Beyond the Academic Gateway
Editat de Victoria Handford, Timothy Sibbalden Limba Engleză Hardback – sep 2020
The authors explore the complex relationship between academics, the academy as an ideal, and universities as an enactment of that ideal. Personal growth is evident and shows diversity of experience, as the maturing relationships with the role and workplace unfurl. Where tenure track is a very personal journey, the period around tenure is necessarily a form of engagement with peers. Yet it has challenges, particularly in a milieu where academic freedom is being nurtured. Individual authors negotiate their choices between their personal objectives and institutional mandates and policies. Simultaneously, after years in the tenure-track, they continue to be evolving as academics, whether through personal growth or by seeking changes in the academy itself.
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Specificații
ISBN-13: 9780776628943
ISBN-10: 0776628941
Pagini: 338
Dimensiuni: 157 x 235 x 23 mm
Greutate: 0.59 kg
Editura: University of Ottawa Press
ISBN-10: 0776628941
Pagini: 338
Dimensiuni: 157 x 235 x 23 mm
Greutate: 0.59 kg
Editura: University of Ottawa Press
Notă biografică
Cecile Badenhorst (Contributor)
Cecile Badenhorst is Assistant Professor in the Faculty of Education in the Adult/Post-Secondary programs at Memorial University. She teaches courses on academic literacies and adult teaching. She has published three books in this area: Research Writing (2007), Dissertation Writing (2008), and Productive Writing (2010). Lee Anne Block (Contributor)
Lee Anne Block is a teacher educator at the University of Winnipeg. Her research and teaching are focused on how we name and engage with difference in educational locations and on cultural sustainability. She recently completed Gandhi, Globalization and Earth Democracy, a course on sustainability with Vandana Shiva, in residence at Navdanya, India. For twenty years, she was a classroom teacher in Winnipeg. Joan Chambers (Contributor)
Joan Chambers is a Professor in the Faculty of Education at Lakehead University. Cam Cobb (Contributor)
Cam Cobb teaches in the Faculty of Education and Academic Development at the University of Windsor. His research focuses on such topics as social-justice issues in special education, co-teaching in adult-learning contexts, and narrative pedagogy in the arts. Frank Deer (Contributor)
Frank Deer is an Assistant Professor and current Director of Indigenous Initiatives in the Faculty of Education at the University of Manitoba. Frank holds an earned PhD in Educational Administration from the University of Saskatchewan and is published in the area of Indigenous education. Frank has been awarded funding from the Social Sciences and Humanities Research Council of Canada for his work in ancestral languages. He is the current President of the Canadian Association for the Study of Indigenous Education. Lyle Hamm (Contributor)
Lyle Hamm, PhD, is an associate professor for educational administration and leadership in the Faculty of Education at the University of New Brunswick (UNB) in Fredericton, a position he has held for 11 years. Prior to joining UNB, he served as a K-12 educator for 22 years in southern Alberta, Canada. Lloyd Kornelsen (Contributor)
Lloyd Kornelsen is an associate professor, cross-appointed to Global College and Faculty of Education at the University of Winnipeg. In an education career spanning 40 years, Kornelsen has been a high school teacher, corporate consultant-trainer, university professor, and college administrator. Timothy M. Sibbald (Editor)
Timothy Sibbald is Professor of mathematics education in the Schulich School of Education at Nipissing University. His research interests include a variety of aspects of mathematics education and lived experiences in academia. He has examined historical trends in math education, developed a framework for STEM education, and is developing a broad interpretation of interdisciplinary learning. He has edited and co-edited four books. Tim is a long-standing editor of the Ontario Mathematics Gazette. He lives in North Bay, Ontario, Canada. Victoria Handford (Editor)
Victoria (Tory) Handford is Professor of education leadership in the School of Education at Thompson Rivers University. She is past chair of the School of Education and served six years as the Coordinator of Graduate Programs. Her research has spanned many areas, but primarily rests in JK-12 school and district leadership. She has edited and co-edited five books. Her current research involves internationally experienced teachers and their successes in the K-12 school system in Canada. She lives in Kamloops, British-Columbia, Canada.
Cecile Badenhorst is Assistant Professor in the Faculty of Education in the Adult/Post-Secondary programs at Memorial University. She teaches courses on academic literacies and adult teaching. She has published three books in this area: Research Writing (2007), Dissertation Writing (2008), and Productive Writing (2010). Lee Anne Block (Contributor)
Lee Anne Block is a teacher educator at the University of Winnipeg. Her research and teaching are focused on how we name and engage with difference in educational locations and on cultural sustainability. She recently completed Gandhi, Globalization and Earth Democracy, a course on sustainability with Vandana Shiva, in residence at Navdanya, India. For twenty years, she was a classroom teacher in Winnipeg. Joan Chambers (Contributor)
Joan Chambers is a Professor in the Faculty of Education at Lakehead University. Cam Cobb (Contributor)
Cam Cobb teaches in the Faculty of Education and Academic Development at the University of Windsor. His research focuses on such topics as social-justice issues in special education, co-teaching in adult-learning contexts, and narrative pedagogy in the arts. Frank Deer (Contributor)
Frank Deer is an Assistant Professor and current Director of Indigenous Initiatives in the Faculty of Education at the University of Manitoba. Frank holds an earned PhD in Educational Administration from the University of Saskatchewan and is published in the area of Indigenous education. Frank has been awarded funding from the Social Sciences and Humanities Research Council of Canada for his work in ancestral languages. He is the current President of the Canadian Association for the Study of Indigenous Education. Lyle Hamm (Contributor)
Lyle Hamm, PhD, is an associate professor for educational administration and leadership in the Faculty of Education at the University of New Brunswick (UNB) in Fredericton, a position he has held for 11 years. Prior to joining UNB, he served as a K-12 educator for 22 years in southern Alberta, Canada. Lloyd Kornelsen (Contributor)
Lloyd Kornelsen is an associate professor, cross-appointed to Global College and Faculty of Education at the University of Winnipeg. In an education career spanning 40 years, Kornelsen has been a high school teacher, corporate consultant-trainer, university professor, and college administrator. Timothy M. Sibbald (Editor)
Timothy Sibbald is Professor of mathematics education in the Schulich School of Education at Nipissing University. His research interests include a variety of aspects of mathematics education and lived experiences in academia. He has examined historical trends in math education, developed a framework for STEM education, and is developing a broad interpretation of interdisciplinary learning. He has edited and co-edited four books. Tim is a long-standing editor of the Ontario Mathematics Gazette. He lives in North Bay, Ontario, Canada. Victoria Handford (Editor)
Victoria (Tory) Handford is Professor of education leadership in the School of Education at Thompson Rivers University. She is past chair of the School of Education and served six years as the Coordinator of Graduate Programs. Her research has spanned many areas, but primarily rests in JK-12 school and district leadership. She has edited and co-edited five books. Her current research involves internationally experienced teachers and their successes in the K-12 school system in Canada. She lives in Kamloops, British-Columbia, Canada.
Descriere
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What are the experiences of academics around the time they earn tenure? This book explores the experiences of a collection of authors from universities across Canada. The experiences are, doubtlessly, representative of the academy, and bring a wealth of insight for graduate students (and prospective students), professors, and administrators.
What are the experiences of academics around the time they earn tenure? This book explores the experiences of a collection of authors from universities across Canada. The experiences are, doubtlessly, representative of the academy, and bring a wealth of insight for graduate students (and prospective students), professors, and administrators.