Student Engagement in Neoliberal Times Theories and Practices for Learning and Teaching in Higher Education 1st Edition by Nick Zepke 9811032009 9789811031984

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ISBN 10: 9811032009
ISBN 13: 9789811031984
Author: Nick Zepke

This book investigates origins, meanings, uses and effects of student engagement in higher education, and addresses three core questions: (1) Why is student engagement so visible in higher education today? (2) What are its dominant characteristics? (3) What is missing in the popular view of student engagement? These questions pave the way for a fresh approach to student engagement.   The book argues that an elective affinity between student engagement and policies embedded in neoliberalism, the dominant ideology of the early 21st century, enables student engagement to transcend diverse intellectual and practice contexts. This affinity encourages quality learning and teaching that enables student to succeed in their studies and future careers.   The book shows that focusing on neoliberal objectives for learning and teaching limits the potential of student engagement in higher education. This conclusion leads to a critical and practical social-ecological perspective that approaches engagement more as a pathway to social justice than as a list of techniques.  This book is a work of critical scholarship backed by empirical research. It questions accepted theories and practices and offers fresh insights into student engagement in higher education, including how engagement could promote social justice.  

Student Engagement in Neoliberal Times Theories and Practices for Learning and Teaching in Higher Education 1st Table of contents:

1 Glimpsing Student Engagement
Abstract
A Snapshot of Mainstream Engagement
Defining Engagement?
Theoretical Assumptions?
Purposes, Structures and Processes
Part 1: Exploring Mainstream Views of Student Engagement
Part 2: Questioning the Mainstream View
Part 3: Student Engagement Beyond the Mainstream
References
2 Mainstream Perspectives and Frameworks
Abstract
Major Meaning Perspectives in Mainstream Student Engagement
A Quantitative Generic Pedagogical Perspective
A More Qualitative Learning Focused Perspective
A Holistic Lifewide Experience Perspective
From Meaning Perspectives to Practice
Engagement: One Word, Many Meanings and Applications
References
3 Towards an Emergent Mainstream Engagement Framework
Abstract
Emergence: Ten Propositions for Enabling Student Engagement
Students’ Invest in Their Own Learning
Student Self-belief Is Vital for Success
Students’ Motivation Grows from Self-belief
Social and Cultural Capital Enhance Engagement
Engaged Learners Are Deep Learners
Teachers and Institutions Are Vital Enablers of Engagement
Quality Teaching and Institutional Support Enhance Engagement
Disciplinary Knowledge Engages Students
Adapt to Changing Student Expectations
Engagement Requires Enabling External Environments
Engagement Occurs Across the Life-Span
Engagement Is Linked to Subjective Well-being
Active Citizenship Is Important for Student Engagement
Emergence: A Conceptual Organizer for Mainstream Student Engagement
References
Questioning the Mainstream View
4 Higher Education in Neoliberal Times
Abstract
Neoliberalism, Globalization and Governmentality in Higher Education
Globalization
Governmentality
Neoliberalism and Higher Education
Spontaneous Order Theory
Public Choice Theory
Agency Theory
Human Capital Theory and Knowledge Capitalism
The Effects of Neoliberalism on Higher Education: A Case Study
Theory to Practice
References
5 Student Engagement and Neoliberalism: An Elective Affinity?
Abstract
Research Culture and Neoliberalism
Student Engagement and Neoliberalism
Elective Affinity: A Metaphor for the Relationship
Student Engagement Practice in Neoliberal Times
A Neoliberal Perspective of an Elective Affinity with Engagement
Elective Affinity from a Student Engagement Perspective
Looking Back, Looking Forward
References
6 A Critique of Mainstream Student Engagement
Abstract
Selected Critiques in the Student Engagement Research Literature
Technical Critiques
Critiques Originating in Philosophical/Theoretical Concerns
Questioning an Academic Orthodoxy
Elective Affinity, Normality and Governmentality
Quality and the Generic Learner
Engagement Pedagogy: Only a Partial Understanding of Student Learning
Questioning an Affinity with Psychology
Mainstream Engagement Research: Anticipating a New Direction
References
Student Engagement Beyond the Mainstream
7 Student Engagement Beyond the Mainstream
Abstract
Jürgen Habermas: Reason, Communicative Action and Emancipatory Knowledge
Paulo Freire and Critical Pedagogy
bell hooks: Transgression, Feminism, Antiracism and Critical Pedagogy
Linda Tuhiwai Smith et al.: Decolonizing Research and Teaching Methodologies
Theodore Brameld: Education for the Future
Looking Forward: Ten Proposals for Action
References
8 Towards a Critical Pedagogy of Engagement
Abstract
Critical Reflections Leading to Action
Student Engagement Occurs in a Specific Ideological Climate
Student Engagement Visualizes a Pedagogy of Hope
Student Engagement Has an Emancipatory Sociocultural Ecological Meaning
Student Engagement Validates Emancipation
In Student Engagement One Size Does not Fit All
Four Emancipatory Purposes Characterize Student Engagement
Proposals for Critical Practice
Exposing Ideological Dominance
Examples of Practice
Developing Critical Consciousness
Examples of Practice
Fostering Empowered Learners
Examples of Practice
Acting to Change Society
Examples of Practice
Classroom Applications and Experiences
Student Engagement Beyond the Mainstream: A Synthesis
Discussion
End Note
References
9 Towards a Critical Curriculum for Engagement
Abstract
Purposes
Critical Purposes in Practice
Knowledge in a ‘Big E’ Critical Curriculum
Critical Knowledge in Practice
Values
Critical Values in Practice
An Example of a ‘Big E’ Critical Curriculum in Action
References
10 Supporting Engagement Through Critical Evaluation
Abstract
Connections
Evaluation in the Neoliberal Mainstream
Critique
Towards a More Critical Approach to Evaluation
Purposes
Knowledge
Values
Planning Criteria for Critical Evaluation
References
11 Through Distributive Leadership to Critical Engagement
Abstract
Engaging Students in Leadership for Change
Enacting Critical Student Engagement Using Distributive Leadership: Three Case Studies
New Zealand: Student as Partner
The United Kingdom: Student as Producer
The United States: Student as Course Planner
Making Meaning
References
12 Achieving Change: Opportunities, Challenges and Limits
Abstract
Making Change
Towards a Practice Framework for Critical Engagement
Stories of Critical Engagement in Practice
Towards a Democratic Classroom
Dialogue and Power in the Classroom
Critical Thinking and Critical Incidents
Engagement in the World
Challenges and Limitations
References

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