource:	https://doi.org/10.1007/978-981-99-4246-6
ISBN:	9789819942466$q(electronic bk.)

Storying pedagogy as critical praxis in the neoliberal universityencounters and disruptions /
Storying pedagogy as critical praxis in the neoliberal universityencounters and disruptions /[electronic resource] :edited by Mark Vicars, Ligia Pelosi. - Singapore :Springer Nature Singapore :2023. - xv, 191 p. :ill., digital ;24 cm. - Rethinking higher education,2662-1487. - Rethinking higher education..

Chapter 1: Introduction- Mark Vicars -- Chapter 2: Personal troubles, public concerns: a story from a neo-liberal academy- Pat Sikes -- Chapter 3: The posthuman university: a sign of our times- Gabriele Griffin -- Chapter 4 Higher Education under the Siege of Neoliberalism- Pierre Orelus -- Chapter 5: Political Agency in the Era of Precision Education Governance in Higher Education -Kristiina Brunila -- Chapter 6: Shaping the Narratives - Indigenous Knowledges through Storying- Leanne Holt & Joe Perry -- Chapter 7"Critical Storytelling" as an Endowed Teacher Educator -Nicholas D. Hartlep -- Chapter 8: Out of comfort zone: living an academic life in the neoliberalised context of Thai higher education-Nuntiya Doungphummes -- Chapter 9: Storying the journey of an academic using Freirean philosophy to explore History, Race, Gender and Class in a Globalised World- Anne Cheryl Armstrong -- Chapter 10:I paid for this, so now give it to me: University as retailer, knowledge as product, student as customer - Ligia Pelosi -- Chapter 11 Solitary suffering: 'Imagined' hierarchies in the new ethos of a neo liberal university- Naoko Araki -- Chapter 12 Who's Zoomin' Who?A slightly farcical take on the rush to online learning -- in the managerial academic era- Kip Jones -- Epilogue - Ligia Pelosi.

This book examines how teaching and learning and teacher and student identities are being reframed in higher education by neoliberal policies and practices. It shares how teachers perform teaching and learning duties in relation to prescribed institutional policies and how teachers insert dissonant pedagogies as a critical practice. The book explores narrative pedagogy as a disruptive presence and a space for critique. It interrogates personal/professional experience of educational systems that present educators juggling complexity and meeting competing demands to make learning meaningful for students. Each contribution will act as a counterpoint and provide a synoptic method for comparison. The book re-constructs meaning from the generic narrative of the public face of education, which homogenizes and diminishes collective understandings of teachers and teaching. This book provides a contemporary account of the social realities experienced within the higher education classroom across the globe.

ISBN: 9789819942466$q(electronic bk.)

Standard No.: 10.1007/978-981-99-4246-6doiSubjects--Topical Terms:

304877
College teaching
--Philosophy.

LC Class. No.: LB2331 / .S86 2023

Dewey Class. No.: 378.12501

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520 $a This book examines how teaching and learning and teacher and student identities are being reframed in higher education by neoliberal policies and practices. It shares how teachers perform teaching and learning duties in relation to prescribed institutional policies and how teachers insert dissonant pedagogies as a critical practice. The book explores narrative pedagogy as a disruptive presence and a space for critique. It interrogates personal/professional experience of educational systems that present educators juggling complexity and meeting competing demands to make learning meaningful for students. Each contribution will act as a counterpoint and provide a synoptic method for comparison. The book re-constructs meaning from the generic narrative of the public face of education, which homogenizes and diminishes collective understandings of teachers and teaching. This book provides a contemporary account of the social realities experienced within the higher education classroom across the globe.
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