Publisher: U of Borås (Total: 1 journals)   [Sort by number of followers]

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J. of Praxis in Higher Education : JPHE     Open Access   (Followers: 5)
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Journal of Praxis in Higher Education : JPHE
Number of Followers: 5  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2003-3605
Published by U of Borås Homepage  [1 journal]
  • University practices in an age of supercomplexity: Revisiting diversity,
           equality, and inclusion in higher education

    • Authors: Trine Fossland, Driss Habti
      Pages: 1 - 10
      PubDate: 2022-07-04
      DOI: 10.47989/kpdc355
      Issue No: Vol. 4, No. 2 (2022)
  • Heutagogy and criticality: towards a symbiotic relationship

    • Authors: Christine Adams, Ronald Barnett
      Pages: 11 - 34
      Abstract: The world is in motion, is interconnected and is imbued with large, conflicting and often hidden forces (natural and human). It is a world of double indeterminacy, present in systems and their interactions (complexity) and in discursive formations and their interactions (supercomplexity). This double indeterminacy may exceed an individual’s resources for action, there being no stable position of knowing or being. Pedagogies, therefore, are required that bring on individual’s capacities autonomously to see into the world beneath its immediate appearances, and form anew their thoughts and their actions. Two paths open, and two literatures largely held apart, have to be brought together. On the one hand, a teaching approach is called for that turns on open pedagogical situations, in which learners have both autonomy and responsibility; and here beckons the idea of heutagogy. On the other hand, more than critical thinking, the engendering of criticality is required, which includes the three separate moments of (i) critical dispositions, (ii) a critical spirit and (iii) powers of critical action. Ultimately, in realising their full educational potential, heutagogy and criticality stand in a symbiotic relationship, with each entailing the other: heutagogy without criticality is aimless; criticality without heutagogy is groundless.
      PubDate: 2022-07-04
      DOI: 10.47989/kpdc239
      Issue No: Vol. 4, No. 2 (2022)
  • Frozen by threat or motivated to move' Emotionally charged horizons of
           opportunities in development work of universities

    • Authors: Mari Simola
      First page: 33
      Abstract: How do emotions function in the development work and change attempts of universities' This article investigates the emotional dimensions of development of higher education and how emotions relate to the conditions of academic work, and the university as a forum for those initiatives. Building theories from affective cultural studies, the article drafts and explores the concept of ‘emotionally charged horizon of opportunity’. This concept defines emotions as relational, culturally situated social forces connected with relationships, collective mentalities and belief systems, which the article explores by example of two cases: a national attempt to renew a degree structure on a disciplinary level, and a departmental initiative of development of the academic unit. Taking a discourse analytic approach with the focus on emotions, the analysis comprises two major findings. First, affectivity was present in the practices of development work, in the hierarchies of power, group relations and identities of the academic culture. Second, the actors’ expectations about the future, the emotional judgments attached to these expectations, and the position of the actors were crucial for the development process.
      PubDate: 2022-07-04
      DOI: 10.47989/kpdc112
      Issue No: Vol. 4, No. 2 (2022)
  • Confronting Becky: An autocritographic examination of white women's
           gendered racism in higher education

    • Authors: Becky Morgan
      Pages: 61 - 89
      Abstract: White women are socialized to use their gender subordination as a defense when confronted with their racism. Using intersectionality, I built a framework intertwining idealized objectification standards and racial gatekeeping to reveal how white women use specific practices to gain and maintain power and restrict access from People of Color. Through autocritography, a self-study methodology focused on telling and retelling stories, I examined how gendered practices protected and insulated me from addressing my active racism. I detailed a series of events that occurred in my role as a social justice educator at a south-eastern public university in the US and highlighted my attempts to maintain my reputation as a ‘good’ white woman. I also discovered consequences I faced for not upholding this reputation. My findings revealed several ways that white supremacy maintains itself in our society using ties to our socialized norms and expectations. I finished with a discussion of how this study relates to and further supports studies regarding the negative experiences of People of Color in higher education. Finally, I share implications for students, staff, and faculty both inside and outside of the classroom using three artifacts: a case study, an email response, and a twitter post.
      PubDate: 2022-07-04
      DOI: 10.47989/kpdc207
      Issue No: Vol. 4, No. 2 (2022)
  • Unvoicing a field's expertise: A two-pronged citation and language

    • Authors: Emily Suh, Na Wu, Candice Oelschegel, Agustín Garcia, Sonya Armstrong
      Pages: 90 - 121
      Abstract: The field of Developmental Education (DE) draws from a distinct and multidisciplinary body of research and scholarship to facilitate students' transitions to college and to support their postsecondary academic success. However, highly cited scholars and policymakers external to the field perpetuate negative perceptions of DE, arguing for reform or elimination without inclusion of field experts. Through a combination of Citation Content Analysis and Transitivity Analysis, this study examined citation trends and verb transitivity to uncover the voices privileged as experts within an influential publication by the Community College Research Center and aimed to uncover how the authors (re)presented the DE field, literature, scholarship, its members, and its students. Findings revealed a single citation of an in-field DE scholar and repeated erasure of developmental educators and DE scholarship through passivation of DE professionals as social actors. Implications are discussed for the importance of including inside-field experts’ voices in discussions about their field as a necessary component of developing a critical praxis of integrating scholarship and practice in support of students.
      PubDate: 2022-07-04
      DOI: 10.47989/kpdc280
      Issue No: Vol. 4, No. 2 (2022)
  • Reimagining development in higher education

    • Authors: Maryna Lakhno
      Pages: 122 - 127
      PubDate: 2022-07-04
      DOI: 10.47989/kpdc320
      Issue No: Vol. 4, No. 2 (2022)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
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