WWW.DISSERS.RU


...
    !

Pages:     | 1 |   ...   | 14 | 15 || 17 | 18 |   ...   | 27 |

It is also the case that GAs are often associated with the notion of creativity and transformation. In this respect it is worth noting Mayos invocation of Shaulls foreword to Frieres Pedagogy of the Oppressed, in which he draws attention to two diametrically opposed positions on education:Education either functions as an instrument that is used to facilitate the integration of the younger generation into the logic of the present system and bring about conformity to it, or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.Although for some this polarization may seem heavily ideological, it can be argued that a vision of higher education as not only contributing to the James Moir sharing of values but also the shaping of them is a desirable goal related to the notion of GAs. For a university education to be fit for purpose in a globalizing world then students need a set of values that transform them, both now and in the future.This chimes with the recent focus on identity within higher education.30 In other words, there is a concern with how the personal aspect of being a student in higher education is related to GAs in a more engaged and transformational sense. It is also interesting that recent work points to the challenges of teaching and learning within the contradictions of increasing specialization but also at the same time transdisciplinary contexts.31 This raises the issue of the local-global dimension and how we can begin to encourage students to consider themselves and their relationship to their studies within this much broader context.

5. Conclusion Whether or not higher education can free itself from the relentless drive towards the marketization of knowledge remains to be seen. I would like to be hopeful but this may be more to do with wishful thinking than a realist assessment. The notion that university academics should consider themselves as transformative intellectuals is one that has an appeals to many in terms of their pedagogic practice and yet they are caught up in a bureaucratic audit-driven system both in terms of their teaching and research.

However, there are signs that the spirit of the democratic intellect may indeed be something that can be cultivated, not in terms of knowledge as a means of social differentiation in terms of graduate attributes or employability, but rather in terms of a recognition that there is a strong cultural dimension to higher education in which knowledge is set within its social and political context. Perhaps the current economic situation may prompt some rethinking about how universities structure their curricula and how they engage with their students.

Notes N K Denzin & Y S Lincoln, Introduction: Critical Methodologies and Indigenous Inquiry, in Handbook of Critical and Indigenous Methodologies, N. K. Denzin, Y. S. Lincoln & L. T. Smith (eds), Sage, Los Angeles, 2008, p. 8.

G E Davie, The Democratic Intellect, Edinburgh University Press, Edinburgh, 1961.

J Moir Personal Development Planning in Higher Education: Localised Thinking for a Globalised World, in The Crisis of Schooling Learning, Knowledge and Competencies in Modern Societies, J. M. Resende & 90 The Return of the Democratic Intellect M. M. Vieira (eds), Cambridge Scholars Press, Newcastle upon Tyne, 2009; J Barr, Re-Framing the Democratic Intellect. Scottish Affairs, 55, Spring, 2006; J Barr, The Stranger Within: On the Idea of an Educated Public, Sense Publishers, Rotterdam, 2008; J Moir, Bologna Bytes: Higher Education and Personal Development Planning. The International Journal of Learning, 2009, vol. 16 (9), pp. 367-373.

Barr, op. cit.

B R Clark, Creating Entrepreneurial Universities, Pergamon Press, Oxford, 1998; H Etzkowitz, A Webster, C Gebhardt & B Terra, The Future of University and the University of the Future: Evolution of Ivory Tower to Entrepreneurial Paradigm. Research Policy, 2000, vol. 29 (2), pp. 313-330.

S Slaughter & L L Leslie, Academic Capitalism: Politics, Policies, and the Entrepreneurial University, Johns Hopkins University Press, Baltimore, 1997; M Henkel, Can Academic Autonomy Survive in the Knowledge Society A Perspective from Britain. Higher Education Research & Development, 2007, vol. 26 (1), pp. 87-99.

P DEste & P Patel, University-industry Linkages in the UK: What Are the Factors Underlying the Variety of Interactions with Industry. Research Policy, 2007, vol. 36 (9), pp. 1295-1313; D S Siegel, M Wright & A Lockett, The Rise of Entrepreneurial Activity at Universities: Organizational and Societal Implications. Industrial and Corporate Change, 2007, vol. 16 (4), pp. 489-504.

M Gibbons, M C Limoges, H Nowotny, S Schwartzman, P Scott & M Trow, The New Production of Knowledge, Sage Publications, London, 1994.

Slaughter & Leslie, op. cit; S Slaughter and G Rhoades, Academic Capitalism and the New Economy: Markets, State, and Higher Education, Johns Hopkins University Press, Baltimore, 2004.

