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Author: Aslı Vatansever
Publisher: Taylor & Francis
ISBN: 1000766624
Category : Social Science
Languages : en
Pages : 143
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Book Description
With contributions from six leading scientific countries of the Global North and from the general European Higher Education Area, this book questions the predominant view on academic freedom and pleads for a holistic approach. While academic freedom has been a top agenda point for the global scientific community in recent years, the public and academic discourse has often been marked by a negative interpretation of the term understood merely as exemption from state intervention and censorship. The contributions in this edited volume demonstrate, however, that this is not where the story ends: the ability to exercise academic freedom not only involves the freedom of expression in its abstract sense but should involve the capability to determine research agendas and curricula independently from market pressures or threats of career sabotage, and to resist workplace misconduct without fear of losing future career chances. Providing a differentiated picture of contemporary structural limits to academic freedom in advanced democracies, this volume will be of great interest for not only scholars of higher education, but for the entire academic community.
Author: Aslı Vatansever
Publisher: Taylor & Francis
ISBN: 1000766624
Category : Social Science
Languages : en
Pages : 143
Get Book
Book Description
With contributions from six leading scientific countries of the Global North and from the general European Higher Education Area, this book questions the predominant view on academic freedom and pleads for a holistic approach. While academic freedom has been a top agenda point for the global scientific community in recent years, the public and academic discourse has often been marked by a negative interpretation of the term understood merely as exemption from state intervention and censorship. The contributions in this edited volume demonstrate, however, that this is not where the story ends: the ability to exercise academic freedom not only involves the freedom of expression in its abstract sense but should involve the capability to determine research agendas and curricula independently from market pressures or threats of career sabotage, and to resist workplace misconduct without fear of losing future career chances. Providing a differentiated picture of contemporary structural limits to academic freedom in advanced democracies, this volume will be of great interest for not only scholars of higher education, but for the entire academic community.
Author: Krista Bonello
Publisher: Springer Nature
ISBN: 303142655X
Category : Education
Languages : en
Pages : 309
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Book Description
This book provides an in-depth qualitative report on casualised academic staff in the UK, mapping shared experiences and strategies for resistance. Bringing together testimonial data spanning seven years, it offers evidence of how precarious labour conditions have persisted, shifted and intensified. The book will be a valuable resource for students and scholars in the fields of education, human resources management, labour studies and sociology, as well as trade unionists and university policymakers.
Author: Kevin W. Gray
Publisher: Rowman & Littlefield
ISBN: 1793620342
Category : Political Science
Languages : en
Pages : 187
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Book Description
This volume contains a collection of essays dealing with the pressure put on academic freedom by the expansion of higher education. It includes considerations of academic freedom brought by the expansion of Western universities to illiberal societies, and by students coming from abroad to universities in the global north.
Author: Khun Eng Kuah
Publisher: Taylor & Francis
ISBN: 1000787699
Category : Social Science
Languages : en
Pages : 211
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Book Description
Presenting a wide range of international case studies, the contributors to this book study the impact of Covid-19 on the risks faced by communities around the globe. Examining cases from the Americas, Europe and Asia – including Mexico, Brazil, China, India, France, and Belgium – Kuah, Guiheux, Lim and their collaborators look at how communities have coped with the social and economic impacts of the pandemic, as well as the public health concerns. Using a framework of risks, fear, and trust, they evaluate how the global health crisis has both revealed and exacerbated a deep crisis of confidence in institutions and systems around the world. In reaction to this they also look at how individuals, social groups and communities have faced fears and built trust at a more local level. The units of spatial analysis in these cases include urban cities, neighbourhoods, slum settlements, migrant camps, schools, markets and homes, for a broad spectrum of case types and rich empirical data. Essential reading for social scientists including sociologists, anthropologists and scholars of other disciplines looking to understand the impact of the Covid-19 pandemic internationally and on a multi-scalar level.
Author: Judy Shuttleworth
Publisher: Taylor & Francis
ISBN: 1000826414
Category : Social Science
Languages : en
Pages : 229
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Book Description
This book explores the religious, educational, and social practice of a Muslim congregation and the moral world it generated within a mosque in UK. The life of the mosque is described through religious practice, communal activities and informal encounters and the history and ideas that shaped the moral world and thinking of the Indo-Guyanese who built it. Marked by a double diaspora experience with its implication of loss and re-imagining, the congregation’s conception of living a Muslim life is embodied in both ritual and in styles of comportment and socializing while religious concerns are voiced in sermons, in religious classes and in responses to everyday situations. Links are made between anthropology and developmental and psychoanalytic understandings of embodied experience and the emergence of ethical capacity. This account contributes to the literature on Muslim communities in Europe and ‘ordinary ethics.’ As such, the book will be of interest to sociologists and anthropologists, to those involved in religious and psycho-social studies, and to clinicians working with Muslim communities.
