Freedom to Teach, Freedom to Learn: Higher Education and Human Dignity

Comparative Education Research Centre (CERC)/ Springer

Editors:
Anatoly Oleksiyenko & Liz Jackson

Freedom to teach and freedom to learn (Lehrfreiheit and Lernfreiheit) have become imperatives of research universities that followed the Humboldtian model of higher education and shaped the benchmarks for reputational performance, competition and hierarchical stratification over the last few decades. Freedom and responsibility have become a conflictual dichotomy in the studies of higher education as markets and hierarchies became two major domains shaping and distributing status goods in most societies. Defining a good in the context of international higher learning has become also problematic as freedoms of mobility, inquiry and argument implied strategizing often in disregard of ethics, politics, and social discourses. The literature in the field of global mobility and higher learning has provided a range of examples where advantages for some have been raising anxiety and competition for access to status goods worldwide. Alas, the literature has provided little insight into how freedom of teaching and learning comes into play with social responsibilities in various cultural domains and political systems.

With increasing influence of illiberalism, freedom should not be considered or interpreted lightly. Academic freedom, for example, has never been challenged as much as it is today when the post-truth societies primarily make universities battlefields of politicized emotions and expressions. At the same time, with intelligence commodified, reified or marginalized, the freedom of mobility can entail a fight for entitlements or an escape from local responsibilities. The decline of academic freedom or the absence of forces to defend it are related challenges. These challenges grow as the competition of ideas, sometimes under the rubric of academic freedom, often implies the power struggle and questioning of statuses in the so-called “marketplace of ideas”. Competition per se becomes more important than human dignity, which was originally supposed to expand and strengthen under freedoms to teach and learn. What had been happening to these freedoms across different subject positions and cultures of higher education, remains largely underexplored.

As the waves of globalization encourage rethinking the freedom to teach and the freedom to learn, this project will engage scholars from around the world to rethink the currency of ideas, concepts and practices related to dignity, freedom, independence, and responsibility in higher education. Are there sufficient freedoms to teach and to learn in modern colleges and universities these days? Are they linked effectively with academic responsibilities? Do these freedoms as they are perceived and/or practiced within and across diverse geographic contexts align effectively with requirements to enhance human dignity? How do freedom to teach and freedom to learn get shaped by relationships of students and scholars to each other and to structural aspects of higher education and the marketplace of ideas? What is still missing in the current discourse and applications in classrooms, online spaces, etc.? What are the implications of the presence or absence of these freedoms in the post-truth world, and the expanding illiberalism and hybrid wars? Developing critical responses to these and other questions through comparative research, will enhance our insight into how tensions between freedoms and responsibilities are managed and resolved in this “brave new world.”

We are inviting scholars of comparative and international higher education to participate in the CERC/Springer publication project. We look forward to receiving extended abstracts (circa 800 words) by May 1, 2019. We are planning to inform about our decision by June 15, 2019 and we would be happy to help authors to develop their full chapters (circa 6,000 words) by May 1, 2020. The volume will be published at the end of 2020.

Gender in Educational Research: A Historical Glimpse Through the Archives of Educational Philosophy and Theory

This Gender Plus Education seminar is part of the Women’s Studies Research Centre’s GENDER PLUS series.

Although gender and feminist theory might seem like old news today, a historical examination shows these strains of thought have only been part of educational research for a relatively short time. The new text From “Aggressive Masculinity” to “Rape Culture”: A Gender and Sexualities Reader (Routledge 2018) uses sample texts from the historical archive of the leading educational research journal Educational Philosophy and Theory to explore and document the way gender and social justice have been understood over the last 5 decades. Taking its provocative title from the book end chapters of the volume — this book and some of its key themes will be explored in this session, from the perspectives of philosophy and education.

The session documents through a historical perspective how gender and feminism have been taken up in philosophy of education, and gives the audience a chance to discuss with one of its editors how the field of educational theory evolves over time. The session will be chaired by Puja Kapai, Associate Professor of Law and Convenor of the Women’s Studies Research Centre.

Dr. Liz Jackson is President of the Philosophy of Education Society of Australasia (PESA) and an Associate Professor of Education and the Director of the Comparative Education Research Centre at HKU. Her first two single-authored books (both with Routledge) are Muslims and Islam In US Education: Reconsidering Multiculturalism and Questioning Allegiance: Resituating Civic Education. Her research has been recognised with awards including the Research Output Prize for Education at HKU and the PESA Book Award. She serves as an editor for New Directions in the Philosophy of Education (Routledge), Educational Philosophy and Theory: Editor’s Choice, and as Deputy Editor for the leading journal in philosophy of education, Educational Philosophy and Theory.

