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Towards a Posthuman Theory of Educational Relationality: Cutting Through Water (New Directions in the Philosophy of Education)
by Simon CederTowards a Posthuman Theory of Educational Relationality critically reads the intersubjective theories on educational relations and uses a posthuman approach to ascribe agency relationally to humans and nonhumans alike. The book introduces the concept of ‘educational relationality’ and contains examples of nonhuman elements of technology and animals, putting educational relationality and other concepts into context as part of the philosophical investigation. Drawing on educational and posthuman theorists, it answers questions raised in ongoing debates regarding the roles of students and teachers in education, such as the foundations of educational relations and how these can be challenged. The book explores educational relations within the field of philosophy of education. After critically examining intersubjective approaches to theories of educational relations, anthropocentrism and subject-centrism are localized as two problematic aspects. Post-anthropocentrism and intra-relationality are proposed as a theoretical framework, before the book introduces and develops a posthuman theory of educational relations. The analysis is executed through a diffractive reading of intersubjective theories, resulting in five co-concepts: impermanence, uniqueness-as-relationality, proximity, edu-activity, and intelligibility. The analysis provided through educational examples demonstrates the potential of using the proposed theory in everyday practices. Towards a Posthuman Theory of Educational Relationality will be of great interest to researchers and postgraduate students in the fields of philosophy of education, early childhood education, research methodology and curriculum studies.
Towards a Queer and Trans Ethic of Care in Education: Beyond the Limitations of White, Cisheteropatriarchal, Colonial Care (ISSN)
by Bishop OwisSynthesizing conversations from across gender and sexuality education, race and settler-colonialism studies, and care work literature, Towards a Queer and Trans Ethic of Care in Education explores how queer and trans teachers of colour understand and practice care. Woven between narratives and scholarly literature, Owis theorizes a unique and radical new way of conceptualizing and practicing care in K-12 educational settings, proposing a "queer and trans ethic of care." This new ethic of care is argued for as both a theory and practice. It aims to challenge the embeddedness of white supremacy and settler-colonialism in K-12 classrooms, while offering a framework that can be applied in personal relationships, teaching and research in communities and higher education. Drawing on a study of participants in the Ontario educational system, Owis examines why care is critical in the community and in practice as an education. They then ask how a queer ethic of care can help us understand what it means to heal, thrive beyond survival, and provide care outside of the matrix of white supremacy and settler-colonialism. These considerations are crucially linked to critical points of intervention in academia, schooling environments and policy at the provincial, federal and global level, demonstrating the need for a radical, systemic overhaul to the way educational institutions practice and understand care. Challenging, educating and offering new ways of thinking about care for and with QTBIPOC communities, it will appeal to scholars and researchers of gender and sexuality studies, race and ethnicity in education, sociology, social work, and diversity and equity in education.
Towards a Queer and Trans Ethic of Care in Education: Beyond the Limitations of White, Cisheteropatriarchal, Colonial Care (ISSN)
by Bishop OwisSynthesizing conversations from across gender and sexuality education, race and settler-colonialism studies, and care work literature, Towards a Queer and Trans Ethic of Care in Education explores how queer and trans teachers of colour understand and practice care. Woven between narratives and scholarly literature, Owis theorizes a unique and radical new way of conceptualizing and practicing care in K-12 educational settings, proposing a "queer and trans ethic of care." This new ethic of care is argued for as both a theory and practice. It aims to challenge the embeddedness of white supremacy and settler-colonialism in K-12 classrooms, while offering a framework that can be applied in personal relationships, teaching and research in communities and higher education. Drawing on a study of participants in the Ontario educational system, Owis examines why care is critical in the community and in practice as an education. They then ask how a queer ethic of care can help us understand what it means to heal, thrive beyond survival, and provide care outside of the matrix of white supremacy and settler-colonialism. These considerations are crucially linked to critical points of intervention in academia, schooling environments and policy at the provincial, federal and global level, demonstrating the need for a radical, systemic overhaul to the way educational institutions practice and understand care. Challenging, educating and offering new ways of thinking about care for and with QTBIPOC communities, it will appeal to scholars and researchers of gender and sexuality studies, race and ethnicity in education, sociology, social work, and diversity and equity in education.
