Journal of Praxis in Higher Education最新文献

{"title":"Debating higher education","authors":"B. Macfarlane","doi":"10.47989/kpdc243","DOIUrl":"https://doi.org/10.47989/kpdc243","url":null,"abstract":"In the opening line of the first issue of JPHE in 2019, the editorial team posed the following pertinent and critically reflective question: ‘Does the higher education research community really need another research journal?’ (The Editorial Team, 2019, p. 1). In their editorial, they provide a well-argued case for answering this question in the affirmative. The journal’s policy statement also makes a good case as to why JPHE is distinctive defining education as ‘a moral and political activity’ and emphasising the way in which ‘the journal is committed to research aimed at the transformation of existing practices and conditions in higher education.’ (JPHE, 2022, para. 1). These radical intentions are laudable and will no doubt help to attract like-minded higher education (HE) researchers. A more difficult goal to promote and sustain, however, in the longer term will be the desire to see the journal as a place in which ‘debate’ plays a central role. The word debate is used no less than five times in the editorial, emphasising the way in which the editors wish to see JPHE as a dynamic forum for discussion. A number of HE journals make a concerted effort to generate a debate orientation, although such is the dominance of empirical investigation that these types of papers are often assigned to separate sections such as ‘points of departure’ in Teaching in Higher Education. Other journals have started, and then subsequently closed, such special sections, such ‘points for debate’ within Higher Education Research & Development. The reason for this is not so much a lack of desire to stimulate debate on the part of the journal editors but simply a lack of copy. This is because HE researchers are so focused on data collection and analysis as their default method of working and finding a place to publish, that more debate or philosophically-oriented pieces can be challenging when the expectations of some journals are implicitly interpreted in terms of empirical investigation and the attendant need to elaborate a detailed methodology. Argumentation and critique using a qualitative or non-empirical approach can be perceived as academically inferior to quantitative-driven work. This means that those writing debate-oriented papers face a higher chance of being rejected. Philosophically-oriented pieces are also stylistically beyond the comfort zone of many academics more accustomed to reporting their empirical findings. The perception that debate-sections in journals can be perceived to have a lower status, is a further obstacle. As Clinton Golding","PeriodicalId":413842,"journal":{"name":"Journal of Praxis in Higher Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132533080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Breaking the isolation: A study of university teachers’ collective development","authors":"Jeanna Wennerberg, C. McGrath","doi":"10.47989/kpdc110","DOIUrl":"https://doi.org/10.47989/kpdc110","url":null,"abstract":"Today many university teachers attend competency development courses as individuals. In this paper we consider collegial and collective competency development. We examine what role collegial peer review could play in developing the Scholarship of Teaching and Learning for university teachers. The paper is based on a case study that explores how a group of university teachers experienced collegial development and peer review. Based on the teachers’ account, we identify how the activity helped them break the isolation they experienced at their department, enabled them to navigate the landscape of different courses and strengthened their roles as teacher, e.g., through collaboration with colleagues. We also present some frictions and tensions that were reported. Based on the case study, we propose that professional development in academia could benefit from acknowledging collegial peer review as an output in its own right.","PeriodicalId":413842,"journal":{"name":"Journal of Praxis in Higher Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128089060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Anti transcarceral grief pedagogy for pandemic times","authors":"J. Poole, Erin K. Willer, Samantha Zerafa","doi":"10.47989/kpdc131","DOIUrl":"https://doi.org/10.47989/kpdc131","url":null,"abstract":"COVID-19 has saturated many spaces in loss and grief. Higher education has been saturated too, despite ongoing institutional demands that educators mitigate and manage the grief away. Such demands expose the colonial and carceral logics that operate in much of so-called higher education, logics that may often create what we call ‘transcarceral grief’. Inspired by abolitionist activist scholarship, we understand transcarceral grief as an involuntary response to the surveillance, compliance, discipline, and punishment practices (or carceral logics) that have made education a site of restriction and confinement. Such a lens demonstrates how dangerous many of the ‘must-do’s’ of grief and pedagogy can be and changes how we understand our own pandemic pedagogy. Thus, in this piece, we draw on scholarship, activism, theory, and narrated experiences to identify and work against transcarcerality while teaching/learning with grief in our Canadian and American institutions. Rather than