scholarly journals Promoting social change amongst students in higher education: A reflection on the Listen, Live and Learn senior student housing initiative at Stellenbosch University

2021 ◽  
pp. 169-182
Author(s):  
Munita Dunn-Coetzee ◽  
Magda Fourie-Malherbe
Keyword(s):  
Higher Education ◽  
Social Change ◽  
Student Housing ◽  
Senior Student

scholarly journals Transforming the World in Which We Live: Laureate's Transnational Civic Learning Project

2017 ◽  
Vol 7 (1) ◽  
pp. 16
Author(s):  
William M. Plater
Keyword(s):  
Higher Education ◽  
Social Change ◽  
Civic Engagement ◽  
Public Good ◽  
Global Citizenship ◽  
Educational Institutions ◽  
Civic Learning ◽  
The Public ◽  
For Profit ◽  
The World

<p>Higher education serves as an agent of social change that plays a significant role in the development of socially conscious and engaged students. The duty higher education has toward society, the role for-profit educational institutions play in enhancing the public good, and the prospect of making social change an element of these providers’ missions are discussed. Laureate’s Global Citizenship Project is introduced, highlighting the development of the project’s civic engagement rubric and the challenges of assessing civic engagement.</p>

Migration, Modernization, and Social Change

2020 ◽  
pp. 249-279
Author(s):  
Rita Afsar ◽  
Mahabub Hossain
Keyword(s):  
Higher Education ◽  
Social Change ◽  
Gender Roles ◽  
Labour Market ◽  
Division Of Labour ◽  
Actual Situation ◽  
Attitudes And Practices ◽  
Women's Higher Education ◽  
Attitudinal Changes ◽  
Gender Division Of Labour

Chapter 8 unlocks the inter-relationship between migration and modernization by analysing attitudinal changes associated with urban living such as attitudes towards gender division of labour, women’s higher education, and participation in the labour market, to generate broader understanding on women’s empowerment. It also assesses whether, how, and to what extent gender and generational relations are redefined and impacted in relation to migration. It does so by analysing gender roles, attitudes, and aspirations regarding major institutions and practices including marriage, divorce, dowry, and inheritance that govern gender relations. It presents the actual situation of the members of these families on each of these accounts to examine whether there is consistency between what they think and what they practice. In this process, it identifies the factors that are conducive towards progressive attitudes and practices, and those which impede progress, the key determinant of qualitative changes and a migrants’ prospects for a better future.

For us or against us: coercion and consensus in higher education

2010 ◽  
Vol 3 (2) ◽  
pp. 39-54 ◽  
Author(s):  
Mary Evans
Keyword(s):  
Higher Education ◽  
Social Change ◽  
Race Differences ◽  
State School ◽  
Gender And Race ◽  
Structural Inequalities

In debates about the admission of state school pupils to Oxbridge various individuals within those institutions have challenged the idea that universities should be vehicles of social change. At the same time, Oxbridge and other universities have accepted the responsibility of 'enabling' entrepreneurship and other market-led initiatives. I want to explore some of the implications of this position in terms of the making of the person in higher education and in particular the ways in which conservative refusals of the recognition of class, gender and race differences reinforce wider structural inequalities.

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.

scholarly journals Governance of Higher Education in the Arab World and the Case of Tunisia

2019 ◽  
pp. 7-9
Author(s):  
Adnan El Amine
Keyword(s):  
Higher Education ◽  
Social Change ◽  
Knowledge Production ◽  
Public Universities ◽  
Arab World ◽  
Political Influence ◽  
Dominant Model ◽  
Progressive Reform ◽  
Political Model ◽  
The Arab Spring

Public universities in the Arab world have suffered from what might be called a political model of governance. This model involves the subordination of universities to political influence, from top to bottom as well as horizontally. It leads to the closing of minds, the undermining of knowledge production, and limiting the ability of universities to bring about social change. The exception to this dominant model in the Arab world is Tunisia, which, not coincidentally, has also been the only exception to the failure of the “Arab Spring,” continuing on the path of democracy and progressive reform despite some setbacks.

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