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Universities face organisational challenges to learn and adopt administrative practices that aid both staff and educational development. Although the prospects of ambidexterity as an organisational learning strategy are appreciated in research and practice, understanding the nature of culture-based factors that support ambidextrous mindsets in educational settings remains underdeveloped. This article explores the ambidextrous culture-based enablers that foster ambidextrous learning by universities. Thematic analysis of semi-structured interview data from 32 university administrators within the Gulf Cooperation Council region serve as the basis for empirical insights. Findings from the interviews show that 2Es and 2Cs are culture-based enablers consisting of employee diversity, employee fairness, clear communication and consistent practice. From a theoretical perspective, the article contributes to knowledge by capturing the enabling factors of a culture-learning praxis for ambidexterity, while managerially, the article urges for dedicated ‘learning to learn’ action plans that develop best practice for ambidextrous learning by universities. [ABSTRACT FROM AUTHOR]

What ethical and political considerations does zine-making raise in teaching and learning across knowledge systems and artful expression? This question guides the critical dialogue about a research project on teaching sustainability through traditional proverbs from Malaysia and Kazakhstan within a zine-making workshop in a UK university. Merging our reflections with that of students and their zine artworks alongside traditional proverbs, we dialogue across two tensions associated with the challenges of proverbial learning as decolonial connections or appropriation, and the politics and pedagogy of zine-making. Through these tensions which reveal the messy, ambivalent, and unsettled practices within the neoliberal university, we offer some reflections for researchers and teachers engaging in decolonial and arts-based praxis. [ABSTRACT FROM AUTHOR]

The fourth wave of feminism in Pakistan represents a significant departure from earlier movements, evolving into an intersectional force with widespread participation from younger women. Recent scholarship notes this shift, highlighting how activists are not only demanding equal rights but also critiquing the private/public dichotomy by centreing the intimate spaces where patriarchy is most entrenched. In light of this new phase in the feminist landscape, this article examines the overlooked narratives and experiences of women activists at the Feminist Students Collective (FSC), a student-led collective based in Lahore, Pakistan. It is argued that FSC activists employ a feminist praxis to analyse coloniality and neoliberalism’s entanglement with patriarchy in higher education and beyond. Through mediums such as writing, dance, poetry, theatre, and social media activism, they counter Eurocentrism in institutional spaces of learning and forge epistemic connections across class, religion, ethnicity, and social location in activist spaces. [ABSTRACT FROM AUTHOR]

This study examines the contribution of university educators toward prefiguratively creating tomorrow today in the higher education classroom. Educators often teach for peace and social justice through a variety of normative pedagogical frameworks. Yet, this linkage of pedagogy and prefigurative politics in university classrooms is frequently under-examined. Moreover, such research has not yet been conducted within the context of Korea. Hence, this paper investigates – through a qualitative case study methodology – the varied approaches to pedagogy for social change in Korean universities today, including but not limited to: (a) democratic pedagogy, (b) critical pedagogy, (c) peace and social justice pedagogy, and (d) decolonial pedagogy. The paper examines these intersectional pedagogies through the lens of prefigurative politics, which is understood as a form of praxis that attempts to (re)construct through education a more just society. Findings indicate challenges and opportunities that Korean university educators face today in teaching for social change in higher education classrooms. [ABSTRACT FROM AUTHOR]

The article discusses the use of hermeneutics, the study of reading and understanding texts, as a theoretical lens for understanding how teachers work with curriculum in higher education. The author raises concerns about the challenges faced by teachers in the neoliberal higher education context, such as overwork and precarity, and the trend of academic institutions prioritizing efficiency and cost-cutting measures. The article emphasizes the importance of critical awareness and dialogue in teacher development, as well as the need to consider the socio-political context of education. It also highlights the tensions and conflicting demands that higher education teachers face in their work. Overall, the article suggests that hermeneutics can enhance teacher development by promoting criticality and openness in pedagogy. [Extracted from the article]

The imperial nature of Christianity structured around colonialism, white supremacy, and apartheid was governed by racially motivated logics that fundamentally define the idea of who could be human. Decades later, the uncomfortable emphasis on decoloniality in South African theological education arises in a contested space despite the need to decentre white, Western methods, interpretations, and experiences. Academic readiness and ownership regarding the implementation of decolonisation initiatives constitute a significant obstacle. They highlight how coloniality mediates and attempts to erase decolonising praxis. This article employs the theoretical framing of Grosfoguel's analysis of the coloniality of power, of knowledge, and of being, surveys recent educational developments in theological education towards redress to reveal a hesitancy and considers the perspective change of educators towards decolonisation praxis. This article underscores a contextual challenge for the legitimacy of decolonialisation and the need to restore its significance amidst the slow pace of educational transformation in theological education. [ABSTRACT FROM AUTHOR]