Towards a Socially Just Mathematics Curriculum: A Theoretical and Practical Approach
by Pete Wright Tony Cotton Manjinder Kaur Jagdev Balbir KaurDrawing from many years of shared experiences in mathematics teaching and teacher education, the authors of Towards a Socially Just Mathematics Curriculum offer a pedagogical model that incorporates and introduces learners to new cultures, challenges stereotypes, uses mathematics to discuss and act for social justice, and develops a well-rounded and socially just pedagogy. Readers will be encouraged to reflect on their own teaching practice and to identify areas for development, creating a more inclusive and equal mathematics experience for all learners.Split into three distinct parts and filled with practical applications for the classroom, this essential book explores: Translating theory into practice by engaging in education for social justice; Applying this theory to teaching and learning across the Early Years, primary education and secondary education; and Reflecting on professional practice and identifying ways forward to continue providing an inclusive and equitable mathematics learning experience for all students. This is an essential read for those interested in providing an inclusive, socially just mathematics education for their learners, including teachers, teaching assistants, senior leaders and trainees within primary and secondary schools.
Towards a Socially Just Mathematics Curriculum: A Theoretical and Practical Approach
by Pete Wright Tony Cotton Manjinder Kaur Jagdev Balbir KaurDrawing from many years of shared experiences in mathematics teaching and teacher education, the authors of Towards a Socially Just Mathematics Curriculum offer a pedagogical model that incorporates and introduces learners to new cultures, challenges stereotypes, uses mathematics to discuss and act for social justice, and develops a well-rounded and socially just pedagogy. Readers will be encouraged to reflect on their own teaching practice and to identify areas for development, creating a more inclusive and equal mathematics experience for all learners.Split into three distinct parts and filled with practical applications for the classroom, this essential book explores: Translating theory into practice by engaging in education for social justice; Applying this theory to teaching and learning across the Early Years, primary education and secondary education; and Reflecting on professional practice and identifying ways forward to continue providing an inclusive and equitable mathematics learning experience for all students. This is an essential read for those interested in providing an inclusive, socially just mathematics education for their learners, including teachers, teaching assistants, senior leaders and trainees within primary and secondary schools.
Towards a Sustainable Bioeconomy: Principles, Challenges and Perspectives (World Sustainability Series)
by Walter Leal Filho Diana Mihaela Pociovălișteanu Paulo Roberto Borges de Brito Ismar Borges de LimaThis book gathers contributions from scientists and industry representatives on achieving a sustainable bioeconomy. It also covers the social sciences, economics, business, education and the environmental sciences. There is an urgent need to optimise and maximise the use of biological resources, so that primary production and processing systems can generate more food, fibre and other bio-based products with less environmental impacts and lower greenhouse gas emissions. In other words, we need a “sustainable bioeconomy” – a term that encompasses the sustainable production of renewable resources from land, fisheries and aquaculture environments and their conversion into food, feed, fibre bio-based products and bio-energy, as well as related public goods. Despite the relevance of achieving a sustainable bioeconomy, there are very few publications in this field. Addressing that gap, this book illustrates how biological resources and ecosystems could be used in a more sustainable, efficient and integrated manner – in other words, how the principles of sustainable bioeconomy can be implemented in practice. Given its interdisciplinary nature, the field of sustainable bioeconomy offers a unique opportunity to address complex and interconnected challenges, while also promoting economic growth. It helps countries and societies to make a transition and to use resources more efficiently, and shows how to rely less on biological resources to satisfy industry demands and consumer needs. The papers are innovative, cross-cutting and include many practice-based lessons learned, some of which are reproducible elsewhere. In closing, the book, prepared by the Inter-University Sustainable Development Research Programme (IUSDRP) and the World Sustainable Development Research and Transfer Centre (WSD-RTC), reiterates the need to promote a sustainable bioeconomy today.
