The expectations of the Catholic Church and the demands of the state are a precarious balancing act that have been apparent throughout the history of Catholic education. It is a relationship that is under scrutiny, even in the contemporary context. Drawing on the works and lives of key figures
in the history of teacher preparation in Catholic education internationally, this important text illuminates the contributions they made and the challenges they faced. In providing this rich historical synthesis, the authors invite further reflection on the most appropriate methods of teacher
preparation for contemporary Catholic schools and on possible contributions to wider teacher preparation from cogitating the history of the Catholic tradition.
This book addresses teacher preparation for Catholic schools at both the 'pre-service' and 'in-service' levels by looking at the Church and its relationship with the state. The former will allow opportunities for a deep study of the role of 'faith' in Teacher Preparation, while the latter focuses on
how a distinctive faith-based model of education can be in dialogue with the expectations of civil society. By using this multi-layered framework, the book offers exciting and innovative opportunities to inform contemporary practice from international examples, proving an invaluable text for
researchers in the fields of comparative education, theology and the sociology of religion.
Against the backdrop of a pull toward external standards and accountability, this collection of chapters re-grounds us in the importance of bringing the 'self' to the foreground of the discourse of teaching, teacher education and practitioner research.
Showcasing the work of an international group of scholars whose research and teaching in higher education institutions focuses on working with teachers at the intersection of their professional and personal identities, this book explores diverse practices, such as self-study and mindfulness, that
examine, evoke and invoke the self. The authors articulate a range of important questions: What do we mean when we speak of 'self' in the domain of teaching, and its research and practice? Why is it important for teachers to explore themselves in an age of high-stakes testing and
Developing explorations of 'self' hat stem from a variety of epistemologies spanning Western and East-Asian philosophical schools of thought, this book delves into a rich journey toward the deep, ancient and ever-present question of who we are, opening up various theoretical and practical methods
for advancing the endeavors of teaching and teaching research.
This book offers an exposition of the history of teacher preparation in Aotearoa New Zealand, from the outset through current and future trends. Beginning with an overview of the historical context of New Zealand schooling, and the development of local forms of schools, established in the early 19th
century, this book highlights the importance new settlers placed on education. Featured also is the significance of the Native School system in the story of teacher preparation in New Zealand, the complexities initially experienced in staffing Native Schools, and the way in which these schools
served to reinforce the colonial agenda. Throughout, this work uncovers the major role of teacher training colleges in the development and preparation of teachers for a range of schools. The authors examine the initial struggle to survive, the expansion and growth, and finally amalgamation or
closure of these institutions. The tussle for responsibility and control of these colleges as long-standing contributors to the preparation of teachers is also addressed. Regulatory changes, policy debates and critical analysis of future trends in relation to the preparation of teachers and the
themes that shift and change and rupture at particular historical moments are not unique and are explored throughout.
The good university is one that teaches students the intellectual skills they need to be intelligently critical - of their own beliefs and of the narratives presented by politicians and the media. Freedom to debate is essential to the development of critical thought, but on university campuses today
free speech is restricted for fear of causing offence. In Defense of Free Speech surveys the underlying factors that circumscribe the ideas tolerated in our institutions of learning. James Flynn critically examines the way universities censor their teaching, how student activism tends to censor
the opposing side and how academics censor themselves, and suggests that few, if any, universities can truly be seen as 'good'.
In an age marred by fake news and social and political polarization, In Defense of Free Speech makes an impassioned argument for a return to critical thought.
Cheron H. Davis, Adriel A. Hilton, Ricardo Hamrick, F. Erik Brooks
It has been well chronicled that Black professors have experienced a long history of inequities and inequalities within the academic space. This volume explores the experiences, challenges and triumphs experienced by Black professors.
Including personal essays written by Black professors, this volume showcases personal insights and inspirational stories from leading Black scholars across the US. It highlights and problematizes the uncomfortable truth of the lack of diversity in many higher education institutions in order to
further discussions on the topic of race in academia, and to assist academics of color in preparing for their careers. Future academics will gain a sense of how to launch their careers, stay productive in research, teaching and service, and avoid the racial-related malaise that can hinder new
academics of color.
By presenting discussions on professional development, and emphasizing the challenges and triumphs experienced by Black professors across disciplines, this book provides advice for junior Black scholars on how to navigate academe and tackle the challenges that Black scholars often face.
In a time of automated personalized ads, artificially intelligent social robots, and smart devices in the homes of millions, it has become critically important to understand the impact of our digitized selves - especially upon our younger generations. When children as young as three can take their
own selfies, and customise their own avatars, how should we respond to the opportunity and threat of digital personalization for young children?
Tracing thematic links between trends that are often addressed separately, and drawing on multidisciplinary research evidence, Kucirkova offers a comprehensive account of the effects of digitally-mediated personalization on children’s development of 'self'. Looking to the future, she provides
a balanced account of the positives and negatives of personalisation against the backdrop of broader societal trends, such as globalisation/localisation, (de)centralisation of services and communication. Providing critical thinking tools, Kucirkova challenges us to understand the profound
implications that the personal data economy and network-based technologies might have played in our own understanding of ourselves and each other.