This article explores the concept of integrity in higher education, specifically within the context of Catholic and Jesuit institutions. The author argues that integrity is more than just a punitive measure and emphasizes its importance in personal growth, justice, and the pursuit of truth. Drawing from the Rule of St. Benedict and the writings of St. Thomas, the author suggests that integrity is the alignment between one's inner and outer lives. The article also discusses the role of self-discipline, moral actions, and disciplinary systems in maintaining integrity. It concludes by discussing the challenges and goals of the Academic Integrity Office in promoting integrity on campus. [Extracted from the article]

The article discusses the ongoing wave of industrial action in the UK, with various sectors engaging in disputes over pay, working conditions, and inequality. It highlights the challenges facing utopian thought and praxis in the current economic climate, where financialization and market logic dominate. The article also focuses on the impact of neoliberalism on the higher education sector, with universities facing mass redundancies and the erosion of education as a public good. The author calls for solidarity among workers and the demand for a worker-run university that prioritizes the well-being of staff and the community. [Extracted from the article]

The article illuminates how gender inequality in Ireland's higher education sector continues to be constituted at policy and at local institutional levels as a problem that requires 'fixing the women". It analyses two gender equality projects' discursive materials targeting female academics in Irish universities, showing that while these projects embrace elements of feminist praxis and critique, they ultimately propagate "cruel optimism". They do this by exhorting women academics' subjectification to burdensome practices of strategizing, self‐auditing and self‐promotion, lured by the promise of awards that only a few will attain. Presented are two cases of what we call "promising promotional projects" that we have encountered in our work in our university. We use the term "projects" to refer to time‐limited, bounded interventions that respond to "gender equality" as a field of government, where problems have been diagnosed and where practicable and pragmatic solutions are seen to be required. Our discursive‐deconstructive reading of these projects' discursive materials highlights how gender equality projects target women for "promotion" through mobilizing gendered technologies of the self. [ABSTRACT FROM AUTHOR]

This work aims to discover the opinion of future teachers and educators studying for a degree in Early Childhood Education or Primary Education, or a master's in Inclusive Education, at the University of Córdoba (Spain), of the use of the VESS Model, an innovative model based on creating a culture of thought in the classroom; and to discover whether they believe that using this method in educational praxis leads to an improvement not just pedagogically but also socially. The methodology used for this is quantitative, with a cross-sectional design and a previously prepared and tested questionnaire. The data collected was analysed using descriptive and inferential analysis. The results obtained show that the students think that the use of this model increases their social participation, communication and understanding, making them more self-reliant and confident. In addition, the study also finds that the use of new technologies, cooperative learning and emotional development is very powerful in terms of developing executive skills. These conclusions encourage future teachers to use active methodologies that use thought as the main pedagogical axis in the teachinglearning process. [ABSTRACT FROM AUTHOR]

Author overviews interdisciplinary and culturally relevant theoretical/conceptual frameworks and methodologies researchers and theorists have employed to examine Black women's experiences in higher education as students, administrators, and faculty. In conversation with literature and her lived experiences, the author offers three lessons for Black women and those seeking to employ critical frameworks and methodologies: (1) do your research; (2) play with theory and let go; and (3) align positionality, epistemology, and praxis. [ABSTRACT FROM AUTHOR]

Educating contains features distinct from teaching and learning. This paper sets out a case for this statement based on concerns Gert Biesta raises about the limitations of the learning focus in contemporary higher education. It is argued that it is important for academics to think of themselves as educators in contrast to being teachers, lecturers and subject experts. Educators have a crucial role in creating encounters where their and students' subjectification is exercised. This calls for a subjectivity-centric focus in academic practice, in contrast to some existing practices that are utility-driven with a deep emphasis on subject content and outcomes-based learning. Highlighting this way of thinking about education moves in line with the emerging commitment in higher education to address selfhood qualities in graduate attributes. It is shown how Emmanuel Levinas's ideas on responsibility, vulnerability and newness can be adopted as a praxis to inform thinking about educational practice along these lines. Such a praxis is intended to prompt teachers to think reflexively about their identity as educators with interest in enabling subjectivity-centric encounters. [ABSTRACT FROM AUTHOR]

Since its publication in 1990, Clyde W. Barrow's book, Universities and the Capitalist State: Corporate Liberalism and the Reconstruction of American Higher Education, 1894-1928, has been a touchstone text for generations of scholars studying higher education. This conversation between Barrow, Heather Steffen, and Isaac Kamola examines the book's legacy in order to explore how the interdisciplinary study of higher education has changed over the past three decades. In doing so, they examine the space and place of academic knowledge and academic labor, offering an interdisciplinary discussion of critical praxis within the university. [ABSTRACT FROM AUTHOR]

This article showcases the lessons we learned from developing and facilitating a doctoral‐level course on the topic and praxis of positionality in the field of education studies. We contend that positionality is integral to critical consciousness building and leadership development among doctoral students and other higher education leaders. [ABSTRACT FROM AUTHOR]