Registration is here.

Lithuanian higher education in the 21st century: Post-Soviet remnants, European integration, and new challenges and opportunities

In the past 28 years since regaining independence from the Soviet Union, Lithuania has transformed its society and the higher education system. Since joining the European Union in 2004, Lithuanian higher education has aligned its policies and practices with the EU. This integration created many opportunities as well as some challenges.  In this presentation, we will examine how the system of higher education in Lithuania has developed from the Soviet to current times and how the integration into the European Union higher education community has created new possibilities for Lithuanian scholars.

In this presentation, the speakers will discuss the effects of both the past and current developments and will share the contemporary needs of the Lithuanian higher education community. The topics to be explored include:

  • Institutional autonomy of the academic community and the interaction with state needs;
  • Development of research, science, and innovation in Lithuania;
  • Challenges in human resources
  • Student preparation for higher education studies;
  • Support for under-privileged social groups

The current research project, “Researching Specialist Training to Provide Holistic Help to People with Disabilities in the Health Care System while Improving Researcher Competencies” will be used as a telling case to ground the discussions of the history, developments, and needs in Lithuanian higher education.

Chair: Dr. Susan Bridges. Discussants: Dr. Liz Jackson, Dr. Anatoly Oleksiyenko.

 

Presenters:


Prof. Audra Skukauskaitė is a senior researcher at Klaipeda University, Lithuania, as well as an independent researcher and research consultant for the Lemelson-MIT program at the Massachusetts Institute of Technology in the USA. Dr. Skukauskaitė resides in the US and serves as an adjunct professor of qualitative research methodologies in the College of Integrated Medicine and Health Sciences and the College of Social Sciences at Saybrook University in California, USA. Dr. Skukauskaitė has conducted seminars on varied qualitative research methodologies in Lithuania, Finland, Sweden, Australia and the US and has taught writing for academic publication in English for international scholars.  Dr. Skukauskaitė has published numerous research articles and book chapters focusing on ethnography, research epistemology and transparency, transcribing and interviewing, as well as on the teaching and learning of research. Dr. Skukauskaitė serves on editorial boards of four journals and has an extensive experience of reviewing and supporting the writing of manuscripts for academic publications. Over the past 15 years, Dr. Skukauskaitė has served in multiple leadership positions in the American Educational Research Association. Currently, she serves as chair of the Qualitative Research section of the Measurement and Research Methodology Division (D) as well as chair of the John. J. Gumperz Lifetime Achievement Award committee of the Language and Social Processes SIG at AERA.

As a researcher, research consultant, and professor of research methodologies and qualitative research, over her career, Dr. Skukauskaitė has worked with diverse scholars and students across disciplines to develop, conduct, and support research studies in complex educational and transdisciplinary environments. Her recent work has explored invention education and ways of utilizing ethnographic and discourse-based research epistemologies to examine complex processes of constructing and publishing research in science and engineering education. Dr. Skukauskaitė’s overarching interests focus on ways of utilizing research-based ways of thinking and knowing to develop deeper understandings and trustworthy representations of the complex processes and practices of learning, teaching, and living in dynamic academic, socio-historical, economic, and cultural environments.


Prof. Ingrida Baranauskienė is a professor of Education and head researcher at the Faculty of Health Sciences of Klaipėda University (Lithuania). For over ten years, the professor has been the dean of the Faculty of Social Welfare and Disability Studies of Šiauliai University. The field of her scientific interests: preconditions for success in social participation of people with disabilities. I. Baranauskienė is a co-author of two monographs on the participation of people with disabilities in the labour market, an initiator of five scientific studies presenting research on social exclusion. She is an author of many scientific articles on disability research. To make an impact on active practice of Lithuania and other European countries, the professor takes an active part in international projects, initiates and implements them. I. Baranauskienė was awarded the title of the honorary doctor of the university “Ukraine” for her practical activities and support to the Ukrainian system of higher education. The professor has been elected as an expert in the area of Education Science in Latvian Academy of Sciences for a maximum term of three years. I. Baranauskienė is the editor-in-chief of the journal “Social Welfare: Interdisciplinary Approach”, member of editorial boards of several other scientific journals. Currently, in cooperation with other scientists, I. Baranauskienė is investigating the accessibility of the health care system to Lithuanian people with disabilities through participation in the high-level scientific research project “Researching Specialist Training to Provide Holistic Help to People with Disabilities in the Health Care System while Improving Researcher Competencies”. Judith Green, professor emerita of the University of California in Santa Barbara, is the leader of this project. The project is funded by the Research Council of Lithuania jointly with the European Union.