Author: Paola Rebughini
Publisher: Taylor & Francis
ISBN: 100077001X
Category : Social Science
Languages : en
Pages : 156
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Book Description
This book proposes a reconstruction of contemporary social theory, focusing on thematic issues rather than on authors or schools of thought. In so doing, it endeavours to bridge epistemological approaches and locate critical claims shared by the main trajectories and notions of sociological theoretical debate. The book explores the current forms of social science theorization through the key themes of Agency, Anthropocene, Coloniality, Intersectionality, Othering, Singularization, Technoscience and Uncertainty. Focusing on these key themes, it highlights their usefulness for discussions of inequality, neoliberalism, eurocentrism, androcentrism or anthropocentrism – in order to examine these issues in a new light and look beyond the classic divides of social theory. Intended for an academic audience interested in social theory, scholars and post-graduate students in sociology, social sciences, anthropology, social geography, social psychology and globalization studies will find this book useful. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
Author: Dina Kiwan
Publisher: Cambridge University Press
ISBN: 110880456X
Category : Education
Languages : en
Pages : 213
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Book Description
Public debates on academic freedom have become increasingly contentious, and understandings of what it is and its purposes are contested within the academy, policymakers and the general public. Drawing on rich empirical interview data, this book critically examines the understudied relationship between academic freedom and its role in knowledge production across four country contexts - Lebanon, the UAE, the UK and the US - through the lived experiences of academics conducting 'controversial' research. It provides an empirically-informed transnational theory of academic freedom, contesting the predominantly national constructions of academic freedom and knowledge production and the methodological nationalism of the field. It is essential reading for academics and students of the sociology of education, as well as anyone interested in this topic of global public concern. This title is part of the Flip it Open Programme and may also be available Open Access. Check our website Cambridge Core for details.
Author: Ladan Rahbari
Publisher: Open Book Publishers
ISBN: 1800649266
Category : Social Science
Languages : en
Pages : 265
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Book Description
This volume consists of narratives of migrant academics from the Global South within academia in the Global North. The autobiographic and autoethnographic contributions to this collection aim to decolonise the discourse around academic mobility by highlighting experiences of precarity, resilience, care and solidarity in the academic margins. The authors use precarity to analyse the state of affairs in the academy, from hiring practices to ‘culturally’ accepted division of labour, systematic forms of discrimination, racialisation, and gendered hierarchies, etc. Building on precarity as a critical concept for challenging social exclusion or forming political collectives, the authors move away from conventional academic styles, instead adopting autobiography and autoethnography as methods of intersectional scholarly analysis. This approach creatively challenges the divisions between the system and the individual, the mind and the soul, the objective and the subjective, as well as science, theory, and art. This volume will be of interest not only to scholars within the field of migration studies, but also to instructors and students of sociology, postcolonial studies, gender and race studies, and critical border studies. The volume’s interdisciplinary approach also seeks to address university diversity officers, managers, key decision-makers, and other readers directly or indirectly involved in contemporary academia. The format and style of its contributions are wide-ranging (including poetry and creative prose), thus making it accessible and readable for a general audience.
Author: Simon Kerridge
Publisher: Emerald Group Publishing
ISBN: 1803827017
Category : Education
Languages : en
Pages : 938
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Book Description
The ebook edition of this title is Open Access and freely available to read online. The most comprehensive book about practitioners working in research management and administration, with insights from around the globe and across disciplines to provide a comprehensive account of RMAs as a profession.
Author: Alistair Ross
Publisher: Springer Nature
ISBN: 3030625729
Category : Education
Languages : en
Pages : 330
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Book Description
This book presents a series of analyses of educational policies – largely in the UK, but some also in Europe – researched by a team of social scientists who share a commitment to social justice and equity in education. We explore what social justice means, in educational policy and practice, and how it impacts on our understanding of both ‘educational science’ and ‘the public good’. Using a social constructivist approach, the book argues that social justice requires a particular and critical analysis of the meaning of meritocracy, and of the way this term turns educational policies towards treating learning as a competition, in which many young people are constructed as ‘losers’. We discuss how many terms in education are essentialised and have specific, and different, meanings for particular social groups, and how this may create issues in both quantitative survey methods and in determining what is ‘the public good’. We discuss social justice across a range of intersecting social characteristics, including social class, ethnicity and gender, as they are applied across the educational policy spectrum, from early years to postgraduate education. We examine the ways that young people construct their identities, and the implications of this for understanding the ‘public good’ in educational practice. We consider the responsibilities of educational researchers to acknowledge these issues, and offer examples of researching with such a commitment. We conclude by considering how educational policy might contribute to a socially just, equitable and inclusive public good.