Introduction: The relation between education and transmedia storytelling has been developed through diverse paths and based in different criteria, such as genre, source, temporality and the given education level been observed. The present study aims to contribute to the understanding of ongoing processes that transmedia storytelling is going through, and its space in higher education on both sides of the Atlantic. Methodology: With this goal, a structured interview was designed and validated, addressing to 21 academic directors and experts in the field of communication and interactive media in higher education in Latin America, Spain and Portugal. Results: The findings show a current map of transmedia storytelling in universities through the observation of its human and material resources, as well as evidencing discussions on terminological and conceptual points of view and, consequently, their instrumentalization in praxis. Discussion and Conclusions: These findings also show a progressive advance in the presence of transmedia storytelling higher education curriculums, and an academic void, pointed out by faculty members, regarding concrete training initiatives from their university centers, aimed to them as current teachers and researchers. [ABSTRACT FROM AUTHOR]

The following conversation examines the role of the university in our present moment and examines the necessity of anti-colonial praxis in the academy. The dialogue takes as its starting point the long history of white, heteropatriarchal capitalist supremacy that has oriented the institutional production of knowledge and considers its present permutations in such practices as diversity initiatives in teaching and hiring. The discussants in turn reflect on their own approaches and strategies for enacting liberatory pedagogy in light of the contingent, historical, and material limitations of higher education today. [ABSTRACT FROM AUTHOR]

The current research project aimed to know the pedagogical competencies of the Postgraduate in Teaching for Higher Education after analyzing these competencies to generate audiovisual didactic resources that promoted innovation in teachers and compliance with the student-centered learning profile. Therefore, the authors do qualitative research to identify the teachers' essential competencies. Based on the results, appropriate resources were doing to strengthen their training, the chosen instruments being the podcast, video capsule, and infographics. According to the survey applied and analysis of the results obtained in the evaluation of the validating experts who passed 90% and from the teachers (100%), we concluded that the acquisition of digital skills had favored the teaching practice of the students of the postgraduate, improving their teaching strategies, their praxis and facilitating the acquisition of learning by their students. [ABSTRACT FROM AUTHOR]

This text is configured as a report of the experiences arising from the execution of the extension project "Integrated Formative Actions for Admission to Higher Education (Afin), developed in the city of Ituiutaba, State of Minas Gerais, Brazil. The general objective is to present the experiences of initial and continuing education carried out for and by the teachers of the Afin/Ituiutaba project in the year 2021. As a methodological procedure: final report for the year 2021 and in written materials (training project for the use of digital tools, production carried out by the teachers), among others. From the analysis, we understood that we are in the process of building unpublished viable when we involve and mobilize the interdisciplinary and collective training of teachers) in the possibility of overcoming the limit-situations that were once problematized and critically reflected, and that hindered the realization of a more humanized and emancipatory praxis. [ABSTRACT FROM AUTHOR]

This text is configured as a report of the experiences arising from the execution of the extension project "Integrated Formative Actions for Admission to Higher Education (Afin), developed in the city of Ituiutaba, State of Minas Gerais, Brazil. The general objective is to present the experiences of initial and continuing education carried out for and by the teachers of the Afin/Ituiutaba project in the year 2021. As a methodological procedure: final report for the year 2021 and in written materials (training project for the use of digital tools, production carried out by the teachers), among others. From the analysis, we understood that we are in the process of building unpublished viable when we involve and mobilize the interdisciplinary and collective training of teachers) in the possibility of overcoming the limit-situations that were once problematized and critically reflected, and that hindered the realization of a more humanized and emancipatory praxis. [ABSTRACT FROM AUTHOR]

The fundamental objective of this article is to diagnose the educational quality that the university professor of the Education degree demonstrates in his praxis, at the Israel Technological University (UISRAEL), located in the city of Quito. He relied on the theoretical references of Kant (1985), Aristotle (1985), Touriñan (2019), Freire (1985) (1971) (1997) and Valleys (2021), among others. It is a mixed or complementary study; from the quantitative point of view, it is descriptive and projective. It presents a transectional-field design, the survey was used as a technique and the questionnaire as an instrument, analyzing the indicators: clarity, dynamics of the subject, perception of learning, professional and technological training and research. From the qualitative perspective, observation was used as a technique and the Observation Guide as an instrument. The population consisted of 126 students of the Education career, which were taken entirely. It was possible to detect, from the quantitative perspective, that the quality of the teacher of the Education career is within an "acceptable" level of quality. From the qualitative point of view, although the majority demonstrate a high level of quality, there is a minority of teachers who demonstrate insufficiencies in their educational praxis, such as: communication with their students, content updating regarding the graduate profile, expository strategies without intentionality to encourage critical thinking in students and lack of motivation to their students. A teacher update program is recommended. [ABSTRACT FROM AUTHOR]