Prof. Liudmila Rupšienė is a professor and senior researcher at Klaipeda University. The main scientific interest – research methodology. Author of a number of books with three of them focusing on research methodology: Methodology of Qualitative Research Data Collection (2007), Methodology of Qualitative Research (2008), Educational Experiment (2016). Published more than 100 scientific articles, made around 100 presentations in scientific conferences in Lithuania and abroad (Latvia, Poland, Spain, Denmark, Russia, USA and many other countries). Member or leader of international and national projects (ERASMUS+ and others), Lithuanian principal investigator in European scientific project ESPAD. Scientific supervisor of doctoral students, supervised for 7 defended doctoral dissertations, chairwoman, member or opponent of around 60 doctoral dissertation defense boards, member of habilitation procedure board, member of the committee for the joint education doctorate of four Lithuanian universities consortium (since 2011). Expert of the State Studies Foundation, Centre for Quality Assessment in Higher Education, the president of Lithuanian Educational Research Association, council member of European Educational Research Association. Member of editorial boards of two Lithuanian academic journals.

 

Date: Tuesday, 13 November 2018.
Time: 12:45 – 14:00.
Venue: Room 203, Runme Shaw Building.
All are welcome!

Policies for Shadow Education in Myanmar

On 18 September 2018, Mark Bray, Nutsa Kobakhidze and Ora Kwo presented a CERC seminar about their UNESCO-funded research in Myanmar. This work was conducted with support from the Yangon University of Education (YUOE), and has led to a manuscript that in due course will be published in CERC’s monograph series.

The CERC seminar noted that 10 days later the work would be considered by Myanmar’s Ministry of Education. The Ministry had organised a full morning for presentation and discussion. The event was opened by the Deputy Minister for Education, and brought together both policy-makers and practitioners from Naypyitaw, Yangon and elsewhere.

The HKU team was proud to see the CERC logo alongside the HKU, YUOE and UNESCO logos on the stage. The report was presented by Mark Bray and Ora Kwo, with support from Zhang Wei, Liu Junyan and Peter Suante (pictured below, left to right).

 

“This was is the first empirical study of its kind in Myanmar,” remarked the coordinator in the UNESCO office. “The government is taking its findings seriously, and will identify its policy implications within the context of the National Education Strategic Plan.”

 

The CERC team is delighted to have had the opportunity to conduct the study over a period of two years. It looks forward to ongoing dialogue with stakeholders in Myanmar, and will also disseminate the findings internationally.

The Policy Brief prepared by the authors can be downloaded here.

Innovation in Tertiary Institutions in New Zealand: The conditions for the future collaborations for Chinese/Hong Kong and New Zealand institutions

Innovation in Tertiary Institutions in New Zealand: The conditions for the future collaborations for Chinese/Hong Kong and New Zealand institutions

by Dr. Richard Heraud, Tutor, Faculty of Education, University of Waikato, New Zealand.
Chair: Dr. Liz Jackson.

 

Abstract 
In the seminar, Dr Heraud will problematize how the concept of innovation is understood in tertiary institutions in New Zealand, with the intention of characterizing the collaborative conditions under which Chinese/Hong Kong and New Zealand institutions might collaborate more in the future, and how to best understand shared academic and commercial opportunities and benefits that should flow from such relations. The nexus of the discussion will focus on the difference between Technological Innovation and Technological Change, and how these concepts occupy our thinking in diverse ways regarding how innovation and change are realized in tertiary institutions.

 

About the speaker
Dr. Richard Heraud’s research interests concern participation in the innovation process, open innovation, networked and collaborative relations in R&D, in particular involving relations between researchers and technologists in New Zealand and China. He is co-editor of E-Learning and Digital Media, managing editor of the Open Review of Educational Research, co-editor of the Encyclopedia of Educational Innovation, co-editor of Organization and Newness: Discourses and Ecologies of Innovation in the Creative University.

 

Date: Tuesday, 23 October 2018.
Time: 18:00 – 19:15.
Venue: Room 402, Runme Shaw Building.