Towards a System of Lifelong Education: Some Practical Considerations
by A. J. CropleyTowards a System of Lifelong Education: Some Practical Considerations focuses on the need to create a sound system of lifelong education, taking into consideration the processes, conditions, and factors involved. The book starts by defining lifelong education; how learning is done throughout an individual’s lifetime; and the relationship of lifelong education with educational practices and services. These topics are followed by the discussion of ideologies of lifelong education; the implementation of educational policies; and the methodologies involved in education practices. The book discusses as well the legislation related to lifelong education. The role of government, institutions, and international cooperation in promoting lifelong education is then highlighted. The book ends by stressing the role of educational administration in the advancement of lifelong education. This topic covers the relationship of bureaucracy and education; the complexity of the process of administration; and the problems that arise. The alternative financing arrangement for lifelong education is also emphasized. This selection is valuable to those who are interested in conducting studies on lifelong education, particularly how it is planned, implemented, and assessed.
Towards a Transformative Pedagogy for Early Childhood Care and Education: Possibilities and Priorities in South Africa (International Perspectives on Early Childhood Education and Development #43)
by Naseema Shaik Trevor MoodleyThis book addresses the priorities and possibilities towards developing transformative pedagogies in post-apartheid South Africa. To this end, the book has assembled a group of researchers who interrogated and engaged with a variety of dimensions that warrant pedagogical change in early childhood in South Africa. The book focuses on young children, practitioners, and leaders with intersecting discussions about envisaged systemic changes to promote transformative pedagogies. The collection highlights the importance of beliefs, ways of knowing, and ways of being as framings that impact on pedagogical approaches. The book discusses the challenges that interplay between priorities and possibilities that practitioners face in a diverse and multi-cultural society like South Africa. The work uses a variety of examples to show priorities. One example is about how practitioners have limited knowledge about how music, as a culturally responsive tool, can be used to transform pedagogy in Early Childhood Care and Education. The book opens up dimensions as priorities that lead to thinking about possibilities that recast adults and young children as transformative agents in a dimension for transformative pedagogies.
Towards an Articulated Phenomenological Interpretation of Architecture: Phenomenal Phenomenology (Routledge Research in Architecture)
by M. Reza ShiraziThis book sheds light on the contemporary status of phenomenological discourse in architecture and investigates its current scholastic as well as practical position. Starting with a concise introduction to the philosophical grounds of phenomenology from the points of view of Husserl, Merleau-Ponty and Heidegger, it presents a critical reading of the works of some leading figures of architectural phenomenology in both theory and practice, such as Christian Norberg-Schultz, Kenneth Frampton, Juhani Pallasmaa, and Steven Holl. Highlighting the main challenges of the current phenomenological discourse in architecture, this book formulates a more articulated method of 'phenomenological interpretation' – dubbed 'phenomenal phenomenology' − as a new and innovative method of interpreting the built environment. Finally, using Tadao Ando's Langen Foundation Museum as a case study, it investigates the architect's contribution to phenomenological discourse, interprets and analyzes the Museum building using the new heuristic method, and thus provides a clear example of its applicability. By introducing a clear, articulated, and practical method of interpretation, this book is of interest to academics and students analyzing and studying architecture and the built environment at various scales.
Towards an Articulated Phenomenological Interpretation of Architecture: Phenomenal Phenomenology (Routledge Research in Architecture)
by M. Reza ShiraziThis book sheds light on the contemporary status of phenomenological discourse in architecture and investigates its current scholastic as well as practical position. Starting with a concise introduction to the philosophical grounds of phenomenology from the points of view of Husserl, Merleau-Ponty and Heidegger, it presents a critical reading of the works of some leading figures of architectural phenomenology in both theory and practice, such as Christian Norberg-Schultz, Kenneth Frampton, Juhani Pallasmaa, and Steven Holl. Highlighting the main challenges of the current phenomenological discourse in architecture, this book formulates a more articulated method of 'phenomenological interpretation' – dubbed 'phenomenal phenomenology' − as a new and innovative method of interpreting the built environment. Finally, using Tadao Ando's Langen Foundation Museum as a case study, it investigates the architect's contribution to phenomenological discourse, interprets and analyzes the Museum building using the new heuristic method, and thus provides a clear example of its applicability. By introducing a clear, articulated, and practical method of interpretation, this book is of interest to academics and students analyzing and studying architecture and the built environment at various scales.
