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Arts and Humanities in Higher Education最新文献

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Employability ecosystems in music: (Re)navigating a life in music (in precarious times) 音乐中的就业生态系统：（重新）驾驭音乐生活（在不稳定的时代）
IF 1.1
Arts and Humanities in Higher Education Pub Date : 2022-09-14 DOI: 10.1177/14740222221125629
Karen Burland, L. Mellor, Christin E. Bates
{"title":"Employability ecosystems in music: (Re)navigating a life in music (in precarious times)","authors":"Karen Burland, L. Mellor, Christin E. Bates","doi":"10.1177/14740222221125629","DOIUrl":"https://doi.org/10.1177/14740222221125629","url":null,"abstract":"Preparing students to navigate a life in music involves understanding how they develop awareness of their personal and professional identities, build networks, and reflect on practice in order to sustain and develop work which is meaningful. In a complex, uncertain and rapidly changing world, particularly following the Covid-19 pandemic, we explore the ways in which HEIs might support music students as they prepare for their futures. We argue that employability ecosystems may provide a useful frame for considering the ways in which students’ work transitions can be supported. We consider three vignettes of practice relating to the role of eportfolios and mentoring in scaffolding student reflections on how the intersections of passion, partnership and identity inform personal definitions of success. We suggest that there is a need to disrupt dominant working practices within the music industry and its institutions towards a more ethical, sustainable and culturally enriching employability ecosystem.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44264916","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}
引用次数: 1
Understanding doctoral progress assessment in the arts and humanities 理解艺术和人文学科的博士进度评估
IF 1.1
Arts and Humanities in Higher Education Pub Date : 2022-09-10 DOI: 10.1177/14740222221125621
Matthew Sillence
{"title":"Understanding doctoral progress assessment in the arts and humanities","authors":"Matthew Sillence","doi":"10.1177/14740222221125621","DOIUrl":"https://doi.org/10.1177/14740222221125621","url":null,"abstract":"This study examines the early-stage progress assessment for doctoral candidates at a British university through the perceptions of academic staff who acted as assessors. It was conducted in response to staff concerns about changes to the process that shortened the timescale for candidates to prepare and present their research for peer review. As well as having an impact on doctoral supervisors, there were implications for researcher developers and ‘third space’ professionals who supported candidates with research skills training. The findings of four in-depth interviews with assessors in the arts and humanities are discussed in the form of a reflective, ‘structured debriefing’. The results of these reflections form recommendations for practice that highlight the importance of conceptual frameworks for doctoral assessment, and the interpretations of criteria at institutional, disciplinary and individual levels. These could be emphasised by academic supervisors and third space professionals supporting doctoral candidates through this milestone.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42546952","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}
引用次数: 0
Student engagement, pedagogical imaginaries and the future of arts and humanities teaching and learning in higher education 学生参与，教学想象和未来的艺术和人文教学和学习在高等教育
IF 1.1
Arts and Humanities in Higher Education Pub Date : 2022-09-09 DOI: 10.1177/14740222221125623
N. Hughes
{"title":"Student engagement, pedagogical imaginaries and the future of arts and humanities teaching and learning in higher education","authors":"N. Hughes","doi":"10.1177/14740222221125623","DOIUrl":"https://doi.org/10.1177/14740222221125623","url":null,"abstract":"This article sets out a methodology for integrating a focus on the student voice in deliberations about the future of teaching and learning in the Arts and Humanities. Qualitative data gleaned from JISC’s 20/21 Student Digital Experience Insights Survey and feedback collected from students studying on undergraduate programmes in the Faculty of Arts at the University of Nottingham in the United Kingdom (UK) is used to sketch out pedagogical imaginaries of the future that can be used heuristically by universities as they work their way through the pandemic and out the other side. The imaginaries, it argues, act as tools to kickstart debates, underpin experimentation and inform pedagogical planning and design. To address questions of credibility and plausibility, the imaginaries are rooted in the present, embody empirical trends and are consistent with practices, structures and technologies that have come to prominence during the pandemic.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42286765","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}
引用次数: 1
Humanities at the centre: Insights from building a public humanities program 人文学科在中心：构建公共人文学科项目的启示
IF 1.1
Arts and Humanities in Higher Education Pub Date : 2022-06-20 DOI: 10.1177/14740222221108861
Molly Hiro, Jen McDaneld
