Search

We are three Asian/Asian American teachers involved with classroom teaching/teacher preparation from kindergarten to the university level. In our teaching, researching, and mentoring, we honor the history of the interdisciplinary [...]

The university is a highly politicized and fractious realm for students and academics. Amidst trade-offs between the processes of massification, democratization, commodification, and globalization, the question of transformation for sustainability has become crucial to the social good(s) of higher education. This paper considers academic citizenry within Indian public higher education - a context where the increase in the enrollment of first-generation students and female students, due to affirmative action policies, has not substantially translated into altering the composition of academic staff. Informed by a mixed-method study conducted in 2019 with the participation of academics and those in leadership positions at four higher education institutions, we found that the enactment of such policies was operationalized for the production of the 'New Middle Class' by universities. Of concern is that neither the representation nor the participation of academics who are women, 'lower' castes, or minorities meets the mark of just, inclusive institutions. Despite the rhetoric of inclusiveness and development, the implementation of related policies clothe subalterns with the veneer of the intellectual class, permitting access on condition that sociocultural identities are concealed, and the hegemonic status quo maintained. Terms such as 'quality' and 'equality' function as tools for social control rather than serving social justice, where assertions of caste identity and resistance are simultaneously repudiated and misrecognized., Author(s): Nandita Banerjee Dhawan [sup.1] , Dina Zoe Belluigi [sup.2] [sup.3] , Grace Ese-Osa Idahosa [sup.4] [sup.5] Author Affiliations: (1) grid.216499.1, 0000 0001 0722 3459, School of Women's Studies, Jadavpur [...]

Cet article porte sur le processus de transition identitaire expérimenté par de nouveaux professeurs occupant des postes menant à la permanence dans quatre universités de l'est du Canada. Lors de cette recherche qualitative, des entretiens individuels semi-dirigés ont permis de recueillir les témoignages de 24 participants. L'article explore principalement les tensions négociées lors du processus transitoire, particulièrement celles associées à la construction de la nouvelle identité de professeur. Finalement, la discussion aborde les questions de continuités, de ruptures et de stratégies de transition identitaire. Mots-clés : transition identitaire, nouveaux professeurs d'université, continuités et ruptures, stratégies de transition identitaire. This article examines the process of identity transition as experienced by new professors in tenure-track positions at four universities in eastern Canada. In this qualitative research, individual, semi-structured interviews were conducted with 24 participants. This article explores the tensions negotiated during the transitional process, particularly those associated with the construction of the new identity as a teacher. Finally, the discussion addresses the issues of continuity, rupture, and identity transition strategies. Keywords: identity transition, new university professors, continuities and ruptures, identity transition strategies., Introduction Bien que la formation doctorale permette la socialisation des doctorants aux rôles et aux fonctions d'enseignant et de chercheur, les difficultés rencontrées par les titulaires de tels diplômes pour [...]

This study was conducted to analyze first impressions of a professor and student motivation for taking a college course. The researcher hypothesized that a course syllabus with a professor welcome statement would have a more positive effect on first impressions of the professor and student motivation as compared to a course syllabus without a welcome statement. A convenience sample of 174 college students reviewed a fictitious Community Health Policy course syllabus, which included a welcome statement from the professor or no welcome statement. Students in the welcome statement condition had more positive perceptions of the professor, indicated greater motivation to take the course, and reported a greater likelihood to ask questions in class and seek assistance during office hours in comparison to students in the control group. Implications for course outcomes are discussed. Keywords: first impressions, professors, perception, course syllabi, motivation, Only 63 percent of full-time students in the U.S. who enrolled at a 4-year-degree granting institution in 2013 graduated with their degrees by 2019 (The National Center for Education Statistics, [...]

This paper addresses university teachers' conceptions and articulation of teacher care as informed by their teaching practice within the Hong Kong university context. The research is predicated upon the perspectives of caring university teachers identified through a systematic process of reputational-case selection, and their narrations analyzed by thematic analysis. Three overarching themes, 'humanitarian caring whole-person education', 'student-centred caring teaching' and 'invisible caring acts', were identified. Based on the overarching themes, we propose a model of 'caring pedagogy of student-centredness and invisible care'. This study contributes to enriching the existing literature on teacher care and caring pedagogy from university teachers' perspectives. We advocate the integration of care into pedagogy, whilst university administrators could provide more institutional support for practising caring pedagogy for the benefits of our students., Author(s): Anne L. L. Tang [sup.1] , Caroline Walker-Gleaves [sup.2] Author Affiliations: (1) grid.16890.36, 0000 0004 1764 6123, School of Hotel and Tourism Management, The Hong Kong Polytechnic University, , [...]

Student-teacher relationships play an important role in both teacher and student experiences in higher education and have been found to be linked to learning, classroom management, and to student absenteeism. Although historically conceptualised in terms of immediacy or distance and measured with reference to behaviours, the growing recognition of the role of emotions and of power-as well as the development of a range of multidimensional models of social relationships-all suggest it is time to re-evaluate how student-teacher relationships are understood. This paper develops a theoretical model of student-teacher affective relationships in higher education based on three dimensions: affection/warmth, attachment/safety, and assertion/power. The three-dimensional model was tested using the Classroom Affective Relationships Inventory (CARI) with data from 851 students. The data supported the use of this multidimensional model for student-teacher relationships with both two- and three-dimensional models of relationships being identified as appropriate. The theoretical development of a multidimensional model and the empirical development of an instrument with which to explore these dimensions has important implications for higher education teachers, administrators and researchers., Author(s): Roland Tormey [sup.1] Author Affiliations: (1) grid.5333.6, 0000000121839049, Centre for Learning Sciences, Teaching Support Centre, College of Humanities, Ecole Polytechnique Fédérale de Lausanne, , CH-1015, Lausanne, Switzerland Introduction Student-teacher [...]