Overview

Towards Teaching in Public: Reshaping the Modern University explores how the contested relationships between policy, curriculum and pedagogy are reshaping the modern university and examines the impact of conceptualisations of teaching in public on this debate in this age of academic capitalism. It traces the emergence of strategies for open access, with particular reference to the contribution of technology and e-learning, to the emergence of teaching in public as a critique of current educational policy. The contributors combine policy analysis with a consideration of pedagogical issues and an exploration of the student experience. This collection draws together chapters by experienced scholars and practitioners within the field of teaching and learning in higher education.

Full Product Details

Author:   Professor Mike Neary ,  Professor Les Bell ,  Dr Howard Stevenson
Publisher:   Bloomsbury Publishing PLC
Imprint:   Bloomsbury Academic
Edition:   NIPPOD
Dimensions:   Width: 15.60cm , Height: 1.10cm , Length: 23.40cm
Weight:   0.259kg
ISBN:  

9781472521880

ISBN 10:   1472521889
Pages:   208
Publication Date:   07 November 2013
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

Notes on Contributors Foreword, Mary Stuart Acknowledgements Part I: Education as a Public Good (Editor: Les Bell) 1. Teaching in Public: Reshaping the University, Mike Neary and Aileen Morris 2. Teaching in Public: Revolution as Evolution in Nineteenth-Century Higher Education, Angela Thody 3. Teaching in Public: Participation and Access in Twentieth-Century Higher Education, Les Bell Part II: The Student/Teacher Nexus (Editor: Howard Stevenson) 4. Rethinking the Student/Teacher Nexus: Students as Consultants on Teaching in Higher Education, Karin Crawford 5. The Student as Scholar: Research and the Undergraduate Student, Andy Hagyard and Sue Watling 6. Invisible Publics: Higher Education and Digital Exclusion, Sue Watling Part III: Teaching as a Public Activity (Editor: Mike Neary) 7. Making Teaching Public: Cracking Open Professional Practice, Aileen Morris and Howard Stevenson 8. Public Technology: Challenging the Commodification of Knowledge, Julian Beckton 9. Open Education: From the Freedom of Things to the Freedom of People, Joss Winn 10. Beyond Teaching in Public: The University as a Form of Social Knowing, Mike Neary References Index

Reviews

This book is an inspiration. It elegantly combines historical, sociological and philosophical analysis of the role of universities with an argument for reconfiguring the teacher-student roles and relationships. Anyone reading it will beconvinced of the both the desirability and feasibility of working for university education for the public good. Monica McLean,Associate Professor of Higher Education, University of Nottingham, UK Unlike many books by groups of academics defending universities against government termination of funding for the arts and humanities while tripling fees in a free market that will lead to privatisation, Mike Neary and his colleagues are not striking poses to be more radical than their rivals in publication but are proposing practical ways forward for higher education that will keep inquiry and reason alive in dark times. They are not doing this in an elite university which will continue to attract rich home and overseas students come what may but in a modern university , where they are pioneering student-centred approaches to research and scholarship across the arts and sciences and especially in social science, where they build on the precedents of 'reinvention' and revolt, student-led undergraduate research and Independent study. Their initiative and example of teaching in public , detailed in this book, embodies an ideal for contemporaryintellectuality which deserves the attention of students and staff across the sector and also in schools and colleges, as well as of the wider public appalled at the Coalition government's callous cuts and barbaric disregard of the central role of the university in public life. Patrick Ainley, Professor of Training and Education in the School ofEducation and Training, University of Greenwich, UK A timely book for all who want to step back and reflect on current controversies and debates about the meaning and purpose of higher education. It is a well-informed and wide-ranging exploration of pedagogical issues contextualised in the philosophical question about the meaning and purpose of higher education in the 21st century, and will appeal in particular to all who are committed to learning and teaching in universities and who have ever felt demoralised, demotivated and diminished by current political and economic exigencies. This book challenges the reader to think beyond the current state of higher education to more radical approaches to knowledge sharing, learning and teaching. The authors do not promise an easy route, but they do open up new possibilities for those in academia brave enough to explore them. Lin Norton, Emeritus Professor, Faculty of Education, Liverpool Hope University, UK We have become so used to the idea that the public value of higher education must be tied to state provision that it is refreshing to see a set of authors willing not only to challenge that false piety but also offer some constructive proposals that promise to advance the cause of democratic education in a world where the state is no more dependable an ally than the market. Steve Fuller, Professor of Sociology and Auguste Comte Chair in Social Epistemology, University of Warwick, UK The question the book raises is whether [public or private institutions] remains an effective endeavor in a perpetually struggling economy. A secondary question concerns higher educational institutions as the loci of learning - teacher, student, and community. In answering these two fundamental questions, the contributors of this volume contend that the university could serve as the central hub of political, societal, and cultural reform. -- Rob O'Lynn, Kentucky Christian University Reflective Teaching