The article "Education to Resist" by María Graciela Di Franco, published in Praxis Educativa, addresses the importance of education in times of pandemic and teacher training. It emphasizes that school is fundamental for democracy education and the construction of democratic citizenship. It emphasizes the need to teach how to argue, structure points of view, and participate in democratic debate. Additionally, it mentions the importance of a school that values diversity, challenges adversity, and generates contestatory gestures. The article concludes by highlighting that teaching is a hopeful bet based on the potential of individuals. [Extracted from the article]

We present a systematization of practices carried out as a team for initial teacher training in Biology and Physics. This systematization focuses on analyzing the ways in which we accompany teacher residents. Positioned in Popular Education, we aim at the training of reflective professionals, who can have a critical view of both, their context and their practice. We performed an analysis based on our records around the accompaniments carried out, characterizing the devices and strategies deployed. Among the latter we highlight: the establishment of limits; the valorization of practical knowledge; the reinforcement of selfesteem; the problematization and orientation of aspects to be improved through questions, suggestions, comments, specific bibliography; the interpellation in relation to pedagogical intentions, expectations and purposes of education; the internal coherence of the proposals and of these with practice. This systematization allowed us to strengthen some certainties in our praxis, as well as to learn from our own practice and to rethink the accompaniment in the future. [ABSTRACT FROM AUTHOR]

Diversity and inclusion, decolonising the curriculum, and intersectionality have become buzzwords in higher education, with questions raised about what counts as knowledge and whose knowledge counts in teaching contexts. Despite efforts being made to democratise the curriculum through reading lists and lecture content, pedagogy itself remains largely unchanged. In this article, I provide a theoretical reflection on my experiences of teaching an introductory gender studies unit at an Australian university at the start of the COVID-19 pandemic in 2020. The pandemic intensified existing inequities amongst students, not only outside but also inside the classroom. It is against this backdrop that I swapped the initially set research essay in the unit for a manifesto writing assignment. In this article, I explore the ways in which the manifesto assignment provided an opportunity to take seriously bell hooks' vision of engaged pedagogy that views education as the practice of freedom and discuss the ways in which it came to represent an example of feminist praxis that assists in fostering a more inclusive classroom, grounded in feminism's liberatory project. [ABSTRACT FROM AUTHOR]

As a daughter of Oceania residing in Turtle Island, I have birthed pathways within higher education that center Pacific epistemes in curriculum and pedagogy. These spaces have assisted Pacific Islander and Indigenous students, among others, through expansive practices of kinship and mentorship that embody the praxes of Pacific feminisms. Drawing from Oceanic feminist concepts and praxes, I have created spaces that are grounded in relational ethics and expansive kinship models. These spaces challenge the highly meritocratic structures of the academy and instead reproduce scholars and thinkers engaged in building Pacific feminist futures. [ABSTRACT FROM AUTHOR]

The pandemic context brought several challenges to public higher education, especially the disciplines that have Practice as a Curricular Component (PCC) in the context of teaching with research. This article presents an analysis of the adjustments made in the organization of educational processes with regard to the PCC in the discipline of Research and Educational Processes (PPE) in pandemic times in the Pedagogy Degree Course of the Instituto Federal Catarinense (IFC) - Campus Camboriú. The analysis was carried out by the teachers of the discipline in conjunction with an academic. Possibilities of articulation between theory and practice were identified, with the approximation of shared experiences with professionals who develop teaching praxis with research in basic education. [ABSTRACT FROM AUTHOR]

This article aims to highlight the productions and discussions about the theme of health in school Physical Education. The methodology used was qualitative research, based on the bibliographic survey, methodologically supported by the State of the Question (NÓBREGATHERRIEN; THERRIEN, 2010). Data collection was conducted on the Portal of Periodicals of the Coordination for the Improvement of Higher Education Personnel (CAPES), having as a temporal interstice the publications between 2004 and 2021. As a result, through the analysis of the collected productions, it was found a concern with the need to broaden the debates and reflections about the interface "health, education and Physical Education", recognizing that a Physical Education for health in the school setting should allow the emancipation of the students, favoring and stimulating critical reflection on the theme of health. Therefore, it is understood that, for this problematization to be possible, it is essential that the training of teachers stimulates new reflections about the expanded theme of health for the development of the pedagogical praxis in school. [ABSTRACT FROM AUTHOR]

Chapter 5 is centred on the role of languages in the internationalisation of higher education from an institutional perspective. In this chapter, Karin Båge and Jennifer Valcke underline the need to include global, intercultural, and social competencies in higher education curricula to achieve quality in internationalisation plans, with special emphasis on inclusion and diversity. Chapter 4 focuses on the role of higher education institutions in fostering sustainable development through multilingual programmes and internationalisation. [Extracted from the article]