J Beck and M F D Young, The Assault on the Professions and the Restructuring of Academic and Professional Identities: A Bernsteinian Analysis. British Journal of Sociology of Education, 2005, vol. 26 (2), pp.

183-197.

K Barkholt, The Bologna Process and integration theory: Theory, convergence and autonomy. Higher Education in Europe, 2005, vol. 30 (1), pp. 23-29.

Global University Network for Innovation (GUNI), Higher Education at a Time of Transformation: New Dynamics for Social Responsibility, Palgrave Macmillan, New York, 2009, p. 7.

ibid., p.11.

J F Lyotard, The Postmodern Condition: A Report on Knowledge, Manchester University Press, Manchester, 1984, p. 4.

James Moir E Yeo, The Contest for Social Science: Relations and Representations of Gender and Class, River Orams Press, London, 1996.

D Noy, The Contradictions of Public Sociology: A View from a Graduate Student at Berkeley. The American Sociologist, 2009, vol. 40 (4), pp. 253248.

C W Mills, The Sociological Imagination, Penguin, Harmondsworth, 1970.

P Smeyers & N C Burbules, Education as Initiation into Practices, in Showing and Doing: Wittgenstein as a Pedagogical Philosopher, M. A. Peters, N. Burbules & P. Smeyers (eds), Paradigm Press, Boulder, 2010.

S R Harper & S J Quaye (eds), Student Engagement in Higher Education:

Theoretical Perspectives and Practical Approaches for Diverse Populations, Routledge, New York, 2009.

R Barnett, Graduate attributes in an age of uncertainty, in Graduate Attributes, Learning and Employability, P. Hager & S. Holland (eds), Springer, Drordrecht, 2006; R Barnett, A Will to Learn: Being a Student in an Age of Uncertainty, McGraw-Hill/Open University Press, Maidenhead, 2007; R Barnett, Knowing and Becoming in the Higher Education Curriculum. Studies in Higher Education, 2009, vol. 34 (4), pp. 429-440.

Barnett, 2006, op. cit., p. 51.

S C Barrie, A Research-Based Approach to Generic Graduate Attributes Policy. Higher Education Research and Development, 2004 vol. 23 (3), pp. 261-275; S C Barrie, Understanding what we mean by Generic Attributes of Graduates. Higher Education, 2006, vol. 51 (2), pp. 215-241;

S C Barrie, A Conceptual Framework for the Teaching and Learning of Generic Graduate Attributes. Studies in Higher Education, 2007, vol. 32 (4), pp. 439-458.

ibid., pp. 444-449.

S Clegg & M E David, Passion, Pedagogies and the Project of the Personal in Higher Education, 21st Century Society. Journal of the Academy of Social Sciences, 2006, vol. 1 (2), pp. 149-167.

B Lambier & S Ramaekers, The limits of blackboard are the limits of my world: On the changing concepts of the university and its students. ELearning, 2006, vol. 3, pp. 544-551.

M Evans, Killing Thinking: The Death of the Universities, Continuum Books, London, 2005, pp. ix-x.

P Mayo, A Rationale for a Transformative Approach to Education.

Journal of Transformative Education, 2003, vol. 1 (1), pp. 38-57.

P Freire, Pedagogy of the Oppressed, Continuum, New York, 1970, pp. 1314.

92 The Return of the Democratic Intellect D Otter Globalisation and sustainability. Global perspectives and education for sustainable development in Higher Education, in Internationalising Higher Education, E. Jones & S. Brown (eds), Routledge, London, 2007, pp. 42-53.

R Barnett, and R Di Napoli (eds), Changing Identities in Higher Education: Voicing Perspectives, Routledge, London, 2007.

C Kreber (ed.), The University and its Disciplines: Teaching and Learning within and beyond Disciplinary Boundaries, Routledge, London and New York, 2008.

Bibliography Barrie, S.C., A Conceptual Framework for the Teaching and Learning of Generic Graduate Attributes. Studies in Higher Education. 2007, vol. 32 (4), pp. 439-458.

Beck, J. & Young, M.F.D., The Assault on the Professions and the Restructuring of Academic and Professional Identities: A Bernsteinian Analysis. British Journal of Sociology of Education. 2005, vol. 26 (2), 183197.

Clark, B.R., Creating Entrepreneurial Universities. Pergamon Press, Oxford, 1998.

Clegg, S. & David, M.E., Passion, Pedagogies and the Project of the Personal in Higher Education, 21st Century Society. Journal of the Academy of Social Sciences. 2006, vol. 1 (2), pp. 149-167.

David, M., Equity and Diversity: Towards a Sociology of Higher Education for the Twenty-First Century British Journal of Sociology of Education.

2007, vol. 28 (5), pp. 675-690.