This book is an inspiration. It elegantly combines historical, sociological and philosophical analysis of the role of universities with an argument for reconfiguring the teacher-student roles and relationships. Anyone reading it will beconvinced of the both the desirability and feasibility of working for university education for the public good. * Monica McLean,Associate Professor of Higher Education, University of Nottingham, UK * Unlike many books by groups of academics defending universities against government termination of funding for the arts and humanities while tripling fees in a free market that will lead to privatisation, Mike Neary and his colleagues are not striking poses to be more radical than their rivals in publication but are proposing practical ways forward for higher education that will keep inquiry and reason alive in dark times. They are not doing this in an elite university which will continue to attract rich home and overseas students come what may but in a modern university , where they are pioneering student-centred approaches to research and scholarship across the arts and sciences and especially in social science, where they build on the precedents of 'reinvention' and revolt, student-led undergraduate research and Independent study. Their initiative and example of teaching in public , detailed in this book, embodies an ideal for contemporaryintellectuality which deserves the attention of students and staff across the sector and also in schools and colleges, as well as of the wider public appalled at the Coalition government's callous cuts and barbaric disregard of the central role of the university in public life. * Patrick Ainley, Professor of Training and Education in the School ofEducation and Training, University of Greenwich, UK * A timely book for all who want to step back and reflect on current controversies and debates about the meaning and purpose of higher education. It is a well-informed and wide-ranging exploration of pedagogical issues contextualised in the philosophical question about the meaning and purpose of higher education in the 21st century, and will appeal in particular to all who are committed to learning and teaching in universities and who have ever felt demoralised, demotivated and diminished by current political and economic exigencies. This book challenges the reader to think beyond the current state of higher education to more radical approaches to knowledge sharing, learning and teaching. The authors do not promise an easy route, but they do open up new possibilities for those in academia brave enough to explore them. * Lin Norton, Emeritus Professor, Faculty of Education, Liverpool Hope University, UK * We have become so used to the idea that the public value of higher education must be tied to state provision that it is refreshing to see a set of authors willing not only to challenge that false piety but also offer some constructive proposals that promise to advance the cause of democratic education in a world where the state is no more dependable an ally than the market. * Steve Fuller, Professor of Sociology and Auguste Comte Chair in Social Epistemology, University of Warwick, UK * The question the book raises is whether [public or private institutions] remains an effective endeavor in a perpetually struggling economy. A secondary question concerns higher educational institutions as the loci of learning - teacher, student, and community. In answering these two fundamental questions, the contributors of this volume contend that the university could serve as the central hub of political, societal, and cultural reform. -- Rob O'Lynn, Kentucky Christian University * Reflective Teaching *

This book is an inspiration. It elegantly combines historical, sociological and philosophical analysis of the role of universities with an argument for reconfiguring the teacher-student roles and relationships. Anyone reading it will beconvinced of the both the desirability and feasibility of working for university education for the public good. Monica McLean,Associate Professor of Higher Education, University of Nottingham, UK Unlike many books by groups of academics defending universities against government termination of funding for the arts and humanities while tripling fees in a free market that will lead to privatisation, Mike Neary and his colleagues are not striking poses to be more radical than their rivals in publication but are proposing practical ways forward for higher education that will keep inquiry and reason alive in dark times. They are not doing this in an elite university which will continue to attract rich home and overseas students come what may but in a modern university , where they are pioneering student-centred approaches to research and scholarship across the arts and sciences and especially in social science, where they build on the precedents of 'reinvention' and revolt, student-led undergraduate research and Independent study. Their initiative and example of teaching in public , detailed in this book, embodies an ideal for contemporaryintellectuality which deserves the attention of students and staff across the sector and also in schools and colleges, as well as of the wider public appalled at the Coalition government's callous cuts and barbaric disregard of the central role of the university in public life. Patrick Ainley, Professor of Training and Education in the School ofEducation and Training, University of Greenwich, UK A timely book for all who want to step back and reflect on current controversies and debates about the meaning and purpose of higher education. It is a well-informed and wide-ranging exploration of pedagogical issues contextualised in the philosophical question about the meaning and purpose of higher education in the 21st century, and will appeal in particular to all who are committed to learning and teaching in universities and who have ever felt demoralised, demotivated and diminished by current political and economic exigencies. This book challenges the reader to think beyond the current state of higher education to more radical approaches to knowledge sharing, learning and teaching. The authors do not promise an easy route, but they do open up new possibilities for those in academia brave enough to explore them. Lin Norton, Emeritus Professor, Faculty of Education, Liverpool Hope University, UK We have become so used to the idea that the public value of higher education must be tied to state provision that it is refreshing to see a set of authors willing not only to challenge that false piety but also offer some constructive proposals that promise to advance the cause of democratic education in a world where the state is no more dependable an ally than the market. Steve Fuller, Professor of Sociology and Auguste Comte Chair in Social Epistemology, University of Warwick, UK

Author Information

Mike Neary is Professor and Dean of Teaching and Learning at Lincoln University, UK, where he is Director of the Centre for Educational Research and Development. He is the Founding Director of the Reinvention Centre for Undergraduate Research, a Centre for Excellence in Teaching and Learning based at Warwick and Oxford Brookes Universities, and is a National Teaching Fellow. Howard Stevenson is Professor of Education and Deputy Director of the Centre for Educational Research and Development at the University of Lincoln, UK. Les Bell is Emeritus Professor of Educational Management at the School of Education, University of Leicester, UK, and Professor of Educational Leadership at the University of Lincoln, UK. Before his retirement in July 2006, he was a member of the Centre for Educational Leadership and Management and Director of the Doctorate in Education programme at the University of Leicester, UK.

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