Despite multiple frameworks that purport to enable transformation, hierarchies of localised power in the governance and management of the higher education system continue to influence the scope and depth of inclusion, diversity and transformation programmes. Research conducted during 2014-2016 focused on the receptivity of an inclusion programme implemented in South African universities that was developed to create inclusive services and culture for an at-risk population. Drawing on applied research, the article considers how inclusivity practitioners created conditions for inclusion within their university. The obligation of the university in the creation of an inclusive environment is debated and the role of university leaders in contributing towards an inclusive culture is explored. The findings of this research demonstrate that university leaders have a direct impact on enabling or impeding inclusion programmes in the university. The findings contribute towards inclusivity praxis that aims to reduce oppression in universities by university leaders and the research demonstrates positive outcomes in spite of resistance by university leadership. [ABSTRACT FROM AUTHOR]

Neuropsychopedagogy is an area that effectively contributes to the demands of higher education regarding learning difficulties and also other demands that range from affectivity, selfesteem, blocks, emotion, sexuality, trauma, among others. So, what is the relevance of the neuropsychopedagogue in the institution of higher education? To answer this problem, the objective was to reflect on the relevance of the neuropsychopedagogue in the higher education institution as an adviser in overcoming the problems found there. As specific objectives were outlined: To know the role of neuropiscopedagogy. Understand how this professional works in the school environment. Understand some peculiarities of higher education students. The study was based on Beauclair (2014); Fernandez (2010); Fonseca (2014); Hennemann (2012); Libaneo, Oliveira and Toschi (2012); Maluf (2005); Migliori (2013); Lima (2017); Mello (2015); Moreira (2011); Relvas (2012); SBNPp (2016); Pimenta and Lima (2012); Teixeira et al (2008); Tomás et al (2014) and Universidade Federal de Pernambuco (2016). This research was a qualitative bibliography with data analysis using the inductive method. Through the intervention, neuropsychopedagogues develop strategies that allow a differentiated and partnership educational praxis. This process has the potential to originate new educational procedures that are able to overcome paradigms and understand the way the individual learns. The relevance of this professional is to provide conditions for development, training, learning and autonomy, as self-knowledge and development methods motivate human beings to develop their adaptive capacity, which, consequently, help in independence and in favor of the development of learning. The biggest challenges to be faced were planning, organizing the work of this professional and developing working partnerships. [ABSTRACT FROM AUTHOR]

The article analyzes the role of university research at the present time, based on three fundamental aspects: 1) The role of higher education within the global context, where the university has joined the scientific-modern vision of knowledge, forging professionals from an eminently instrumental and utilitarian rationality of knowledge. 2) The role of university research and its social relevance 3) The possibilities of university research to contribute to sustainable development and the strengthening of collective rights. What is expressed has as a sine qua non condition the transcending of the predominant Cartesian rationality in academic spaces, which conceives reality in an atomized and fragmented way, without considering the complex network of events, actions and interactions that are intertwined in the phenomenal world. This necessary epistemological turn in university investigative praxis favors a theoretical and practical approach to social problems, understanding social reality as an indivisible whole, with an ethical orientation based on the values of sustainability. In this way, the university can give a more effective response to the social demand of authentically linking itself with its community social context, and actively participating in the resolution of its problems. [ABSTRACT FROM AUTHOR]

Much scholarship available on team-teaching focuses on K-12 programming, with limited examples in post-secondary education. Adding to the growing research on college-level team-taught courses, this reflection describes how interdisciplinary team-teaching can offer not only a pedagogically innovative experience for students but also highlight the strengths of the faculty in their teaching and research areas. In addition to reviewing the differences between interdisciplinary and multidisciplinary curricula, we reflect on our experience delivering Globalization as a team-taught course, designing learning outcomes and course material, and negotiating classroom strategies, highlighting successful components and considering future iterations. [ABSTRACT FROM AUTHOR]

Africans have exhibited tremendous resilience, coping abilities, and strategies to survive in multiple spaces globally despite the tensions and challenges associated with the Euro-colonial enterprise. However, the charge to liberate the African mind remains unabated and requires the unpacking of the complexities of the colonial schema, to advance African agency. The colonial is alive and a lack of scrutiny frustrates an understanding of its nuances and the guises in which it manifests, causing the colonised to perpetuate its plans in ignorance. The article presents selected areas where Africans have been de-centred in consciousness. Termed "moments of dislocation," these areas are historical, linguistic, inferiorisation of the African being, and journey to the West. Although these themes may not be exhaustive, they offer a path to instigate or sustain conversations about the insidious effects of the colonial, and potentially inculcated into discourses and praxis towards mental liberation. Identifying these disorders contributes to the comprehension of coloniality of knowledge, schooling, power, and being. Through critical African education, these concepts would receive unremitting scrutiny for African agency. [ABSTRACT FROM AUTHOR]

