基本説明
What is the significance of disciplines in contemporary higher education ?
Full Description
The 'tribes and territories' metaphor for the cultures of academic disciplines and their roots in different knowledge characteristics has been used by those interested in university life and work since the early 1990s. This book draws together research, data and theory to show how higher education has gone through major change since then and how social theory has evolved in parallel. Together these changes mean there is a need to re-theorise academic life in a way which reflects changed contexts in universities in the twenty-first century, and so a need for new metaphors.
Using a social practice approach, the editors and contributors argue that disciplines are alive and well, but that in a turbulent environment where many other forces conditioning academic practices exist, their influence is generally weaker than before. However, the social practice approach adopted in the book highlights how this influence is contextually contingent - how disciplines are deployed in different ways for different purposes and with varying degrees of purchase.
This important book pulls together the latest thinking on the subject and offers a new framework for conceptualising the influences on academic practices in universities. It brings together a distinguished group of scholars from across the world to address questions such as:
Have disciplines been displaced by inter-disciplinarity, having outlived their usefulness?
Have other forces acting on the academy pushed disciplines into the background as factors shaping the practices of academics and students there?
How significant are disciplinary differences in teaching and research practices?
What is their significance in other areas of work in universities?
This timely book addresses a pressing concern in modern education, and will be of great interest to university professionals, managers and policy-makers in the field of higher education.
Contents
1. Introduction: overview of thinking to date about disciplinary differences, Trowler
2. Academic practices as social practice, Trowler, Saunders and Bamber
Section I. Disciplinary differences and research practices
Section I. Top - Introduction to the four contributory chapters in this section, Trowler (UK)
1a. Disciplinary differences in research: metaphors and practices, Angela Brew (Australia)
1b. The meaning of 'research' in the disciplines; the case of art and design, Trowler (UK)
1c. Research in a specific subject area, (a non-UK country)
1d. Research in a specific subject area, (a non-UK country)
Section I. Tail - Commentary on the four chapters from a social practice perspective, applying the principles set out at the end of chapter 2, Trowler (UK)
Section II. Disciplinary differences and learning and teaching practices
Section II. Top - Introduction to the four contributory chapters in this section, Bamber
2a. Learning and teaching practices in Law, Fiona Cownie (UK and USA)
2b. Learning and teaching practices in engineering, Quinlan (Australia)
2c. The use of learning technologies in physics, divinity and ved med in their first year, Judy Hardy (Scotland - the LEAD project)
2d. Signature pedagogies in vocational disciplines, Shulman (USA)
Section II. Tail - Commentary on the four chapters from a social practice perspective, applying the principles set out at the end of chapter 2, Bamber
Section III. Disciplinary differences as an organizing principle
Section III. Top - Introduction to the four contributory chapters in this section, Trowler (UK)
3a. Learning and teaching across the disciplines, Ruth Neumann (Australia)
3b. From modes I and II to mode III, Gary Rhoades (USA)
3c. Interdisciplinarity as an organizing device, (a non-UK country)
3d. Managerialism and the decline of donnish dominion, Rosemary Deem (UK)
Section III. Tail - Commentary on the four chapters from a social practice perspective, applying the principles set out at the end of chapter 2, Trowler (UK)
Section IV. Conceptualising the drivers of academic practices
Section IV. Top - Introduction to the four contributory chapters in this section, Saunders (UK)
4a. Lecturers' pedagogical constructs, Joelle Fanghanel (UK)
4b. Communities of practice, assessment practices, Suellen Shay (South Africa)
4c. Discourse and practices, Christina Winberg (South Africa)
4d. Moral orders of study, Oili-Helena Ylijoki (Finland)
Section IV. Tail - Commentary on the four chapters from a social practice perspective, applying the principles set out at the end of chapter 2, Murray (UK)
Concluding Chapter. Rethinking tribes and territories: a social practice approach, Trowler, Bamber and Saunders