David, M. & Clegg, S., Power, Pedagogy and Personalization in Global Higher Education: The Occlusion of Second-Wave Feminism Discourse:

Studies in the Cultural Politics of Education. 2008, vol. 29 (4), pp. 483-498.

Davie, G. E., The Democratic Intellect. Edinburgh University Press, Edinburgh, 1961.

James Moir Denzin, N.K. & Lincoln, Y.S., Introduction: Critical Methodologies and Indigenous Inquiry. Handbook of Critical and Indigenous Methodologies.

N.K. Denzin, Y.S. Lincoln & L.T. Smith (eds), Sage, Los Angeles, 2008.

DEste, P. & Patel, P., University-industry Linkages in the UK: What Are the Factors Underlying the Variety of Interactions with Industry Research Policy. 2007, vol. 36 (9), pp. 1295-1313.

Evans, M., Killing Thinking: The Death of the Universities. Continuum Books, London, 2005.

Etzkowitz, H., Webster, A., Gebhardt, C. & Terra, B., The Future of University and the University of the Future: Evolution of Ivory Tower to Entrepreneurial Paradigm. Research Policy, 2000, vol. 29 (2), pp. 313-330.

Freire, P., Pedagogy of the Oppressed. Continuum, New York, 1970.

Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P. & Trow, M., The New Production of Knowledge. Sage Publications, London, 1994.

GUNI, Higher Education at a Time of Transformation: New Dynamics for Social Responsibility. Palgrave Macmillan, Basingstoke, Hampshire, New York, 2009.

Harper, S.R. & Quaye, S.J. (eds), Student Engagement in Higher Education:

Theoretical Perspectives and Practical Approaches for Diverse Populations.

Routledge, New York, 2009.

Henkel, M., Can Academic Autonomy Survive in the Knowledge Society A Perspective from Britain. Higher Education Research & Development.

2007, vol. 26 (1), pp. 87-99.

Kreber, C. (ed.), The University and its Disciplines: Teaching and Learning within and beyond Disciplinary Boundaries. Routledge, London, 2008.

Lambier, B. & Ramaekers, S., The Limits of Blackboard are the Limits of my World: On the Changing Concepts of the University and its Students. ELearning. 2006, vol. 3, pp. 544-551.

94 The Return of the Democratic Intellect Lyotard, J.F., The Postmodern Condition: A Report on Knowledge.

Manchester University Press, Manchester, 1984.

Mayo, P., A Rationale for a Transformative Approach to Education.

Journal of Transformative Education. 2003, vol. 1 (1), pp. 38-57.

Mills, C. W., The Sociological Imagination. Penguin, Harmondsworth, 1970.

Moir, J., Personal Development Planning in Higher Education: Localised Thinking for a Globalised World. The Crisis of Schooling Learning, Knowledge and Competencies in Modern Societies. J.M. Resende & M.M. Vieira (eds), Cambridge Scholars Press, Newcastle upon Tyne, 2009.

Moir, J., Bologna Bytes: Higher Education and Personal Development Planning. The International Journal of Learning. 2009, vol. 16 (9), pp. 367373.

Noy, D., The Contradictions of Public Sociology: A View from a Graduate Student at Berkeley. The American Sociologist, 2009, vol. 40 (4), pp. 253248.

Otter, D., Globalisation and Sustainability. Global Perspectives and Education for Sustainable Development in Higher Education.

Internationalising Higher Education. E. Jones & S. Brown (eds), Routledge, London, 2007, pp 42-53.

Siegel, D.S., Wright, M. & Lockett, A., The Rise of Entrepreneurial Activity at Universities: Organizational and Societal Implications. Industrial and Corporate Change. 2007, vol. 16 (4), pp. 489-504.

Slaughter, S. & Leslie, L.L., Academic Capitalism: Politics, Policies, and the Entrepreneurial University. Johns Hopkins University Press, Baltimore, 1997.

Slaughter, S. & Rhoades, G., Academic Capitalism and the New Economy:

Markets, State, and Higher Education. Johns Hopkins University Press.

Baltimore, 2004.

Smeyers, P. & Burbules, N.C., Education as Initiation into Practices.

Showing and Doing: Wittgenstein as a Pedagogical Philosopher.

Peters, M.A., Burbules, N. & Smeyers, P., Paradigm Press, Boulder, 2010.

James Moir Yeo, E., The Contest for Social Science: Relations and Representations of Gender and Class. River Orams Press, London, 1996.

Pages:     | 1 |   ...   | 14 | 15 || 17 | 18 |   ...   | 27 |



2011 www.dissers.ru -

, .
, , , , 1-2 .