This article explores the ways in which two years of increased isolation due to COVID affected a cohort of applied theatre students and how their instructors addressed students' elevated anxiety and disconnection from community. In the spring semester of 2022, I was working as the teaching intern for the course Applied Theatre Praxis taught by Professor Joe Salvatore at New York University. The students—who ranged from undergraduate upperclassmen majoring in Educational Theatre to doctoral students in various arts disciplines—were required to facilitate an applied theatre residency project with a community to which they were connected in some way. Students responded to having to work with one of their own communities with acute anxiety: many claimed they were not part of a community. This group response was due to a complex web of factors stemming from two years of increased isolation due to the COVID-19 pandemic. In this article, I will describe the teaching strategies Professor Salvatore and I used to help students overcome this anxiety by creating opportunities to rehearse and reflect on their facilitation practices and grounding student-facilitators in their values. [ABSTRACT FROM AUTHOR]

Praxis is a reflexive action that can contribute to an education focusing on transforming the reality, including university extension, recently included in the curriculum in Brazil. Thus, this research aims to analyze the construction of praxis in university extension projects of a Physical Education course and reflect on these formative elements for curriculumization. The research, qualitative and exploratory, involved 14 Physical Education professionals and used a questionnaire and an interview as collection tools. We noted the construction of praxis in the learning related to building pedagogical practice; relating theory to practice; dealing with different publics; having confidence; articulating teaching, research and extension; producing, reflecting, and critically analyzing knowledge. However, we identified challenges for the curriculumization of university extension such as: overcoming the dichotomy between theory and practice in Physical Education; effective fulfillment of the articulation between teaching, research, and extension in higher education; designing curricula with spaces and dynamics that provide a comprehensive and integrative action for the training of undergraduate students in Physical Education; material, structural and funding improvements in universities; continuing education for faculty; reorganization of the professor's work in the individual/collective monitoring of students in this curriculumization process. Such notes reveal essential elements for the construction of praxis and the structuring of curriculumization of university extension in higher education, especially in Physical Education courses, as well as for the expansion of discussions on the subject. [ABSTRACT FROM AUTHOR]

This article provides a new materialist perspective on design education within the context of decolonization in a South African higher education institution. It reflects on a specific case of design/research/teaching that transpired within the context of the Visual Communication Design curriculum at Stellenbosch University. A post-qualitative approach was followed; i.e. the researcher actively worked at resisting pre-conceived hierarchies and differences not just in thinking about the research, but also in its doing. The research demonstrated that decolonization requires relentless processes of collaborative resistance and that active commitment to new materialist praxis can positively contribute to individuals becoming more attuned to recognizing moments of transformation within their situated present. It was found that integrating creative play with representational media such as text and layout design within the research process facilitated this. The more transformative moments became visible and felt, the more 'real' decolonization seemed to become. [ABSTRACT FROM AUTHOR]

This paper examines one of the key temporal characteristics evident in public policy frames for widening participation in higher education. It demonstrates that the ambitions of such policies are potentially compromised by temporal notions implicated in a mode of chronocentrism, forecasting the future as a 'minimal departure' from the present. Engaging with the latest research into Futures Literacy and Anticipation it outlines alternative strategies for recognising and renegotiating such constraints ('What If?' scenarios and gaming), opening up pathways for policymakers and practitioners to imagine the future of higher education as a more inclusive and equitable time–space. [ABSTRACT FROM AUTHOR]

Universities serve several important functions in society today through research, education, and community engagement, not least helping people to live meaningfully in society and create a world worth living in. A kind of practice that seems particularly important in fulfilling such responsibilities is critical educational praxis, a social-justice oriented, educational practice/praxis, with a focus on asking critical questions and creating conditions for positive change. Yet, the contemporary university is not exactly a niche for critical educational praxis. There are practices and arrangements within higher education that make the enactment of critical educational praxis challenging. This paper explores this concern by explicating the notion of critical educational praxis and examining enablers and constraints for critical educational praxis drawing on an empirical study conducted in one university setting. Our aim is to prompt consideration of the kind of university ecosystems currently being created, and the implications for academic communities and society. [ABSTRACT FROM AUTHOR]

Universities are allocated considerable public resources and are expected to fulfil societal mandates through teaching, research and service to local, national and international communities. University strategic plans are public documents that express how university leaders, students, academic and administrative staff are expected to aspire to meet these societal mandates. We suggest that strategic plans can be a point of departure for academic staff and leaders to reflect on their values and articulate their praxes. By praxis we mean the sense-making and purpose academic staff and leaders identify in their practices and how they choose to live out their values. We suggest an approach, using the principles of deliberative communication, intended to help academic staff and leaders articulate their praxis and find ways to live out their values in a liberating or transformative manner. [ABSTRACT FROM AUTHOR]

