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020 _a9783031594359
_9978-3-031-59435-9
024 7 _a10.1007/978-3-031-59435-9
_2doi
050 4 _aLB1-3640
072 7 _aJNA
_2bicssc
072 7 _aEDU040000
_2bisacsh
072 7 _aJNA
_2thema
245 1 4 _aThe Contemporary Scholar in Higher Education
_h[electronic resource] :
_bForms, Ethos and World View /
_cedited by Paul Gibbs, Victoria de Rijke, Andrew Peterson.
250 _a1st ed. 2024.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Palgrave Macmillan,
_c2024.
300 _aXIX, 296 p. 17 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _a1. How do Scholars and academics differ? -- 2. Scholarship in the University: An Ecological Perspective -- 3.Science and speed addiction: the scholar’s vocation in the age of efficiency -- 4. The Academic Citizen Scholar -- 5. The Scholar as Labourer: John Berger’s Revolutionary Confabulations -- 6. Realising relational education: Integrated spaces to promote scholarly pedagogic enquiry -- 7. The slow scholar in the accelerated university: Slowness as solidarity -- 8. The working-class scholar: more than an academic matter? -- 9. The Post-Soviet Scholar: From the Spaces of Inaction Towards Public Thinking and Multiple Agoras -- 10. A scholar as wanderer and wonderer -- 11. Can scholarship exist in a non-learning organization?: the case of neoliberal universities -- 12. The Notion of the “Scholar” Among the Chinese: From Confucianism to Contemporary Practice -- 13. Reimagining the Vocation of Being a Scholar at the Intersection of Islamic and Western Higher Education: A proposal -- 14. Restoring sensations of freedom – a note on the poetic resonance of Indigenous research beyond public universities.
520 _aThis book examines what a scholar looks and feels like in contemporary times. It suggests that scholars are more than people employed as academics and discusses how different world ideologies, cultures and systems view their scholars and how they might be considered in the changing and challenging nature of higher education. The book includes discussion from Islamic, Confucian, postcolonial and post-Soviet perspectives, alongside other approaches such as the scholar-artist, thinker, teacher and activist. It will appeal to students and scholars working in the philosophy of higher education, higher education practice and comparative studies. Paul Gibbs is Emeritus Professor and founder of the Centre for Education Research and Scholarship at Middlesex University, UK, Visiting Professor at University of Technology Sydney, Australia, and Azerbaijan and East European Universities. Victoria de Rijke is Professor of Arts & Education and Director of the Centre for Education Research and Scholarship at Middlesex University, UK. Andrew Peterson is Professor of Character and Citizenship Education and Deputy Director of the Jubilee Centre for Character and Virtues at the University of Birmingham, UK.
650 0 _aEducation
_xPhilosophy.
_960756
650 0 _aEducation, Higher.
650 0 _aInternational education .
_959403
650 0 _aComparative education.
_957842
650 1 4 _aEducational Philosophy.
_968856
650 2 4 _aPhilosophy of Education.
_970146
650 2 4 _aHigher Education.
_968980
650 2 4 _aInternational and Comparative Education.
_969637
700 1 _aGibbs, Paul.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_980869
700 1 _ade Rijke, Victoria.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_980870
700 1 _aPeterson, Andrew.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_967981
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783031594342
776 0 8 _iPrinted edition:
_z9783031594366
776 0 8 _iPrinted edition:
_z9783031594373
856 4 0 _uhttps://doi.org/10.1007/978-3-031-59435-9
912 _aZDB-2-EDA
912 _aZDB-2-SXED
999 _c61731
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