This book examines how teaching and learning and teacher and student identities are being reframed in higher education by neoliberal policies and practices. It shares how teachers perform teaching and learning duties in relation to prescribed institutional policies and how teachers insert dissonant pedagogies as a critical practice.
The book explores narrative pedagogy as a disruptive presence and a space for critique. It interrogates personal/professional experience of educational systems that present educators juggling complexity and meeting competing demands to make learning meaningful for students. Each contribution will act as a counterpoint and provide a synoptic method for comparison. The book re-constructs meaning from the generic narrative of the public face of education, which homogenizes and diminishes collective understandings of teachers and teaching. This book provides a contemporary account of the social realities experienced within the higher education classroom across the globe.
Chapter 1: Introduction- Mark Vicars.
Chapter 2: Personal troubles,
public concerns: a story from a neo-liberal academy- Pat Sikes.
Chapter 3:
The posthuman university: a sign of our times- Gabriele Griffin.
Chapter 4
Higher Education under the Siege of Neoliberalism- Pierre Orelus.
Chapter 5:
Political Agency in the Era of Precision Education Governance in Higher
Education -Kristiina Brunila.
Chapter 6: Shaping the Narratives Indigenous
Knowledges through Storying- Leanne Holt & Joe Perry.
Chapter 7Critical
Storytelling as an Endowed Teacher Educator -Nicholas D. Hartlep.
Chapter
8: Out of comfort zone: living an academic life in the neoliberalised
context of Thai higher education-Nuntiya Doungphummes.- Chapter 9: Storying
the journey of an academic using Freirean philosophy to explore History,
Race, Gender and Class in a Globalised World- Anne Cheryl Armstrong.
Chapter
10:I paid for this, so now give it to me: University as retailer, knowledge
as product, student as customer - Ligia Pelosi.
Chapter 11 Solitary
suffering: 'Imagined' hierarchies in the new ethos of a neo liberal
university- Naoko Araki.
Chapter 12 Whos Zoomin Who?A slightly farcical
take on the rush to online learning.- in the managerial academic era- Kip
Jones.- Epilogue Ligia Pelosi.
Mark Vicars is Associate Professor at the College of Arts & Education at Victoria University, Melbourne. Marks research interests interrogate the discourses and pedagogies of social and educational inclusion in and across international educational systems. Following 24 years of working in education in several countries, with 15 of those in higher education, Mark has extensive international, multi-sector experience. He is highly experienced in developing international strategy on teaching and learning in Australia, Asia and the UK, generating international opportunities for collaborative partnerships focused on the teaching/research nexus. He has developed research affiliations and education partnerships internationally. Ligia Pelosi is Senior Lecturer at the College of Arts & Education at Victoria University and has worked in education for over 20 years, with 11 of those spent in higher education. Ligias research focuses on Arts-based and narrative methodologies. Ligia's interests in education center on literacy, creativity and narrative research methodologies. Underpinning Ligias research are the principles of social justice in education, and she is currently Chief Investigator at National Exceptional Teachers for Disadvantaged Schools (NETDS).
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