{"title":"Humanities at the centre: Insights from building a public humanities program","authors":"Molly Hiro, Jen McDaneld","doi":"10.1177/14740222221108861","DOIUrl":"https://doi.org/10.1177/14740222221108861","url":null,"abstract":"This essay uses the experience of building a new public humanities program to explore approaches for revitalizing the field. While public humanities scholars have recently focused much of their attention on the “public” part of the public humanities, in the day-to-day institutional context the lack of attention on the “humanities” part can lead to problematic consequences for demonstrating their value. By exploring how the humanities are both lost and found in the different pieces of our nascent program, we argue that the best way to build lasting interdisciplinary and campus-community bridges—and assert the humanities’ vitality—is to rebalance so that we’re placing just as much on emphasis on the practice of the humanities as on the engagement of the public.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41432919","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}
引用次数: 1
Novel, original, and business as usual: Contributing in the humanities 新颖，原创，一如既往:为人文学科做出贡献
IF 1.1
Arts and Humanities in Higher Education Pub Date : 2022-06-19 DOI: 10.1177/14740222221108857
Tomas Hellström
{"title":"Novel, original, and business as usual: Contributing in the humanities","authors":"Tomas Hellström","doi":"10.1177/14740222221108857","DOIUrl":"https://doi.org/10.1177/14740222221108857","url":null,"abstract":"This paper focuses on how contributions are argued in research proposals in the humanities. Due to standardizing tendencies in research funding towards formats characteristic of science, technology, engineering and mathematics (STEM) subjects, there has been concern that the humanities are marginalized. In this study, ‘contribution statements’ were identified in proposals funded by the Bank of Sweden Tercentenary Foundation across the humanistic disciplines. These statements were systematically analyzed in terms of type and structure of contributions advanced. The results suggest that the humanities differ from the sciences in terms of specificity of focus, a high level of ‘acceptable serendipity’ in proposed outcomes, but that these disciplines structurally tend to adhere to the same types of research contribution arguments as STEM. A better understanding of the way in which humanities scholars frame contributions offers insight into how these fields change and how they relate to developments in the science policy and funding landscape.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46104079","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}
引用次数: 1
Epistemic decoloniality of westernised higher education: A discourse on curriculum justice and knowledge integration at historically white universities in South Africa 西方化高等教育的认识论非殖民化：南非历史上白人大学的课程公正和知识整合
IF 1.1
Arts and Humanities in Higher Education Pub Date : 2022-05-23 DOI: 10.1177/14740222221104343
Wilson B Asea
{"title":"Epistemic decoloniality of westernised higher education: A discourse on curriculum justice and knowledge integration at historically white universities in South Africa","authors":"Wilson B Asea","doi":"10.1177/14740222221104343","DOIUrl":"https://doi.org/10.1177/14740222221104343","url":null,"abstract":"This article seeks to delve deeper into the discourse about the epistemic decoloniality of Westernised higher education in South Africa. Discrete academic studies have indicated that African Knowledge paradigms have not found a home in South Africa’s Westernised academies yet; knowledge patterns remain foreign and colonized. The current curriculum at a section of Historically White Universities in South Africa largely reflects the colonial and apartheid worldviews and is disconnected from African realities, including the lived experiences of most black South Africans, taking into account Arts and Humanities. Based on an examination of the decoloniality project and curriculum dishonesty and reform through literature study, the article calls for critical rethinking and reconfiguration, which should position South Africa, Africa, and last of all, the globe at the centre of knowledge production. Epistemic decoloniality at South Africa’s Historically White Universities should not be pursued with knowledge violence but rather with scholarly debate. This article introduces the framework of decoloniality by tracing the genesis of (South) Africa’s knowledge coloniality and initiates a discussion on the current epistemic decoloniality in South Africa’s Westernised higher education. The focus is on curriculum justice and knowledge integration across Historically White Universities in South Africa. The last portion of the paper applies the proposed measures to evaluate the cogency of decolonial discourses.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49387808","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}
引用次数: 2
Wither the plurality of decolonising the curriculum? Safe spaces and identitarian politics in the arts and humanities classroom 课程非殖民化的多元化？艺术与人文课堂中的安全空间与身份政治
IF 1.1
Arts and Humanities in Higher Education Pub Date : 2022-05-05 DOI: 10.1177/14740222221100711
Ana Cristina Mendes, Lisa Lau
