Richard Hil, Kristen Lyons, Fern Thompsett
Transforming Universities in the Midst of Global Crisis
A University for the Common Good
Richard Hil, Kristen Lyons, Fern Thompsett
Transforming Universities in the Midst of Global Crisis
A University for the Common Good
- Broschiertes Buch
- Merkliste
- Auf die Merkliste
- Bewerten Bewerten
- Teilen
- Produkt teilen
- Produkterinnerung
- Produkterinnerung
This book calls into question the colonial and neoliberal university, presenting alternative models of higher education that can more effectively respond to todayâ s intersecting social, economic, environmental and political crises.
Andere Kunden interessierten sich auch für
- Mark NicholsTransforming Universities with Digital Distance Education43,99 €
- The Languaging of Higher Education in the Global South48,99 €
- Kalwant BhopalElite Universities and the Making of Privilege43,99 €
- Augmented Education in the Global Age52,99 €
- Global Rankings and the Geopolitics of Higher Education145,99 €
- Lucy Cooker (UK University of Nottingham)Transforming Teaching31,99 €
- BLAM UKGlobal Black Narratives for the Classroom: Africa, the Americas and the Caribbean31,99 €
-
-
-
This book calls into question the colonial and neoliberal university, presenting alternative models of higher education that can more effectively respond to todayâ s intersecting social, economic, environmental and political crises.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 180
- Erscheinungstermin: 23. Dezember 2021
- Englisch
- Abmessung: 156mm x 233mm x 15mm
- Gewicht: 288g
- ISBN-13: 9780367897833
- ISBN-10: 0367897830
- Artikelnr.: 62800231
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 180
- Erscheinungstermin: 23. Dezember 2021
- Englisch
- Abmessung: 156mm x 233mm x 15mm
- Gewicht: 288g
- ISBN-13: 9780367897833
- ISBN-10: 0367897830
- Artikelnr.: 62800231
Richard Hil is adjunct professor in the School of Human Services and Social Work at Griffith University, Gold Coast, adjunct professor in the School of Arts and Social Sciences at Southern Cross University, member of the editorial collective of Social Alternatives, board member of the Justice for Fallujah Project and former convenor of the Ngara Institute. Richard's work has been published extensively, the most recent of which is The Sacking of Fallujah: A People's History, with Ross Caputi and Donna Mulhearn. Over the past five years Richard (under his own name and as 'Joseph Gora' and 'Henry Barnes') has written on Australian higher education for The Australian, Campus Review, New Matilda, Arena Magazine, The Advocate, Social Alternatives, University World News, The Conversation, Overland, Online Opinion, Pearls and Irritations and Countercurrents. His views about higher education are best encapsulated in Whackademia: An Insider's Account of the Troubled University, published in 2013 by New South, and Selling Students Short: Why You Won't Get the University Education You Deserve, published by Allen and Unwin in 2015. Kristen Lyons lives on Yuggera Country, where she is a proud long-term NTEU member, and professor of environment and development sociology at the University of Queensland in Brisbane, Australia. Her research sits at the intersection of environmental justice, development and human rights, as well as the future of higher education. Over at least twenty years she has engaged in research in Uganda, Solomon Islands and Australia, and via partnerships with environmental and human rights organisations, Indigenous peoples and Traditional Owner groups, that is grounded in her commitment to social, ecological and economic justice. She is a senior research fellow with the Californian think tank the Oakland Institute, and sits on the editorial board of Australian Universities Review. Fern Thompsett was raised on Gubbi Gubbi Country, also known as the Sunshine Coast, in Queensland, Australia. She is currently working on her PhD in cultural anthropology at Columbia University in New York City. Her research explores how people are living according to 'anti-civilisation' theories: essentially a body of environmental, anti-capitalist and anti-colonial critiques of mass agriculture. Previously, she lived, worked and studied for a decade in Meanjin, or Brisbane, where she co-founded the Brisbane Free University, cohosted a community radio show on 4ZZZ fm, and played in several bands.
Introduction. PART ONE - TODAY'S UNIVERSITIES: CONTENT AND CHALLENGES. 1.
The Colonial Roots and Neoliberal Takeover of Higher Education. 2.The Case
for Transgressive Alternatives. 3.Reimagining the University PART TWO -
VALUES AND PRACTICES 4. Decolonising Higher Education. 5.
De-centralisation, Equity and Democratisation.6. Free Universities: Free
Learning, Slow Learning and Decolonial Learning on the University's
Threshold 7. New Horizons: Regenerative and Relational Universities. 8.
Conclusion. Postscript
The Colonial Roots and Neoliberal Takeover of Higher Education. 2.The Case
for Transgressive Alternatives. 3.Reimagining the University PART TWO -
VALUES AND PRACTICES 4. Decolonising Higher Education. 5.
De-centralisation, Equity and Democratisation.6. Free Universities: Free
Learning, Slow Learning and Decolonial Learning on the University's
Threshold 7. New Horizons: Regenerative and Relational Universities. 8.
Conclusion. Postscript
Introduction. PART ONE - TODAY'S UNIVERSITIES: CONTENT AND CHALLENGES. 1.
The Colonial Roots and Neoliberal Takeover of Higher Education. 2.The Case
for Transgressive Alternatives. 3.Reimagining the University PART TWO -
VALUES AND PRACTICES 4. Decolonising Higher Education. 5.
De-centralisation, Equity and Democratisation.6. Free Universities: Free
Learning, Slow Learning and Decolonial Learning on the University's
Threshold 7. New Horizons: Regenerative and Relational Universities. 8.
Conclusion. Postscript
The Colonial Roots and Neoliberal Takeover of Higher Education. 2.The Case
for Transgressive Alternatives. 3.Reimagining the University PART TWO -
VALUES AND PRACTICES 4. Decolonising Higher Education. 5.
De-centralisation, Equity and Democratisation.6. Free Universities: Free
Learning, Slow Learning and Decolonial Learning on the University's
Threshold 7. New Horizons: Regenerative and Relational Universities. 8.
Conclusion. Postscript