Towards an Ontology of Teaching: Thing-centred Pedagogy, Affirmation and Love for the World (Contemporary Philosophies and Theories in Education #11)
by Joris Vlieghe Piotr ZamojskiThis book opens an original and timely perspective on why it is we teach and want to pass on our world to the new generation. Teaching is presented in this book as a way of being, rather than as a matter of expertise, which is driven by love for a subject matter. With the help of philosophical thinkers such as Arendt, Badiou and Agamben, the authors articulate a fully positive account of education that goes beyond the critical approach, which has become prevailing in much contemporary educational theory, and which testifies to a hate of the world and to a confusion of what politics and education are about. Therefore, the authors develop the idea of a thing-centred pedagogy, as opposed to both teacher-centred and student-centred approaches. The authors furthermore illustrate their purely educational account of teaching by looking at the writing and the television performance of Leonard Bernstein who embodies what teaching out of love and care for a subject is all about. This book is of interest to all those concerned with fundamental and philosophical questions about education and to those interested in (music) education.
Towards an Ubuntu University: African Higher Education Reimagined
by Yusef Waghid Judith Terblanche Lester Brian Shawa Joseph Pardon Hungwe Faiq Waghid Zayd WaghidThis book explores the argument to reconsider the idea of a university in light of the African ethic of ubuntu; literally, human dignity and interdependence. The book discusses, through the context of higher education discourse of philosophy and comparative education, how global universities have evolved into higher educational institutions concerned with knowledge (re)production for various end purposes that range from individual autonomy, to public accountability, to serving the interests of the economy and markets. The question can legitimately be asked: Is an ubuntu university different from an entrepreneurial university, thinking university, and ecological university? While these different understandings of a university accentuate both the epistemological and moral imperatives in relation to itself and the societies in which they manifest, it is through the ubuntu university that emotivism in the forms of dignity and humaneness will enhance a university’s capacity for autonomy, responsibility, and criticality. This book would be of academic interest to university educators and students in philosophy of education, comparative education, and cultural studies.
Towards an Understanding of Language Learner Self-Concept (Educational Linguistics #12)
by Sarah MercerThis book contributes to our growing understanding of the nature and development of language learner self-concept. It assesses the relevant literature in the disciplines of psychology and applied linguistics and describes in-depth, qualitative research examining the self-concepts of tertiary-level EFL learners. Although researchers in applied linguistics and SLA have recognized the importance of self-constructs, there remains little empirical work in the context of foreign language learning that focuses exclusively and at length on this central psychological construct. The content of this monograph draws on interdisciplinary sources, with input from psychology and applied linguistics. It will appeal to students and researchers interested in language-learner psychology as well as self-related constructs in general. The text provides insights into how learners view themselves, and how these self-beliefs can develop and affect the progress of an individual’s language learning.
Towards Creative Learning Spaces: Re-thinking the Architecture of Post-Compulsory Education
by Jos BoysThis book offers new ways of investigating relationships between learning and the spaces in which it takes place. It suggests that we need to understand more about the distinctiveness of teaching and learning in post-compulsory education, and what it is that matters about the design of its spaces. Starting from contemporary educational and architectural theories, it suggests alternative conceptual frameworks and methods that can help map the social and spatial practices of education in universities and colleges; so as to enhance the architecture of post-compulsory education.