The "pussy patrols" in academia are the economic, discursive, sexual, and epistemological forms of violence in academia that control, silence, and reroute all femmes—not just cis women—in higher education. Although feminists have long examined sexual harassment in educational and occupational spaces, very few have turned their attention to the specific, embodied experiences of sex-working academics. Employing "epistemic disobedience" and "Critical Life Story" interviewing methodologies, I look at the experiences of thirteen sex-working academics, including my own experiences as a sex-working undergraduate and graduate student. I disrupt the false dichotomy of empowerment/oppression in the sex industry; I ask if higher education is necessarily emancipatory; and I offer suggestions, based on the forced rerouting and silencing of sex-working academics, for moving forward as activist-academics. Indeed, the time for rebelling against the strict academic codes that rely on Cartesian dualism is now. [ABSTRACT FROM AUTHOR]

In this paper, we offer a critique of neoliberal power from the perspective of the gendered, sexualised, raced and classed politics of motherhood in English universities. By using dialogical auto-ethnographic methods to examine our own past experiences as full-time employed mother-academics, we demonstrate how feminist academic praxis can not only help make the gendered workings of neoliberal power more visible, but also enable us to nurture and sustain alternative ways of being and working in, against and outside the university. Far from desiring greater inclusion into a system which enshrines repressive logics of productivity and reproduces gendered subjectivities, inequalities, silences and exclusions, we aim to refuse and transgress it by bringing feminist critiques of knowledge, labour and neoliberalism to bear on how we understand our own experiences of motherhood in the academic world. [ABSTRACT FROM AUTHOR]

This article derives from an interinstitutional research project built, which took a qualitative approach and was conducted in eight major cities of Colombia using narrative methods. It aimed to inquire into the nature and pedagogical practices of Religious Education teachers, which is a fundamental and mandatory class under the General Education Act. Accounts of participating teachers showed different outlooks as to the identity and praxis of Religious Education in School (RES) but, within them, researchers' interest focused on an emerging perspective that regards this subject as a search for the cultivation of human spirituality. Therefore, this paper intends to present some contributions that RES can make to cultivate human spirituality because, when built from this perspective, it favors religious pluralism --preventing any exclusion arising from the dynamics of majority religious systems-- and enriches comprehensive education by providing educational opportunities for the search, construction and cultivation of the meaning of human life. [ABSTRACT FROM AUTHOR]

Background: Student voice agendas have been slow to permeate higher educational institutions. Curricula in universities, like those in primary and secondary education, are still usually made for students by teachers who, while they may have the best interests of the students in mind, rarely if ever engage students in curriculum decision-making. The need for more equitable, dialogic and democratic engagement by students is particularly relevant in the context of teacher education. It has been argued that pre-service teachers should experience democratic practices during their teacher education experiences in order to have the confidence, knowledge and skills to support democratic opportunities in schools. Purpose: Through the participatory action research project described in this paper we sought to position pre-service teachers as pedagogical consultants who would design feedback strategies, gather feedback with faculty and co-construct physical education teacher education (PETE) curricula. We saw this process as a democratic possibility that might create opportunities for pre-service teachers to critique and transform their own educational experiences. In this paper we detail the process we used to support dialogue about teaching and learning between students and faculty members and draw on the perspectives of the students, pedagogical consultant, lecturer and teaching and learning advocate involved in this project. Participants and setting: The project was undertaken with one cohort (77) of pre-service teachers during the final year of a four-year undergraduate PETE programme in an Irish university and focuses on the democratization of one PETE course. Data collection: Data were generated with and by the pre-service teachers, the pedagogical consultant, the lecturer and the regional teaching and learning advocate. The primary data collection methods were interviews and observation. Data analysis: The data were reviewed repeatedly looking for patterns, themes, regularities, paradoxes, variations, nuances in meaning and constraints [Rubin and Rubin 1995. Qualitative Interviewing. The art of Hearing Data. London: Sage]. The authors coded all data sets independently using constant comparison [Glaser 1965. "The Constant Comparative Method of Qualitative Analysis." Social Problems 12 (4): 436-445] and then shared their processes and subsequent codes. Our analysis engages Greene's [1988. The Dialectic of Freedom. New York: Teachers College Press] dialectical theory, to explore how naming and holding the tensions involved in this research and pedagogical enterprise was not stultifying but generative. Findings: Three key dialectics were constructed from the data: student- teacher, critical reflection-learning and responsibility-accountability. We speak to each of these themes from the perspectives of the students, the pedagogical consultant and the lecturer who participated in this project. Discussion and conclusion: Our discussion turns to the challenges and benefits associated with the pursuit and realization of democratic possibilities in PETE. [ABSTRACT FROM AUTHOR]

