By Jan Smith, Julie Rattray, Tai Peseta
Educational identities study is a starting to be sector of scholarly enquiry specifically as lecturers themselves query the evolving nature in their roles in rapidly-changing collage environments. Performative frameworks in lots of international locations world wide mirror those alterations and this quantity brings a couple of disciplinary views to undergo on how we comprehend the lived reports of educational existence in an international context. members discover the ability of conceptual instruments drawn from Philosophy, Psychology, Sociology and Politics to problem more and more instrumental neoliberal political ways to raised schooling, supported by way of empirical facts. priceless instructing, studying and study require major own funding, and the publication will pay specific cognizance to the deeply affective dimensions of present educational practices. partly One, instruments to conceptualise educational identity-work drawn from foundational educational disciplines are utilized to modern larger schooling practices. half foregrounds how operating in universities this day proceeds, with a specific concentrate on how teachers reply to the multiplicity of institutional calls for. the main urgent perceived call for, supported through contributions partly 3, is book: the necessity to be 'visible' to 'count' is now a world central, with the affective dimensions now not but well-understood at coverage point. partly 4, those that help colleagues negotiating a reconfigured educational terrain discover effective methods in the direction of this job to make sure that educational perform is still rooted within the values formerly defined. This ebook can be of curiosity to these operating in universities globally who search a deeper appreciation of the contextual drivers that form educational paintings.
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Additional info for Identity Work in the Contemporary University: Exploring an Uneasy Profession
He argues that the mechanism through which the repression of curiosity takes place is fear. According to Fromm (1962: 126), ‘the most powerful motive for repression’ is ‘the fear of isolation and ostracism’: fear of aloneness, fear of separateness. Or in other words, a fear of being curious, where curious is defined as ‘exciting attention by being strange or odd’ (Hoad, 1990: 109). It is as if by being curious about the world, about knowledge, students fear they will become curious people, separated from their peers and their world.
The early stoic doctrine of the change to wisdom. Oxford Studies in Ancient Philosophy, 33, 295–315. Bryson, C. (2004). What about the workers: The expansion of higher education and the transformation of academic work. Industrial Relations Journal, 35(1), 38–57. , & Wolfe, C. T. ). (2000). Who’s afraid of the sophists? Against ethical correctness. Hypatia, 15(4), 102–120. Churchman, D. (2006). Institutional commitments, individual compromises: Identity-related responses to compromise in an Australian university.
Any sexual threats to the integrity of the self were met by exercising minimal contact with the opposite sex (Most, 1989). The novelty of Diogenes lies in the enthusiasm with which he pursued the ideal of autonomy by paring down his needs to the absolute minimum, as he strove to imitate the self-sufficiency of a divine being (Rich, 1956). 333 – 261 BCE) conducted lessons at the Stoa Poikile (Painted Colonnade) at the north-west corner of the Agora in Athens. 50 – 60 CE), and the emperor Marcus Aurelius (121 – 180 CE).