Higher Education And Love

This book explicitly unites the concepts of higher education and love to examine how these concepts are mutually compatible. As the world of higher education moves towards the metrics of value, and the worth of knowledge becomes more valued in its use rather than its discovery, a crisis brews. If higher education is to contribute to the wellbeing of the self and of others, then the institution needs to be radically reviewed to see if, and how, love contributes to higher education within and beyond its walls. This book addresses the core question of what would the university might be like, today and into the future, if the timeless notion of love was the basis of its educative process, notwithstanding the material artefacts the university helps to create, but also as a way of framing approaches to higher education.

This book explicitly unites the concepts of higher education and love to examine how these concepts are mutually compatible. As the world of higher education moves towards the metrics of value, and the worth of knowledge becomes more valued in its use rather than its discovery, a crisis brews. If higher education is to contribute to the wellbeing of the self and of others, then the institution needs to be radically reviewed to see if, and how, love contributes to higher education within and beyond its walls. This book addresses the core question of what would the university might be like, today and into the future, if the timeless notion of love was the basis of its educative process, notwithstanding the material artefacts the university helps to create, but also as a way of framing approaches to higher education. Victoria de Rijke is Professor of Arts and Education and Research Director for CERS, the Centre for Education Research and Scholarship at Middlesex University, UK. Andrew Peterson is Professor of Character and Citizenship Education at the Jubilee Centre for Character and Virtues, University of Birmingham, UK. Paul Gibbs is Emeritus Professor of higher education at Middlesex University, UK and Director of the Higher Education and Doctoral Research Institute at East European University, Georgia.

Frustrated by her students’ performance, her relationships with them, and her own daughter’s problems in school, Susan D. Blum, a professor of anthropology, set out to understand why her students found their educational experience at a top-tier institution so profoundly difficult and unsatisfying. Through her research and in conversations with her students, she discovered a troubling mismatch between the goals of the university and the needs of students. In "I Love Learning; I Hate School," Blum tells two intertwined but inseparable stories: the results of her research into how students learn contrasted with the way conventional education works, and the personal narrative of how she herself was transformed by this understanding. Blum concludes that the dominant forms of higher education do not match the myriad forms of learning that help students—people in general—master meaningful and worthwhile skills and knowledge. Students are capable of learning huge amounts, but the ways higher education is structured often leads them to fail to learn. More than that, it leads to ill effects. In this critique of higher education, infused with anthropological insights, Blum explains why so much is going wrong and offers suggestions for how to bring classroom learning more in line with appropriate forms of engagement. She challenges our system of education and argues for a "reintegration of learning with life."

The work of teachers is not just to teach. We are also responsible for the basic needs of students. Helping students eat and live, and also helping them find the tools they need to reflect on the present moment. This is exactly in keeping with Paulo Freire's insistence that critical pedagogy be focused on helping students read their world; but more and more, we must together reckon with that world. Teaching must be an act of imagination, hope, and possibility. Education must be a practice done with hearts as much as heads, with hands as much as books. Care has to be at the center of this work.For the past ten years, Hybrid Pedagogy has worked to help craft a theory of teaching and learning in and around digital spaces, not by imagining what that work might look like, but by doing, asking after, changing, and doing again. Since 2011, Hybrid Pedagogy has published over 400 articles from more than 200 authors focused in and around the emerging field of critical digital pedagogy. A selection of those articles are gathered here. This is the first peer-reviewed publication centered on the theory and practice of critical digital pedagogy. The collection represents a wide cross-section of both academic and non-academic culture and features articles by women, Black people, indigenous people, Chicanx and Latinx writers, disabled people, queer people, and other underrepresented populations. The goal is to provide evidence for the extraordinary work being done by teachers, librarians, instructional designers, graduate students, technologists, and more - work which advances the study and the praxis of critical digital pedagogy.

This book is a collection of stories and reflections that represent Chinese American leaders and depict their tortuous journeys in U.S. higher education that comes at a critical point in time. Many books have been devoted to academic leadership, but this volume uniquely focuses on subjects most relevant to Chinese Americans. We live at a time that not only witnesses an increase in Chinese American leaders on U.S. campuses but also mounting incidents of discriminatory treatment of this group. This book showcases 36 stories and reflections from past, present, and future leaders, including the five previously published stories. They represent leaders holding different ideological values in various academic fields, positions, stages of careers, professional trajectories, generations, Chinese ethnic groups, and geographical locations. The Rise of Chinese American Leaders in U.S. Higher Education makes a valuable contribution to the body of literature that has assisted countless academic leaders in navigating their careers, bringing to the forefront a distinct group of academic leaders who have been underrepresented.

This book is for higher education faculty and staff who wish to deepen their approach to mentoring all students, but it is especially concerned with “outsider” students – those who come from groups that were long excluded from higher education, and who have been marginalized and minoritized by society and academia. Mentoring is difficult work for an abundance of reasons, and – given higher education’s troubled history of exclusion, as well as a contemporary context fraught with social and power imbalances – it can be especially challenging when the mentorship takes place across dimensions of difference such as social class, race, ethnicity, sexuality, gender, or ability. Mutuality, Mystery, and Mentorship in Higher Education examines the seemingly spontaneous and serendipitous connection between mentor and protégé, and points to a new vision of mentorship based on a deep sense of reciprocity between the two. Hinsdale proposes that if more mentors take a responsive, decolonizing approach to their work across difference, then the promise of social and class mobility through education might be realized for more of our students and the tide might begin to turn toward an increasingly inclusive, intellectually open academy.

Our world is growing increasingly complex and confused—a unique and urgent context that calls for a grounded and fresh approach to Christian higher education. Christian higher education involves a distinctive way of thinking about teaching, learning, scholarship, curriculum, student life, administration, and governance that is rooted in the historic Christian faith. In this volume, twenty-nine experts from a variety of fields, including theology, the humanities, science, mathematics, social science, philosophy, the arts, and professional programs, explore how the foundational beliefs of Christianity influence higher education and its disciplines. Aimed at equipping the next generation to better engage the shifting cultural context, this book calls students, professors, trustees, administrators, and church leaders to a renewed commitment to the distinctive work of Christian higher education—for the good of the society, the good of the church, and the glory of God.