This edited collection interrogates notions of curriculum, inclusivity, diversity, and cultures of learning in higher education from a variety of cultural backgrounds and educational perspectives.
Bringing together an international selection of contributors from a range of disciplines, this book presents different avenues for rethinking the foundational base of cultures of learning while emphasising the importance of interculturality. The crux of the book lies in the fact that the contributors, living through complex cultures, speak/write from their own experiences of seeing, knowing, and doing. Through insights presented by the authors, the book promotes a broadened and deeper understanding of teaching and learning across diverse fields including alternative knowledge, creative arts, education, technology, STEM, study skills, and environmental sustainability. Arguing for the need to review curriculum issues and policies at both an institutional and national level, it highlights the importance of creating collaborative spaces for constructing new and alternative scholarship and methods within higher education. Supported by case studies and examples of teaching practice, the text reveals the current state of educational and cultural changes and challenges for students and educators in higher education while looking towards the future.
This book is a requisite text for academics, researchers, policymakers, support staff, and postgraduate students in higher education.
This edited collection interrogates notions of curriculum, inclusivity, diversity, and cultures of learning in higher education from a variety of cultural backgrounds and educational perspectives.
Recenzijas
We form themselves partly through education, and we live in a shared world, one that continues towards convergence despite the complexity of the patterns and the climate-nature emergency that hangs overall. So, the unity-in-diversity encounter that is intercultural education, with its many possibilities for hybrid practices and much needed new thinking, might be the most important education for the future. This is a great book, accessible and full of ideas, which opens up a really exciting space for educationists.
Simon Marginson
Professor of Higher Education
University of Oxford
Displaying commendable qualities of self-reflexivity, the essays in this volume discuss how the current challenges facing systems of Higher Education require them to rethink their fundamental purposes and modes of governance. The essays suggest that the trends associated with technologization, globalization, marketization and the like have made it necessary for educators to consider the shifts in the ways in which knowledge is now created and distributed, curriculum priorities are negotiated and established, learning is structured and assessed, and institutions are governed and reformed. Narrating their own personal experiences, the authors show how deliberations over these issues increasingly demand political and ethical reflexivity.
Fazal Rizvi
Emeritus Professor
The University of Melbourne and the University of Illinois at Urbana-Champaign
Rivers of knowledge flow stronger when the attributes of the tributaries are themselves strong and diverse. They will confront the stagnation of the status quo and closed mindsets then courageously take you to brave places of thinking and perspectives. So, allow yourself to get caught up in the current of deep thinking and the intellectual prismatic tapestry that this book provides, and let it take you to a new place.
Professor Mark Rose
Pro Vice-Chancellor, Indigenous Strategy and Innovation
Deakin University
Introduction: Deliberation Foreword Part 1: Capturing Curriculum
1. A
Curriculum is about content, process, context, and relationalityand they
(should) always go together
2. Dismantling sounds and silences of heritage
curriculum and traditional pedagogies in music education
3. Conceptualising
The Research Question, Academic Acclimatisation, and Supervisory
Understandings, for International Research Candidates
4. Exploration of
Curriculum Issues on STEM Subjects from an Australian Indian Knowledge
Perspective
5. Flexible curriculum to meet the needs of disadvantaged
students during the Pandemic Part 2: Diversity
6. Intercultural collaborative
pedagogy and co-design for Architecture and Built Environment Education
7.
Culturally Responsive Teaching with pre-service teachers and the challenges
to action Culturally Responsive Pedagogies in an Australian Education context
8. Teaching medical laboratory sciences in a Culturally and Linguistically
Diverse (CALD) environment
9. Reflections on culturally responsive practices
and pedagogies: Higher Education and Initial Teacher Education Programs and
support, inclusivity and diversity in the Australian context
10. Teaching
and learning to support inclusion in Law Education: Autoethnographic
Reflections of a Law Teacher
11. Tertiary programs in Chinese languages:
Challenges and expectations of mixed-background students Part 3: Cultures of
Learning
12. Engaging Care for Mother Earth as Central Pedagogy for
Sustainable, and Regenerative Social Work: A Field Education Example from
lutruwita Tasmania
13. Work integrated learning (WIL): An investigation of
strategies to enable access, participation, and success for Australian First
Nations Students
14. Graduating from University: Cultures of Learning
15. The
Importance of Aboriginal Hospital Liaison Officers in the History of
Aboriginal Health in Victoria in the Period 1982-2010- Interview between
Aunty Lyn McInnes and Dr Margaret Kumar
16. Australia - India Partnerships in
Social Entrepreneurship: Lessons for students Interview between Professor
Mukti Mishra and Professor Supriya Pattanayak
17. Cultures of learning in
social work field education: Australian students experience Concluding
Chapter Future Focus
Margaret Kumar is Senior Fellow (Honorary) at The University of Melbourne, Australia and Adjunct Professor, Centurion University of Technology and Management (CUTM), Odisha, India. Dr Kumar lectures in Teacher Training, Research and Academic Skills Training, Multilingualism, Global Literacies, and Teaching English to Speakers of Other Languages. Her research interests provide insightful perspectives on positioning Methodologies, Curriculum issues, Cultures of Learning, and New Knowledge Systems.
Supriya Pattanayak is the Vice Chancellor of the Centurion University of Technology and Management (CUTM), Odisha, India. She has extensive teaching, research, and policy experience and her research interest is in the field of gender and development, sustainable livelihoods, research methodologies, and Social Work pedagogies in different contexts.
Nish Belford is Senior Lecturer in the Faculty of Education at Monash University, Australia. Her research interests in Creative arts and teacher education explore culturally responsive teaching and pedagogies for diversity and inclusion. Other research areas include gendered subjectivities of transnational women with education, work, family, diasporic cultures, and identities.
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