Towards Creative Learning Spaces: Re-thinking the Architecture of Post-Compulsory Education
by Jos BoysThis book offers new ways of investigating relationships between learning and the spaces in which it takes place. It suggests that we need to understand more about the distinctiveness of teaching and learning in post-compulsory education, and what it is that matters about the design of its spaces. Starting from contemporary educational and architectural theories, it suggests alternative conceptual frameworks and methods that can help map the social and spatial practices of education in universities and colleges; so as to enhance the architecture of post-compulsory education.
Towards Critical Environmental Education: Current and Future Perspectives (Critical Studies of Education #14)
by Aristotelis S. Gkiolmas Constantine D. SkordoulisThis volume discusses theory, philosophy, praxis and methods in Environmental and Ecological education, and considers the junction with the main visions and issues of Critical Pedagogy. The volume and its separate chapters address four axes, which can also be seen as the guidelines of the content as well as the central objectives of the book.The first axis concerns the missing theoretical and practical pieces at this point in time. The volume considers the issues that are not included in contemporary Environmental Education, and thus, deprive it from critical orientations. This implies that in Environmental Education, very little discussion exists about the political, economic, racial, gender and class issues that in most cases govern the actions of leaders and stake-holders. The second axis concerns what has been done so far and in what directions. This involves descriptions of theoretical approaches or actual applied methodologies in the classroom, such as curricula or syllabus used or the kind of actions certain educators have taken to infuse the issues of justice and critical reflection within the Environmental Education teaching agenda. The third axis examines proposals. It looks at ways to enrich domains of Environmental Education with the argumentations of Critical Pedagogy. The fourth axis concerns the way in which proposals can be effectuated. This part contains specific methodologies and teaching sequences, depicting ways of including major aspects of Critical Pedagogy and Critical Education in Environmental Education. Examples are: Non-anthropocentric ecological approaches in the classroom, political activism in the Curricula, mixture of field activities and political activities.
Towards Effective Subject Leadership in the Primary School (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Derek Bell Ron RitchieThis book examines the post of subject leader in primary schools in the light of the four key areas defined by National Standards for Subject Leadership: strategic direction and development teaching and learningleading and managing staffefficient and effective deployment of staffThe book combines existing research data and new material gathered by the authors. It presents the underpinning principles and analyses the complex set of roles and responsibilities undertaken by subject leaders. Most importantly it provides practical advice for subject leaders illustrated by a series of case studies and tasks which are addressed directly to subject leaders. The authors have taken a generic approach, looking at issues such as changing roles and responsibilities, planning for teaching and learning, working with colleagues and others, managing resources and bringing about school improvement, that have to be addressed by all subject leaders whatever their particular area of responsibility. Throughout, the book emphasises the importance of leadership, children's learning, professional development and collaboration.The book will be of value to all primary school teachers, and especially subject leaders.
Towards Equity in Mathematics Education: Gender, Culture, and Diversity (Advances in Mathematics Education)
by Helen Forgasz and Ferdinand RiveraThis volume gathers together twenty major chapters that tackle a variety of issues associated with equity in mathematics education along the dimensions of gender, culture, curriculum diversity, and matters of a biological nature. The pursuit of equity in mathematics education is an important concern in the history of the present. Since there is no doubt about the significant role of mathematics in almost every aspect of life, it means that all individuals regardless of sex, in any age range, and in whatever context need to be provided with an opportunity to become mathematically able. The publication of this Springer volume on equity in mathematics education is situated at a time when there is strong and sustained research evidence indicating the persistence of an equity gap in mathematics, which has now enabled the mathematics education community to engage in a discourse of access for all. The research studies that are reported and discussed in the volume have been drawn from an international group of distinguished scholars whose impressive, forward-looking, and thought-provoking perspectives on relevant issues incite, broaden, and expand complicated conversations on how we might effectively achieve equity in mathematics education at the local, institutional, and systemic levels. Further, the up-to-date research knowledge in the field that is reflected in this volume provides conceptual and practical outlines for mechanisms of change, including models, examples, and usable theories that can inform the development of powerful equitable practices and the mobilization of meaningful equity interventions in different contexts of mathematics education.
