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Full-Text Articles in Arts and Humanities
A New Age In Higher Education Or Just A Little Bit Of History Repeating? : Linking The Past Present And Future Of All In Australia, Alisa Percy
Alisa Percy, PhD
For those relatively new to the field of Academic Language and Learning, the ‘new’ social inclusion agenda may appear as the dawning of a new age in higher education—a revolutionary moment in history where the qualitative transformation of teaching and learning feels imminent. For others, it may feel like ‘a little bit of history repeating’. This paper critically examines the limitations of the agency of ALL in ‘forging new directions’ by considering how the past haunts the present. Using the lens of governmentality (Foucault, 1991; Rose, 1999; Dean, 1999), the paper makes the claim that, given that ALL is deeply …
The Casualisation Of Teaching And The Subject At Risk, Alisa Percy, Rosemary Beaumont
The Casualisation Of Teaching And The Subject At Risk, Alisa Percy, Rosemary Beaumont
Alisa Percy, PhD
The casualisation of teaching in Australian higher education has come to be problematised as a risk to the quality of teaching and learning. However, the potential and location of risk, and therefore what constitutes an appropriate institutional intervention, requires interrogation as universities comply with the various regulations that, on the one hand, legitimise further casualisation in the name of flexibility, and on the other, insist on institutional responsibilities in the performance of quality. Taking a critical approach to risk consciousness, this paper examines the way casualisation is produced through workplace reform and problematised as a danger to the student learning …
Learning Advising Practice And Reform: A Perspective From The University Of Wollongong, Australia, Alisa Percy, Bronwyn James, Jeannette Stirling, Ruth Walker
Learning Advising Practice And Reform: A Perspective From The University Of Wollongong, Australia, Alisa Percy, Bronwyn James, Jeannette Stirling, Ruth Walker
Alisa Percy, PhD
The claim made in this paper is that higher education reform and learning advising practice are not simply part of a natural progression; rather, they are discursively constituted. To illustrate this argument we draw on the work of Michel Foucault to reflect on two iterations of learning advising practice in Learning Development at the University of Wollongong, Australia over the last decade. Our discussion will demonstrate how a multiplicity of discourses underpin educational reform and privilege particular learning advising practices in the Australian higher education context.
Tutors' Forum: Engaging Distributed Communities Of Practice, Rosemary Beaumont, Jeannette Stirling, Alisa Percy
Tutors' Forum: Engaging Distributed Communities Of Practice, Rosemary Beaumont, Jeannette Stirling, Alisa Percy
Alisa Percy, PhD
The need to engage students studying at a distance in order to reduce isolation, foster a sense of belonging, and enhance learning has received significant attention over the past few years. Conversely, very little research has focused on teachers working in this type of environment. In fact, we argue, they appear to be the forgotten dimension in „communities‟ of distance learning. In this paper we identify some of the problems generated by teaching university subjects simultaneously across a network of campuses: a practice known as multi-location teaching. We examine strategies for engaging multi-location teachers as key contributors to a quality …