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A collection of essays reflecting on Edgar as friend and colleague and on the subjects of his scholarly work Citizen-Scholar comprises essays written in honor of Walter Edgar, South Carolina's preeminent historian and founding director of the University of South Carolina (USC) Institute for Southern Studies. In the opening overview of Edgar's impressive academic career, editor Robert H. Brinkmeyer, Jr., discusses Edgar's role as the Palmetto State's omnipresent public historian, radio program host, author of the landmark South Carolina: A History, and editor of The South Carolina Encyclopedia. The former George Washington Distinguished Professor of History, Claude Henry Neuffer Chair of Southern Studies, and Louise Fry Scudder Professor, Edgar has been recognized with inductions into the South Carolina Hall of Fame and the South Carolina Higher Education Hall of Fame and has received the South Carolina Order of the Palmetto and the South Carolina Governor's Award in the Humanities. The first section of Citizen-Scholar features personal essays about Edgar and his legacy from author and historian Winston Groom, USC vice president Mary Anne Fitzpatrick, USC president Harris Pastides, and historian Mark M. Smith. The essays that follow are written by some of the nation's most renowned scholars of southern history and culture including Charles Joyner, Andrew H. Myers, Barbara L. Bellows, John M. Sherrer III, Orville Vernon Burton, Bernard E. Powers Jr., Peter A. Coclanis, John McCardell, James C. Cobb, Amy Thompson McCandless, and Lacy K. Ford, Jr. The second section of the collection includes essays spanning a range of regional, national, and international topics, all associated with Edgar's research. These essays were written as a tribute to Edgar, both as a historian and as a public scholar, a man actively involved in his profession as well as in his community, both locally and statewide.
The future of higher education is in question as universities struggle to remain relevant to the present and future needs of society. The context in which learning occurs is rapidly changing and those engaged and interested in the place and position of university education need to figure out to adapt. This book embodies a vision for higher education where graduate attributes and proficiencies are at the core of the academic project, where degree programs move beyond disciplinary content and where students are encouraged to be Citizen Scholars. Through a series of cross-disciplinary and contextual cases, the contributors to this book articulate how this vision can be achieved in our pedagogical environments, future proofing higher education.
The Public Work of Rhetoric presents the art of rhetorical techné as a contemporary praxis for civic engagement and social change, which is necessarily inclusive of people inside and outside the academy. In this provocative call to action, editors John M. Ackerman and David J. Coogan, along with seventeen other accomplished contributors, offer case studies and criticism on the rhetorical practices of citizen-scholars pursuing democratic ideals in diverse civic communities—with partnerships across a range of media, institutions, exigencies, and discourses. Challenging conventional research methodologies and the traditional insularity of higher education, these essays argue that civic engagement as a rhetorical act requires critical attention to our notoriously veiled identity in public life, to our uneasy affiliation with democracy as a public virtue, and to the transcendent powers of discourse and ideology. This can be accomplished, the contributors argue, by building on the compatible traditions of materialist rhetoric and community literacy, two vestiges of rhetoric's dual citizenship in the fields of communication and English. This approach expresses a collective desire in rhetoric for more politically responsive scholarship, more visible impact in public life, and more access to the critical spaces between universities and their communities. The compelling case studies in The Public Work of Rhetoric are located in inner-urban and postindustrial communities where poverty is the overriding concern, in afterschool and extracurricular alternatives that offer new routes to literate achievement, in new media and digital representations of ethnic cultures designed to promote chosen identities, in neighborhoods and scientific laboratories where race is the dominant value, and in the policy borderlands between universities and the communities they serve. Through these studies and accounts, the contributors champion the notion that the public work of rhetoric is the tough labor of gaining access and trust, learning the codes and histories of communities, locating the situations in which rhetorical expertise is most effective, and in many cases jointly defining the terms for gauging social change.
