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03705nam a22004935i 4500 |
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|a 9789811032004
|9 978-981-10-3200-4
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|a 10.1007/978-981-10-3200-4
|2 doi
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|a 378
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|a Zepke, Nick.
|e author.
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|a Student Engagement in Neoliberal Times
|h [electronic resource] :
|b Theories and Practices for Learning and Teaching in Higher Education /
|c by Nick Zepke.
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|a Singapore :
|b Springer Singapore :
|b Imprint: Springer,
|c 2017.
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| 300 |
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|a XVII, 234 p.
|b online resource.
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|a text
|b txt
|2 rdacontent
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|a computer
|b c
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|a text file
|b PDF
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|a Part 1. Exploring mainstream views of student engagement -- 1 Glimpsing student engagement -- 2 Mainstream perspectives and frameworks -- 3 Towards an emergent mainstream engagement framework -- Part 2. Questioning the mainstream view. 4 Higher education in neoliberal times -- 5 Student engagement and neoliberalism: An elective affinity? -- 6 A critique of mainstream student engagement -- Part 3. Student engagement beyond the mainstream -- 7 Student engagement beyond the mainstream -- 8 Towards a critical pedagogy of engagement -- 9 Towards a critical curriculum for engagement -- 10 Supporting engagement through critical evaluation -- 11 Through distributive leadership to critical engagement -- 12 Achieving Change: Opportunities, challenges and limits.
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|a This book investigates origins, meanings, uses and effects of student engagement in higher education, and addresses three core questions: (1) Why is student engagement so visible in higher education today? (2) What are its dominant characteristics? (3) What is missing in the popular view of student engagement? These questions pave the way for a fresh approach to student engagement. The book argues that an elective affinity between student engagement and policies embedded in neoliberalism, the dominant ideology of the early 21st century, enables student engagement to transcend diverse intellectual and practice contexts. This affinity encourages quality learning and teaching that enables student to succeed in their studies and future careers. The book shows that focusing on neoliberal objectives for learning and teaching limits the potential of student engagement in higher education. This conclusion leads to a critical and practical social-ecological perspective that approaches engagement more as a pathway to social justice than as a list of techniques. This book is a work of critical scholarship backed by empirical research. It questions accepted theories and practices and offers fresh insights into student engagement in higher education, including how engagement could promote social justice. .
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| 650 |
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|a Education.
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|a Educational policy.
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| 650 |
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|a ducation and state.
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|a Educational sociology.
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|a Higher education.
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|a Education and sociology.
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|a Sociology, Educational.
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|a Education.
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|a Higher Education.
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|a Educational Policy and Politics.
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|a Sociology of Education.
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| 710 |
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|a SpringerLink (Online service)
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|t Springer eBooks
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|i Printed edition:
|z 9789811031984
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| 856 |
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|u http://dx.doi.org/10.1007/978-981-10-3200-4
|z Full Text via HEAL-Link
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|a ZDB-2-EDA
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| 950 |
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|a Education (Springer-41171)
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