mitigating, managing or recovering from grief, we offer a grief-facing praxis that has the potential to disrupt and re-form how we metabolize grief in higher education. Further, we posit that our anti-transcarceral grief pedagogy has the potential to move us closer to the life-affirming space that we crave more than ever both in and out of the classroom.","PeriodicalId":413842,"journal":{"name":"Journal of Praxis in Higher Education","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134434545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher educators’ perspectives on shaping a preschool teacher education while dealing with internal and external demands","authors":"Katarina Ribaeus, Annica Löfdahl Hultman","doi":"10.47989/kpdc116","DOIUrl":"https://doi.org/10.47989/kpdc116","url":null,"abstract":"Being a teacher educator (TE) of today is often described as a complex task. TEs have to deal with internal demands from students, colleagues and leaders and with external demands from state authorities when shaping the education programme in which they teach. The present article focuses on TEs in Swedish preschool teacher education and aims to explore how commitment to and demands, inside and outside the higher education system, are handled and reflected upon, specifically the demands on considering student-centred learning. Results from interviews with 10 TEs show a perceived lack of support from the faculty board and its office and how colleagues contribute to tensions but also are perceived as supportive colleagues to learn from. Results also show the TEs’ efforts to overcome less desirable traditions. The combined results show how TEs are part of webs of commitments regarded as related fields and threads dependent on each other rather than separate parts, making the web/teacher education programme fragile. If any part breaks, the whole programme will be damaged. The discussion relates to how to overcome traditions and making actors in the programme shape a future-directed good education together.","PeriodicalId":413842,"journal":{"name":"Journal of Praxis in Higher Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114078620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reflections and focal points for critical intercultural communication","authors":"Jolanta Drzewiecka","doi":"10.47989/kpdc113","DOIUrl":"https://doi.org/10.47989/kpdc113","url":null,"abstract":"Invited paper","PeriodicalId":413842,"journal":{"name":"Journal of Praxis in Higher Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133992609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bringing the critical into doctoral supervision: What can we learn from debates about epistemic justice and the languaging of research?","authors":"Richard Fay, Jane Andrews, Z. Huang, Rosso White","doi":"10.47989/kpdc109","DOIUrl":"https://doi.org/10.47989/kpdc109","url":null,"abstract":"In this article, we discuss how, as supervisors in largely Anglophone university contexts in England, we are trying to develop supervisory practices informed by the discussions of epistemic (in)justice and the languaging of research. Having rehearsed these discussions, and considered the opportunities provided by research integrity policy formulations in our context, we conceptualise doctoral supervision critically, interculturally, and ecologically. We then report our efforts to shape the supervisory agenda so that, in the local spaces available to us, the shaping influences of the epistemic and linguistic in the wider research environment are problematised. In particular, we focus on two strands of our thinking, namely: a) the implications of epistemic hierarchies and the value of an intercultural ethic for the transknowledging at the heart of doctoral research; and b) the role of language(s) in research and the value of a translingual researcher mindset. In both strands, our thinking has moved from a more instrumental to a more critical stance regarding research, researcher thinking, and supervision. This development highlights some of the complexities involved in developing critical intercultural praxis for doctoral supervision. We conclude with recommendations—aimed at all those involved in doctoral supervision—to facilitate a critical intercultural supervisory culture.","PeriodicalId":413842,"journal":{"name":"Journal of Praxis in Higher Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125419568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Practical applications of naturalistic inquiry in intercultural education","authors":"Margarethe Olbertz-Siitonen","doi":"10.47989/kpdc127","DOIUrl":"https://doi.org/10.47989/kpdc127","url":null,"abstract":"In recent years, the field of intercultural communication has seen a remarkable shift characterized by a growth in publications that distance themselves from the traditional, essentialist understanding of culture. In research, this shift is reflected in approaches that appreciate culture-in-action instead of taking culture for granted as a stable entity that pre-exists social interaction and predicts as well as explains human behavior. However, despite attempts to introduce differentiated views on culture and interculturality in education, concrete options for critical intercultural training are scarce and often remain abstract, which makes their application challenging. This article argues for the use of naturalistic inquiry in intercultural education. This pedagogical choice may provide students