Contested Sites in Education: The Quest for the Public Intellectual, Identity and Service

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Karen Ragoonaden

Contested Sites in Education

The Quest for the Public Intellectual, Identity and Service

Karen Ragoonaden

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English

Peter Lang Publishing Inc
13 February 2015

Cultural studies; Psychology; Philosophy & theory of education; Educational strategies & policy; Colleges of further education

Series: Critical Education & Ethics

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 twenty-first century. Contested Sites in Education 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. This volume offers educators and students a praxis-oriented, hope-infused, contemplative approach to conceiving, developing and in some cases, returning to public service and public identity in the twenty-first century. Contested Sites in Education will prepare future leaders who thoroughly understand, consciously apply and intentionally use democracy, selfknowledge, cultural knowledge, habits of mind, reflective learning communities and advocacy in their professional lives.

Edited by: Karen Ragoonaden
Imprint: Peter Lang Publishing Inc
Country of Publication: United States
Edition: New edition
Volume: 6
Dimensions: Height: 225mm, Width: 150mm, Spine: 10mm
Weight: 230g
ISBN: 9781433125065
ISBN 10: 1433125064
Series: Critical Education & Ethics
Pages: 134
Publication Date: 13 February 2015
Audience: Professional and scholarly , Undergraduate
Format: Paperback
Publisher's Status: Active

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.