Storying Pedagogy as Critical Praxis in the Neoliberal University

Beschreibung

This book examines how teaching and learning and teacher and student identities are being reframed in higher education by neoliberal policies and practices. It shares how teachers perform teaching and learning duties in relation to prescribed institutional policies and how teachers insert dissonant pedagogies as a critical practice.
The book explores narrative pedagogy as a disruptive presence and a space for critique. It interrogates personal/professional experience of educational systems that present educators juggling complexity and meeting competing demands to make learning meaningful for students. Each contribution will act as a counterpoint and provide a synoptic method for comparison. The book re-constructs meaning from the generic narrative of the public face of education, which homogenizes and diminishes collective understandings of teachers and teaching. This book provides a contemporary account of the social realities experienced within the higher education classroom across the globe.
This book examines how teaching and learning and teacher and student identities are being reframed in higher education by neoliberal policies and practices. It shares how teachers perform teaching and learning duties in relation to prescribed institutional policies and how teachers insert dissonant pedagogies as a critical practice.
The book explores narrative pedagogy as a disruptive presence and a space for critique. It interrogates personal/professional experience of educational systems that present educators juggling complexity and meeting competing demands to make learning meaningful for students. Each contribution will act as a counterpoint and provide a synoptic method for comparison. The book re-constructs meaning from the generic narrative of the public face of education, which homogenizes and diminishes collective understandings of teachers and teaching. This book provides a contemporary account of the social realities experienced within the higher education classroom across the globe.
Examines how teacher identities in Higher Education classrooms are shaped by neoliberal discourses and practices Draws on dissident narratives informed by daily involvement in classroom life Presents quotidian narratives that account for the multiplicity of ways in which educators juggle complexity

Autor*in

Mark Vicars

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sociology of teaching and learning contemporary educational discourse neoliberalism and higher education practices of neoliberal performativity transformative paradigms supercomplexity in higher education narratives of performativity narrative pedagogy professional practice and policy educational leadership and social justice higher education classroom practices dissonant pedagogies as a critical practice Critical Praxis in the Neoliberal University teacher education

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