Institutional Change and the Transformative Potential of the University

2007 ◽  
pp. 199-202
Author(s):  
Walter R. Allen ◽  
Marguerite Bonous-Hammarth ◽  
Robert T. Teranishi
Keyword(s):  
Institutional Change ◽  
Transformative Potential ◽  
The University

scholarly journals Teaching Grenfell: The Role of Emotions in Teaching and Learning for Social Change

Sociology ◽  
2019 ◽  
Vol 53 (6) ◽  
pp. 1026-1042
Author(s):  
Laura Connelly ◽  
Remi Joseph-Salisbury
Keyword(s):  
Higher Education ◽  
Social Change ◽  
Teaching And Learning ◽  
Online Survey ◽  
Sociological Perspective ◽  
Transformative Potential ◽  
Survey Responses ◽  
The University ◽  
Limit Capacity

Although literature on the role of emotions in teaching and learning is growing, little consideration has been given to the university context, particularly from a sociological perspective. This article draws upon the online survey responses of 24 students who attended sociological classes on the Grenfell Tower fire, to explore the role emotions play in teaching that seeks to politicise learners and agitate for social change. Contributing to understandings of pedagogies of ‘discomfort’ and ‘hope’, we argue that discomforting emotions, when channelled in directions that challenge inequality, have socially transformative potential. Introducing the concept of bounded social change, however, we demonstrate how the neoliberalisation of Higher Education threatens to limit capacity for social change. In so doing, we cast teaching as central to the discipline of sociology and suggest that the creation of positive social change should be the fundamental task of sociological teaching.

“I felt as if I was becoming myself anew”: Transformative Learning Through Action Research Projects Carried out by Beginner Teachers

2021 ◽  
pp. 154134462110494
Author(s):  
Katarzyna Gawlicz
Keyword(s):  
Action Research ◽  
Transformative Learning ◽  
Prospective Teachers ◽  
Professional Identities ◽  
Valuable Component ◽  
Transformative Potential ◽  
Teacher Students ◽  
Educational Ethnography ◽  
The University ◽  
Beginner Teachers

This article explores action research as a tool for promoting transformative learning of prospective teachers. Drawing on two B.A. or M.A. projects carried out at a university in Poland in which teacher-students used action research and the educational ethnography design to examine themselves as teachers and their practice, the article demonstrates the potential of such an approach for the transformation of students’ meaning perspectives and, eventually, of their personal and professional identities. The transformation the teacher-students experienced entailed their emancipation from the teaching models imposed on them in their institutions and the development of their personal teaching theories. This was followed by their transition to deliberate action, increased sense of agency, and readiness to assume responsibility for wider social change, consequently bridging the theory-practice divide. The author argues that despite the challenges of action research in the university context, its transformative potential makes it a valuable component of teacher education.

Psychoanalysis, illustration and the art of hysteria: Transcript from a talk, Worcester 2019

2020 ◽  
Vol 7 (1) ◽  
pp. 9-18
Author(s):  
Anouchka Grose
Keyword(s):  
Nineteenth Century ◽  
The Other ◽  
Sense Making ◽  
Transformative Potential ◽  
The University ◽  
Four Discourses

‘Psychoanalysis, illustration and the art of hysteria’ is a transcript of a talk. It explores the possibility of the disruption of meaning in both the analytic encounter and the encounter between image and text. In order to do this, it focuses on the photographs of hysterics taken at the Salpêtrière Hospital in the nineteenth century and asks, ‘what were the doctors doing to these women, and what were these women doing to the doctors?’ From here it goes on to explore Lacan’s four discourses (the discourse of the master, the hysteric, the analyst and the university) that provide a radically non-illustrative means of illuminating the logic of hysteria. The overall drive of the article is to articulate something around the transformative potential of unruly communications, arguing for the possibility that linear arguments and an insistence on sense-making are far from the only means of addressing the Other in order to bring about change.

Narrative, Resistance and Manus Prison Theory

2020 ◽  
Vol 54 (2) ◽  
pp. 174-195
Author(s):  
Omid Tofighian ◽  
Behrouz Boochani
Keyword(s):  
United States ◽  
The United States ◽  
Theory Analysis ◽  
University Of Cambridge ◽  
Transformative Potential ◽  
Award Winning ◽  
The Creation ◽  
The University

AbstractIn early 2020 Behrouz Boochani and Omid Tofighian conducted a speaking tour of the United States, Canada, UK, and Europe (including Ireland). They presented at numerous universities, including the University of Cambridge. In their Cambridge talk they focused on the transformative potential of storytelling and the importance of creating new intellectual frameworks for resistance. Key themes and issues in their discussion included features of Manus Prison Theory, analysis of the book No Friend but the Mountains: Writing From Manus Prison, Australia's detention industry, and colonialism. The three parts of this article involve: the context to Boochani's incarceration and the creation and success of his award-winning book; a dialogue between Boochani and Tofighian; and a series of analytical remarks by Tofighian in response to audience questions.

scholarly journals Multidisciplinary peer-mentoring groups facilitating change?

2020 ◽  
Vol 13 (3) ◽  
pp. 18-40
Author(s):  
Melina Aarnikoivu ◽  
Matti Pennanen ◽  
Johanna Kiili ◽  
Terhi Nokkala
Keyword(s):  
Higher Education ◽  
Institutional Change ◽  
Doctoral Students ◽  
Peer Mentoring ◽  
Higher Education Institutions ◽  
Pilot Project ◽  
High Potential ◽  
Critical Education ◽  
Critical Dialogue ◽  
The University

This article discusses the potential of multidisciplinary peer-mentoring groups to facilitate individual and institutional change. To do this, we view peer mentoring as a form of critical education praxis (Mahon et al. 2019), the purpose of which is to create a space for reflexive thinking and asking critical questions. The data were collected by interviewing all thirteen participants – doctoral students and more established scholars – of a multidisciplinary peer-mentoring pilot project. The results show a variety of both individual changes and desired changes within the university, which were brought into view as a result of the sharing of experiences, views and ideas in an open, confidential, multidisciplinary space. Based on these results, we argue that multidisciplinary peer mentoring has a high potential to offer an excellent space for collaborative, critical dialogue, which could ultimately facilitate change among individual academics, but also potentially more widely within higher education institutions.

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