with access to authentic data and allow them to observe and analyze facets of interculturality by themselves while working out practical solutions collaboratively. Advantages of naturalistic inquiry include independence from theoretical presuppositions, approachability for facilitators and students alike, and applicability to a wide variety of naturally occurring social interactions. The article proposes that naturalistic inquiry enables students to identify and analyze practices that may be problematic with respect to cultural attributions or categorizations and encourages them to notice and discuss the meaning of culture as it dynamically surfaces in interaction.","PeriodicalId":413842,"journal":{"name":"Journal of Praxis in Higher Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133055080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educating critically about language and intercultural communication: What and who is at stake?","authors":"C. Crozet, K. Mullan, Jingkun Qi, Masoud Kianpour","doi":"10.47989/kpdc132","DOIUrl":"https://doi.org/10.47989/kpdc132","url":null,"abstract":"This paper reflects on the literature on Critical Language and Intercultural Communication Education in light of learnings gained from designing and delivering a course titled ‘Intercultural Communication’ over four years to large cohorts of first-year tertiary students in Australia. It is based on a qualitative research project which involves the analysis of two sets of data: a) ethnographic notes from teaching staff meetings, tutors’ interviews, and tutorial observation, and b) student formal and informal feedback surveys as well as focus group discussions. The paper explores what and who is at stake when teaching and learning about language and intercultural communication from a critical perspective. It unveils from a praxis perspective (theory informed by practice and vice versa) the deeply political and ethical level of engagement that is required of teachers, the kind of metalinguistic and metacultural knowledge, as well as the kind of disposition towards critical thinking and reflexivity, that are called for when teaching and learning in this domain in an Australian tertiary environment.","PeriodicalId":413842,"journal":{"name":"Journal of Praxis in Higher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129210570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenges and possibilities for creating genuinely intercultural higher education learning communities","authors":"Katri Jokikokko","doi":"10.47989/kpdc111","DOIUrl":"https://doi.org/10.47989/kpdc111","url":null,"abstract":"This article synthesises and analyses the existing research and literature that has discussed the challenges and possibilities of providing intercultural learning environments for diverse students in the context of higher education.  A genuinely intercultural learning community provides equitable learning possibilities for all, is characterised by social justice, and allows all participants to feel a strong sense of belonging. Based on this review, the main challenges in creating equitable learning communities in higher education relate to institutional barriers, such as institutional racism and discrimination, monolingual higher education policies, and neoliberal educational agendas that contradict the principles of social justice. Interpersonal challenges (such as lack of intercultural competence) also exist, as do challenges related to acknowledging intercultural perspectives in curricula and pedagogy. The conditions that the existing literature suggests will create genuinely intercultural learning communities include rethinking the strategies, policies, and curricula of higher education institutions; supporting students’ and staff’s intercultural competences; and developing pedagogical approaches for acknowledging social justice and diverse learners. Based on the literature reviewed for this article, it is obvious that there are no easy tricks that can ‘fix’ the situation and create genuinely intercultural learning communities, but intercultural approaches and aspects ...... ","PeriodicalId":413842,"journal":{"name":"Journal of Praxis in Higher Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122088266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fostering complex understandings of international business collaborations in the higher education classroom","authors":"Kristin Rygg, Paula M. Rice, A. Løhre","doi":"10.47989/kpdc104","DOIUrl":"https://doi.org/10.47989/kpdc104","url":null,"abstract":"This article gives an account of how an intercultural business project was used as a case study in class without providing learners with theoretical information about national or work cultures prior to the session. By removing the focus from the essentialist view that misunderstandings on intercultural collaborations must be due to cultural differences, we provided the learners with a space in which to consider other interpretations, making more explicit the various communities to which an individual belongs. The extent to which the classroom session delivered on its aim of fostering a more complex understanding of international business collaborations is assessed based on learners’ reflection notes and classroom discussions. ","PeriodicalId":413842,"journal":{"name":"Journal of Praxis in Higher Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127925273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}