Five moves towards an ecological university

IF 2.4 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching in Higher Education Pub Date : 2023-07-04 DOI:10.1080/13562517.2023.2197108

I. Kinchin

引用次数: 4

Abstract

ABSTRACT The shift towards an ecological university may be the key to achieving greater levels of social justice within higher education. This assumes that we could change the root metaphor of higher education – away from the current industrial model that is infused with neoliberal ideology and towards a more sustainable ecological model. This change involves five key moves that require us to: construct an institutional natural history to understand the network of interactions within the university; to explore the nature of the dominant narratives and move away from a narrative monoculture; to value post-abyssal thinking that includes cultural knowledge as well as academic knowledge; to move away from dependence on heroic leaders towards ecological leadership, and to consider how we can develop sustainable pedagogies that can withstand disturbances to the ecosystem. This paper acknowledges that coordination of these moves presents a considerable challenge to university managers.

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建设生态大学的五项举措

摘要向生态大学的转变可能是在高等教育中实现更高水平的社会正义的关键。这假设我们可以改变高等教育的根本隐喻——从当前融入新自由主义意识形态的工业模式转向更可持续的生态模式。这一变化涉及五个关键举措，要求我们：构建一个制度自然史，以了解大学内部的互动网络；探索主流叙事的本质，摆脱叙事的单一文化；重视包括文化知识和学术知识在内的后深渊思维；从对英雄领袖的依赖转向生态领导力，并考虑如何发展能够抵御生态系统干扰的可持续教学法。本文承认，协调这些举措对大学管理者来说是一个相当大的挑战。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.90

自引率

7.70%

发文量

期刊介绍： Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education. Teaching in Higher Education addresses this gap by publishing scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship. The journal welcomes contributions that aim to develop sustained reflection, investigation and critique, and that critically identify new agendas for research, for example by: examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society; developing conceptual analyses of pedagogical issues and debates, such as authority, power, assessment and the nature of understanding; exploring the various values which underlie teaching including those concerned with social justice and equity; offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice. Authors are strongly encouraged to engage with and build on previous contributions and issues raised in the journal. Please note that the journal does not publish: -descriptions and/or evaluations of policy and/or practice; -localised case studies that are not contextualized and theorised; -large-scale surveys that are not theoretically and critically analysed; -studies that simply replicate previous work without establishing originality.