This paper examines the use of logic models in the development of community initiatives within the AmeriCorps program. AmeriCorps is the civilian national service programme in the U.S., operating as a grants programme to local governments and not-for-profit organisations and providing low-cost labour to address pressing issues of social inequality. Logic models are a popular tool in programme planning, which graphically illustrates the relationship between a programme’s goals, resources expenditures and expected outcomes. Drawing from institutional ethnographic data, this paper examines how the use of logic models within the programme planning process create particular modes of defining and intervening in the achievement gap, thus shaping interventions by youth workers at the level of individual behaviour and obscuring structural roots forms of inequality. It is argued that in such ‘technologies’ of neoliberalism, we can understand how neoliberal public policy works to influence interventions at the community level. [ABSTRACT FROM PUBLISHER]

Professionals working in a range of contexts are increasingly expected to engage in ongoing professional learning to maintain their skills and develop their practices. In this paper, I focus on professional learning in Higher Education and challenge the standardisation of professional learning that is becoming prevalent in a number of countries. I argue that professional learning must challenge accepted wisdom, and that this is possible while still adhering to the standards required for professional legitimacy. Developing praxis is suggested as a way of producing relevant and active professional learners while still addressing the professional standards required for quality assurance. [ABSTRACT FROM PUBLISHER]

This article proposes a novel theorisation of higher education classroom spaces by bringing Arendt’s concept of the space of appearance into relation with Guillemin and Gillam’s notion of ethically important moments. The main arguments are first, that a focus on ethically important moments within the higher education space of appearance enables a finer-grained account of student and lecturer becomings through small-scale pedagogic interventions; and second, that a focus on the classroom as a higher education space of appearance provides for a more nuanced appreciation of the collaborative, political and educative practices that occur within it. The article focuses on three instances of ethically important moments as a means to illuminate how higher education spaces of appearance may become ethical spaces for educative praxis in ways which contest pessimistic discourses regarding the deformation of teaching and learning relations in increasingly marketised conditions. [ABSTRACT FROM AUTHOR]

Online collaboration is a relevant teaching method and has become a priority in education and research. In addition, it is becoming an essential skill for teachers. Taking this fact into consideration, this study focuses on online collaboration from the teachers’ perspective. The participants of our research develop their training activity in a fully online university and have teaching experience in online collaborative processes. Based on a case study methodology, the aim of this research is to develop an in-depth understanding of online collaborative hands-on experiences in context through their perceptions. The results provide evidence of the value of online teacher collaboration, which is useful not only for the improvement and innovation in their teaching, but also for their professional development and updating. It also highlights the value of online coordination to facilitate and promote the exchange of information and collaborative knowledge building for teacher–teacher collaboration. [ABSTRACT FROM AUTHOR]

Using the concepts of criticality, reflectivity and praxis, the paper presents an analysis of our reflections on participants’ responses to the assessment requirements for a course for lecturers on teaching. The context in which the course is being taught has changed considerably in the last few years in terms of the mode of delivery, as well as the number and diversity of participants. Our analysis has generated insights into ways in which the course is not meeting all the learning needs of the participants, nor preparing them adequately to demonstrate, in writing,their learning. Using insights gained, we suggest pedagogic processes and strategies for ensuring that the course focuses on both writing to learn and learning to write; and for assisting participants to acquire the practices to demonstrate their learning in written assessment tasks, using the requisite literacy including criticality, reflectivity and praxis. [ABSTRACT FROM PUBLISHER]

In this article, we utilise recent theorising on praxis and educational development to explore how academics in universities can foster public, institutional and more personal development, even as they are challenged by what are sometimes described as more ‘managerial’ and ‘neoliberal’ conditions. The research draws upon a variety of sources of data, including publicly available correspondence on the university sector in Australia, interviews with colleagues, and personal reflective journals. These data reflect three instances of educational praxis development in the Australian university context, and at three scales/levels: nationally; unit-wide (university/faculty/institute); and sub-unit/individually. The findings reveal such development in the form of: academics using mainstream media to inform the general public about the nature of university industrial relations and funding at a national level; junior and senior academics collaborating and engaging in mentoring practices to build institutional research capacity at a university/institutional level; and, individual academics meeting to develop individual teaching practice. Through explicating the characteristics and value of educational developmentforandaspraxis, we provide resources for hope for better understanding how the work of universities, including their broader mission to inform the public, might be enacted more educationally. [ABSTRACT FROM PUBLISHER]

In this article the authors, who are both collaborators in this project, reflect on the challenges faced in developing and sustaining an emancipatory research framework approach to our research network in the context of radically shifting ideals and objectives for higher education in all partner institutions. The article is focused around interview data and evaluations from all participants in the project: these include the over-arching research coalition between our institutional, public and community stakeholders; as well as the research partnerships on the ground, where individual projects are being carried out. We note that despite quite different institutional contexts and conditions, we are able to trace a common narrative as well as a set of common concerns regarding our efforts to build capacity, deliver research outputs and develop emancipatory research praxis within our network. [ABSTRACT FROM PUBLISHER]