学术公民、同僚关系和良好的大学治理:致副教授朱莉·罗兰兹(1964-2021)

IF 4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Critical Studies in Education Pub Date : 2022-10-20 DOI:10.1080/17508487.2022.2135552

J. Blackmore, Rebecca W. B. Lund

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引用次数: 0

摘要

澳大利亚迪肯大学，澳大利亚社会科学院院士，澳大利亚大学教授协会副主席。她从女性主义的角度研究教育政策和治理；国际和跨文化教育；领导和组织变革；空间重新设计和创新教学法；以及教师和牧民的工作、健康和福祉。最近的项目是学校自治改革和国际学生的流动性、身份认同、归属感和连通性，跨国学生流动的地缘政治。她的最新出版物是《颠覆创业大学的领导力：脱离和多样性》（2022，布鲁姆斯伯里）。

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Academic citizenship, collegiality and good university governance: a dedication to Associate Professor Julie Rowlands (1964–2021)

and Education, Deakin University, Australia, a Fellow of the Australian Academy of Social Sciences and Vice-President of the Australian Association of University Professors. She researches from a feminist perspective education policy and governance; international and intercultural education; leadership and organisational change; spatial redesign and innovative pedagogies; and teachers’ and aca-demics’ work, health and wellbeing. Recent projects are School autonomy reform and International students’ mobility, identity, belonging and connectedness , the Geopolitics of transnational student mobility . Her latest publication is Disrupting Leadership in the Entrepreneurial University: Disengagement and Diversity (2022, Bloomsbury).

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来源期刊

Critical Studies in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.10

自引率

5.10%

发文量

期刊介绍： Critical Studies in Education is one of the few international journals devoted to a critical sociology of education, although it welcomes submissions with a critical stance that draw on other disciplines (e.g. philosophy, social geography, history) in order to understand ''the social''. Two interests frame the journal’s critical approach to research: (1) who benefits (and who does not) from current and historical social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements. Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.