Contested Sites in Education: The Quest for the Public Intellectual, Identity and Service - Critical Education & Ethics New edition

Marc Notes: Includes bibliographical references and index.; Emerging from the contested site of a new university campus, educators reflect upon the transformative process of reconceptualising and rebuilding a faculty of education in the 21st century. This book seeks to improve an understanding of and conversations about the nature, meaning and significance of higher education's public service within the scope of a democratic society. Table of Contents: Karen Ragoonaden: Introduction: Ethical Teacher Dilemmas in a Neoliberal Age - Karen Ragoonaden: Setting the Path Toward Emancipatory Practices: Professor of Teaching - Pamela Richardson: Dwelling Artfully in the Academy: Walking on Precarious Ground - Catherine Broom: Ideology, Performativity, and the University - Susan Crichton: Living and Working in a Global Space: Liminality Within an Academic Life - Lynn Bosetti and Sabre Cherkowski: Performativity in the Academy: Negotiating Ambition, Desire, and the Demands of Femininity - Christopher Martin: On the Educational Value of Philosophical Ethics: A Reflection on the Problem of Relevance in Teacher Education - Sabre Cherkowski: Developing Mindful Teacher Leader Identities in Higher Education - Lynn Bosetti: Academic Identity Within Contested Spaces of a University in Transition. Biographical Note: Karen Ragoonaden is a faculty member of education at the University of British Columbia's Okanagan Campus. Her publications and research interests lie in the areas of scholarship on teaching and learning, French education, and diversity pedagogy. Her most recent articles focus on intercultural communication competence, critical pedagogy and selfstudy of teacher and teacher education practices.