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Journal of praxis in higher education
- 2022. - 4
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- In the opening line of the first issue of JPHE in 2019, the editorial team posed the following pertinent and critically reflective question: ‘Does the higher education research community really need another research journal?’ (The Editorial Team, 2019, p. 1). In their editorial, they provide a well-argued case for answering this question in the affirmative. The journal’s policy statement also makes a good case as to why JPHE is distinctive defining education as ‘a moral and political activity’ and emphasising the way in which ‘the journal is committed to research aimed at the transformation of existing practices and conditions in higher education.’ (JPHE, 2022, para. 1).
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| 2. |
- Langelotz, Lill, 1968, et al.
(författare)
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Rapid Digitalisation of Higher Education: leadership of teaching and learning in times of crices.
- 2022
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Ingår i: AARE 2022 Conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Since 2020, the academic community in higher education has been rapidly shifted into online environments due to the pandemic COVID-19. In Sweden, this has had several impacts on health care and teacher education, programs that traditionally (mainly) were delivered face-to fade before the pandemic. The overall aim of the project is to investigate how educational leadership practices are being reshaped/are reshaping teaching and learning practices. in Swedish HE and with what academic and social consequences at a time of crisis and rapid digital transformation. the research design is framed by practice theory, which treats practices as the primary subject of analysis the study of human relations. An early phase of the project involved interviews with academic leaders and teaching staff in one Swedish University at the beginning of the pandemic, and a review of literature related to leading teaching and learning in higher education. This will be followed up with interactive shadowing of leaders in their daily interactions with university teachers, students, and other stakeholders in three Swedish Universities. The study will document leadership practices as they happen and particularly how they affect ana are affected by teaching practices and what students experience, do and learn. Student and educator focus-group interviews will also be conducted to capture teacher and student perspectives. Analysis will be informed by the theory of practice architectures. Analysis of findings from the initial phase has highlighted three main themes which have important implications for leadership practices related to teaching and learning in the fields of teacher education and health care education., but also possibly other professional fields. They concern the ways in which the shift to online education has affected possibilities for, and highlighted the importance of, spontaneity, authentic relationships, and embodied interactions. Meanwhile, the findings of the literature review have highlighted how much is assumed, but how little is actually known about, the relationship between what leaders do in their everyday work an student experiences. These findings point to the importance of future studies that empirically explore, at an everyday practice level, the complexities and challenges for leadership of working in online environments, and whether and how what leaders do and do not do concretely affects student learning and the student experience.
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| 3. |
- Mahon, Kathleen, 1966-
(författare)
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“Neoliberalised” (Human) Bodies and Implications for Professional Education"
- 2022
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Ingår i: Embodiment and Professional Education. - Singapore : Springer Nature. - 9789811648274 ; , s. 213-228
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this chapter is to explore the relationship between professional education, embodiment, and neoliberalism, focussing primarily on the practices of professional educators. The chapter draws on the theory of practice architectures to pose questions about how practices, and the bodies that make those practices possible, are being enabled, constrained, and transformed by neoliberalising forces that have pervaded many aspects of contemporary societies, including sites of professional education and the everyday lives of professional educators. Are bodies, through practices, becoming both “neoliberalised” and “neoliberalising”? What does/could this look like/feel like? What might this mean for the future of professional education? The chapter highlights the sense in which, in this neoliberal age, professional educators’ bodies are increasingly experiencing, performing, and perpetuating neoliberal ideals, and why promoting a sensitivity to this, and resistance, is so important. For illustrative purposes, the chapter draws on some lived experiences of professional educators gleaned from literature and the author’s own research and history as a teacher educator.
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