Towards An Era of Puhui Policy: Development and Practice of Early Care and Education in China
by Yu Zhou Yong Jiang Xingjian ZhuIn China, the puhui (普惠) early care and education (ECE) program, a national public policy, was officially launched in 2010 to improve the affordability, accessibility, and quality of ECE. Based on a five-year research project, this book explores the development and practice of this ambitious reform campaign with national empirical evidence.The authors evaluate the puhui ECE system (e.g., puhui early education policy, puhui kindergarten services, puhui child care services, and total teacher compensation) from the perspective of universal ECE provision for all children. They focus on children from disadvantaged families such as migrant children, children with special needs, and children from low socioeconomic families by emphasizing the targeted provision of ECE based on the principle of educational equity. In addition, they explore the innovative ways to optimize the structure, quality, and efficiency of puhui ECE provision by introducing an innovative provider with the participation of social organizations (China Welfare Institute) and three innovative forms of provision, including village kindergarten, small-scale urban kindergarten, and compensation for children with special needs.The book will be of interest to policymakers, scholars, and researchers in early childhood education, education policy, and education development.
Towards An Era of Puhui Policy: Development and Practice of Early Care and Education in China
by Yu Zhou Yong Jiang Xingjian ZhuIn China, the puhui (普惠) early care and education (ECE) program, a national public policy, was officially launched in 2010 to improve the affordability, accessibility, and quality of ECE. Based on a five-year research project, this book explores the development and practice of this ambitious reform campaign with national empirical evidence.The authors evaluate the puhui ECE system (e.g., puhui early education policy, puhui kindergarten services, puhui child care services, and total teacher compensation) from the perspective of universal ECE provision for all children. They focus on children from disadvantaged families such as migrant children, children with special needs, and children from low socioeconomic families by emphasizing the targeted provision of ECE based on the principle of educational equity. In addition, they explore the innovative ways to optimize the structure, quality, and efficiency of puhui ECE provision by introducing an innovative provider with the participation of social organizations (China Welfare Institute) and three innovative forms of provision, including village kindergarten, small-scale urban kindergarten, and compensation for children with special needs.The book will be of interest to policymakers, scholars, and researchers in early childhood education, education policy, and education development.
Towards Excellence In Early Years Education: Exploring Narratives Of Experience (PDF)
by Kathleen GoouchThis book uniquely describes the work of two Early Years Professionals, drawing on their narrative accounts as they robustly describe and analyse their work with young children. Against a backcloth of increasing regulation and inspection of early years care and education, Kathy Gooch emphasizes the importance of building authentic relationships with children and their families, explores how play can be promoted as the central site for learning, and shows how professionals can use play to account for children's development and learning. In analysing the Early Year Professionals' narratives, this book explores key themes including: Traditional notions of 'teaching' and how they can be redefined The significance of talk in children's lives Teachers' professional identities How children's potential in learning can be achieved through play Celebrating knowledge, skills and understanding and re-defining what it means to be a teacher, in its broadest sense, this fascinating book brings together research and literature from across disciplines. Containing a foreword by Tricia David, it will be of interest to academics, early years educators and students on early childhood education degree programmes and initial teacher education courses, as well as others concerned with the over prescriptive nature of early education.
Towards Excellence in Early Years Education: Exploring narratives of experience
by Kathleen GoouchThis book uniquely describes the work of two Early Years Professionals, drawing on their narrative accounts as they robustly describe and analyse their work with young children. Against a backcloth of increasing regulation and inspection of early years care and education, Kathy Gooch emphasizes the importance of building authentic relationships with children and their families, explores how play can be promoted as the central site for learning, and shows how professionals can use play to account for children’s development and learning. In analysing the Early Year Professionals’ narratives, this book explores key themes including: Traditional notions of ‘teaching’ and how they can be redefined The significance of talk in children’s lives Teachers’ professional identities How children’s potential in learning can be achieved through play Celebrating knowledge, skills and understanding and re-defining what it means to be a teacher, in its broadest sense, this fascinating book brings together research and literature from across disciplines. Containing a foreword by Tricia David, it will be of interest to academics, early years educators and students on early childhood education degree programmes and initial teacher education courses, as well as others concerned with the over prescriptive nature of early education.