{"title":"Wither the plurality of decolonising the curriculum? Safe spaces and identitarian politics in the arts and humanities classroom","authors":"Ana Cristina Mendes, Lisa Lau","doi":"10.1177/14740222221100711","DOIUrl":"https://doi.org/10.1177/14740222221100711","url":null,"abstract":"Contributing to the debate on decolonising the curriculum, this reflective article questions: What does a safe space in a decolonised classroom mean? For whom is it safe? And at what cost? Must we redraw the parameters of ‘safe’? Prompted by a real-life ‘n-word incident’ in the classroom, this article unpacks the collision of decolonising the curriculum to continue making teaching and learning more pluriversal and inclusive, with the enactment of the ‘wounded attachments’ of identitarian politics and the playing of ‘Privilege or Oppression Olympics’. Using snippets from British parody and satire on decolonising the university, we query how far wokeness in a university setting can become political correctness taken to extremes that threaten decolonising efforts. In its concluding reflections, the article makes tentative recommendations for setting up safe spaces, away from self-silencing or censoring, and backing away from contention and provocation in the classroom.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41989230","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}
引用次数: 1
There and (not quite) back again: A theatre and performance instructional team’s journey through COVID-19 in Australia 在那里(不完全)又回来了:一个戏剧和表演教学团队在澳大利亚的COVID-19之旅
IF 1.1
Arts and Humanities in Higher Education Pub Date : 2022-05-04 DOI: 10.1177/14740222221095728
H. Banks, Carl Walling, J. Loth
{"title":"There and (not quite) back again: A theatre and performance instructional team’s journey through COVID-19 in Australia","authors":"H. Banks, Carl Walling, J. Loth","doi":"10.1177/14740222221095728","DOIUrl":"https://doi.org/10.1177/14740222221095728","url":null,"abstract":"This article details the journey of a Theatre and Performance team working in Australian higher education during the COVID-19 pandemic. Using reflective practice informed by Social Constructivism, we addressed the dilemmas of building and shifting an online community of learners. Act One considers the unknown as we shifted online, and the new year gave way to a semester of developing solutions for teaching theatre in isolated learning environments. This focused on: peer-to-peer communication; group tasks in solo formats; and mechanisms for support. Act Two details the shift back into face-to-face collaborative learning environments focusing on artistic voice and flexible collaboration. How does one re-establish an ensemble while recognizing potential traumatic experiences? We developed effective pedagogical strategies in response to the crisis and pre-existing fault lines within a theatre curriculum. As the world recovers, we must recognize that the journey taken must inform future practice.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45390528","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}
引用次数: 0
Modeling the art historical canon 造型艺术的历史经典
IF 1.1
Arts and Humanities in Higher Education Pub Date : 2022-04-05 DOI: 10.1177/14740222221081664
L. Bertens
{"title":"Modeling the art historical canon","authors":"L. Bertens","doi":"10.1177/14740222221081664","DOIUrl":"https://doi.org/10.1177/14740222221081664","url":null,"abstract":"Although the art historical canon has been the subject of fierce debate, it remains an essential construct, shaping textbooks and survey courses. Visual representations of the canon often illustrate these narratives. Students encounter diagrams in their studies and it is important to make them aware of the illusion of scientific objectivity. This paper proposes the use of the computer ontology, as a modeling tool with which students can make translations of existing diagrams. This forces them to reconsider the modeling decisions underlying traditional representations. The article takes as its case study the translation of Alfred Barr’s diagram of Modern Art, using the free tool Protégé. An analysis of this process allows us to consider the ambiguous meanings of nodes, relationships and dimensions of the model. Asking students to actively recreate this network of information is shown to be a valuable addition to traditional survey courses on Modern Art.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48097422","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}
引用次数: 0
The staff–student co-design of an online resource for pre-arrival arts and humanities students 师生共同为艺术和人文学科学生设计在线资源
IF 1.1
Arts and Humanities in Higher Education Pub Date : 2021-11-13 DOI: 10.1177/14740222211050572
K. Woods, Damien Homer
{"title":"The staff–student co-design of an online resource for pre-arrival arts and humanities students","authors":"K. Woods, Damien Homer","doi":"10.1177/14740222211050572","DOIUrl":"https://doi.org/10.1177/14740222211050572","url":null,"abstract":"Successful induction has been evidenced to strengthen students’ learning, engagement and feelings of belonging. Technology offers opportunities for enhancing the student induction experience, especially pre-arrival, but has been under-utilised. This article provides an evaluation of an online induction learning resource for pre-arrival students in the Faculty of Arts at the University of Warwick in 2019. There will be particular focus on the method of co-designing the resource with a group of current students. The article will demonstrate how online learning resources for pre-arrival students can support successful induction. It argues that co-designing digital student experience resources in collaboration with students aids the development of materials that students find engaging and that co-design has a range of benefits for staff and students who are involved in the process.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49114613","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}
引用次数: 5
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