In 1998, the Master’s programme Euroculture started with the aim to offer, amid the many existing programmes that focused on European institutional developments, a European studies curriculum that puts the interplay of culture, society and politics in Europe at the heart of the curriculum. Among other topics, the programme focused on how Europe and European integration could be contextualised and what these concepts meant to European citizens. In June 2018, Euroculture celebrated its twentieth anniversary with a conference to discuss not only the changes within the MA Euroculture itself, but also to reflect upon the changes in the field of European studies over the last two decades writ large. This volume brings together the main findings of this conference. Since its start, Euroculture has engaged with European studies by providing a space for cooperation between more mainstream-oriented research on the one hand and a variety of sociological, historiographical, post-structuralist, and post-colonial perspectives on Europe on the other. This has enabled Euroculture to contextualise the emergence and development of European institutions historically and in relation to broader socio-political and cultural processes. Its methodology, that treats theoretical and analytical work, classroom teaching and engaged practice as integral parts of critical inquiry, has significantly contributed to its ability to continuously enhance scholarly discussions. The volume is divided into two parts, which are intrinsically linked. The first part contains reflections on the field of European studies and on concepts, analytical perspectives and methodologies that have emerged through interdisciplinary dialogues in Euroculture/European studies. The second part contains contributions that reflect upon the Euroculture programme itself, discussing both changes and continuities in the curriculum and didactic methods, outlining possible venues for further developing the educational and research programme that is firmly embedded in a network of partners that have been closely cooperating over a span of no less than two decades.
For hundreds of years, knowledge has been central in understanding the university. Over recent decades, however, it is the economic value of knowledge that has come to the fore. Now, in a post-truth world, knowledge is also treated with suspicion and has become a vehicle for ideologies. Knowledge and the University combats all these ways of thinking. Its central claim is that knowledge is of value because of its connection with life. Knowledge is of life, from life, in life and for life. With an engaging philosophical discussion, and with a consideration of the evolution of higher education institutions, this book: Examines ways in which research, teaching and learning are bound up with life; Looks to breathe new life into the university itself; Widens the idea of the knowledge ecology to embrace the whole world; Suggests new roles for the university towards culture and the public sphere. Knowledge and the University is a radical text that looks to engender nothing less than a new spirit of the university. It offers a fascinating read for policy makers, institutional leaders, academics and all interested in the future of universities.
This book presents insights into the current state of higher education, emerging pedagogies and innovative technology-driven learning techniques in research and teaching. Focussing specifically on the higher education models in India and Australia, the volume explores concerns and policy interventions that will help promote research capability and culture. Globalisation, rise of information technology and the massification of education has shifted the foundations of higher education and universities in the world. This volume examines the best support structures that will allow educators to face the challenge of the increasingly diverse community of learners and teachers entering higher education; their varied levels of aspirations and expectations; the influence of technology in pedagogical practices; and the shrinking funds for teaching and research. By using case studies from India and Australia the book also looks at the benefits of cross-cultural collaborations in research and education. Comprehensive and resourceful, this volume will be useful for academics and scholars of education, higher education and research, sociology, public policy, development studies and for NGOs and think tanks working in these areas.
This open access book discusses how the involvement of citizens into scientific endeavors is expected to contribute to solve the big challenges of our time, such as climate change and the loss of biodiversity, growing inequalities within and between societies, and the sustainability turn. The field of citizen science has been growing in recent decades. Many different stakeholders from scientists to citizens and from policy makers to environmental organisations have been involved in its practice. In addition, many scientists also study citizen science as a research approach and as a way for science and society to interact and collaborate. This book provides a representation of the practices as well as scientific and societal outcomes in different disciplines. It reflects the contribution of citizen science to societal development, education, or innovation and provides and overview of the field of actors as well as on tools and guidelines. It serves as an introduction for anyone who wants to get involved in and learn more about the science of citizen science.
This book argues that the neoliberal globalisation of higher education faces a need for recalibration. In light of increased concerns from universities in cultivating globalisation, this volume brings together a multi-ethnic and multilingual team of researchers who argue that the continued development of internationalized education now requires new research and practices. As university leaders seek to build the best programs to help students to go abroad, they can face a number of challenges – risk management, negotiating with diverse partners, designing rich experience-based learning and the hopes, fears and limitations of the students themselves. Consequently, the authors argue that changes are particularly important given the current US-centric and UK-centric structural readjustments to globalization policies across all fields of higher education and knowledge production. This multi-perspectival edited collection will appeal to students and scholars of global education, globalization and international education.