Towards Excellence in Early Years Education: Exploring narratives of experience
by Kathleen GoouchThis book uniquely describes the work of two Early Years Professionals, drawing on their narrative accounts as they robustly describe and analyse their work with young children. Against a backcloth of increasing regulation and inspection of early years care and education, Kathy Gooch emphasizes the importance of building authentic relationships with children and their families, explores how play can be promoted as the central site for learning, and shows how professionals can use play to account for children’s development and learning. In analysing the Early Year Professionals’ narratives, this book explores key themes including: Traditional notions of ‘teaching’ and how they can be redefined The significance of talk in children’s lives Teachers’ professional identities How children’s potential in learning can be achieved through play Celebrating knowledge, skills and understanding and re-defining what it means to be a teacher, in its broadest sense, this fascinating book brings together research and literature from across disciplines. Containing a foreword by Tricia David, it will be of interest to academics, early years educators and students on early childhood education degree programmes and initial teacher education courses, as well as others concerned with the over prescriptive nature of early education.
Towards Fairer University Assessment: Recognizing the Concerns of Students
by Nerilee Flint Bruce JohnsonAfter all the hours of studying, reading and preparation, the nights spent revising and the writing and re-writing of assignments, ‘success’ for university students can often be represented with a single grade or digit, summing up a wide range of activities. The authors of this timely book ask how fair that assessment is. This book is about a long-ignored determinant of student satisfaction, concerning the perception of how fairly students are judged, marked, ranked and rewarded for demonstrating their capabilities at university. In the high stakes competitive field of higher education, students are increasingly positioned as customers whose views on their university experience are considered vitally important. Yet paradoxically, little research has been undertaken to find out more about how students decide whether they have been treated fairly and what they do about it. This book fills a major gap in our understanding of these issues, responding to four key questions: Why is the assessment of students’ capabilities the core business of universities? What are the main sources of student frustration with assessment arrangements? What do students do when they think they have been treated unfairly? What can be done to promote fair assessment at university? In doing so, this book goes beyond the superficial consideration of university assessment as a ‘necessary requirement’ by unravelling the underlying issues that really count – what is considered fair assessment and what is not. Towards Fairer University Assessment will be of interest to higher education academics, administrators and managers, researchers in the areas of education policy and politics, as well as advanced undergraduate and postgraduate students.
Towards Fairer University Assessment: Recognizing the Concerns of Students
by Nerilee Flint Bruce JohnsonAfter all the hours of studying, reading and preparation, the nights spent revising and the writing and re-writing of assignments, ‘success’ for university students can often be represented with a single grade or digit, summing up a wide range of activities. The authors of this timely book ask how fair that assessment is. This book is about a long-ignored determinant of student satisfaction, concerning the perception of how fairly students are judged, marked, ranked and rewarded for demonstrating their capabilities at university. In the high stakes competitive field of higher education, students are increasingly positioned as customers whose views on their university experience are considered vitally important. Yet paradoxically, little research has been undertaken to find out more about how students decide whether they have been treated fairly and what they do about it. This book fills a major gap in our understanding of these issues, responding to four key questions: Why is the assessment of students’ capabilities the core business of universities? What are the main sources of student frustration with assessment arrangements? What do students do when they think they have been treated unfairly? What can be done to promote fair assessment at university? In doing so, this book goes beyond the superficial consideration of university assessment as a ‘necessary requirement’ by unravelling the underlying issues that really count – what is considered fair assessment and what is not. Towards Fairer University Assessment will be of interest to higher education academics, administrators and managers, researchers in the areas of education policy and politics, as well as advanced undergraduate and postgraduate students.