International Status Anxiety and Higher Education – The Soviet Legacy in China and Russia

International Status Anxiety and Higher Education – The Soviet Legacy in China and Russia

by Dr. Anatoly Oleksiyenko, Associate Professor of higher education, Faculty of Education, University of Hong Kong and Dr. Wenqin Shen, Associate Professor of higher education, Graduate School of Education, Peking University.
Chair: Dr. Liz Jackson.

 

Abstract 
CERC invites you to the book launch at which you will meet the scholars investigating global tensions between the movement to advance progressive university policies and practices and the countervailing forces for restoring old-style hyper-centralization and indoctrination. The cases of higher education systems in China and Russia provide intriguing insights into the anxiety generated by these tensions.
Book Launch special price: HK$200 (HK$250 market price).

 

About the speakers
Anatoly V. Oleksiyenko’s research focuses on governance transformations in global higher education. Over the last decade, he has conducted studies on international competition and the collaboration strategies of research universities in Cambodia, Canada, China, Hong Kong, Russia, Singapore, Taiwan, Ukraine, and the United States.

 

Wenqin Shen researches training system and doctoral education in China and around the world, the history of higher education (history of the idea of liberal education and history of the field of higher education research), student mobility, and the internationalization of higher education.

 

Date: Monday, 15 October 2018.
Time: 12:45 – 14:00.
Venue: Room 203, Runme Shaw Building.
All are welcome!

Beyond comforting histories: The colonial/imperial entanglements of the International Institute, Paul Monroe and Isaac L. Kandel at Teachers College, Columbia University

Dear CERC members,

You’re cordially invited to the next CERC seminar co-hosted with the Faculty of Education on coming Thursday, 04 October 2018 at 12:45 – 14:00 in Room 203 of Runme Shaw Building.

Beyond comforting histories:  The colonial/imperial entanglements of the International Institute, Paul Monroe and  Isaac L. Kandel at Teachers College, Columbia University

by Dr. Keita Takayama, Associate Professor in School of Education, University of New England, Australia

Abstract 
This paper assesses the works of Paul Monroe, Isaac L. Kandel and the International Institute at Teachers College, Columbia University in the early 20th century. Drawing on Edward Said’s notion of contrapuntal reading, it foregrounds the colonial and imperial realities of the time as constitutively significant to the early formation of the field. In so doing, the paper unsettles the comforting ways in which the founding histories of the field have been narrated. By illuminating colonial/imperial entanglements during the formative period, this paper reflects upon how the historical and geopolitical context sets limits on what knowledge we produce and how, when the relationship between our scholarship and international development agencies is closer than ever.
 

About the speaker
Dr. Takayama’s research examines globalization of education both as an empirical and epistemic phenomenon. Recently, he co-edited two special issues in Comparative Education Review and Postcolonial Directions in Education. Currently, he serves the editorial board for Asia Pacific Journal of Education, Comparative Education Review and International Studies in Sociology of Education.

Date: Thursday, 04 October 2018.
Time: 12:45 – 14:00.
Venue: Room 203, Runme Shaw Building.
All are welcome!

A special issue of the Orbis Scholae on Shadow Education

Dear members of the Shadow Education SIG,

It is our pleasure to invite you to submit a paper on shadow education in a special issue of the Orbis Scholae. The special issue will focus on various aspects and dimensions of the shadow education. We are keen to receive papers that explore the links and interrelationships between formal and shadow education system(s) within different social, cultural or economic contexts.

If you are interested to contribute a paper, please first submit a letter of interest by sending us the title and the abstract (about 500 words) of a prospective paper by February 28, 2019 (vit.stastny@pedf.cuni.cz and nutsak@hku.hk).

The issue will be published by the end of 2020. More information about the journal and the special issue can be found on this website.

With best wishes,

Guest editors

Vít Šťastný & Nutsa Kobakhidze

CERC Seminar: Shadow Education in Myanmar Private. Supplementary Tutoring and its Policy Implications

Dear CERC members,

You’re cordially invited to the next CERC seminar co-hosted with the Faculty of Education on coming Tuesday, 18 September 2018 at 12:45 – 14:00 in Room 204 of Runme Shaw Building.

Shadow Education in Myanmar: Private Supplementary Tutoring and its Policy Implications
by Mark Bray, Nutsa Kobakhidze and Ora Kwo
This seminar will present the findings of a CERC research project conducted in Myanmar under the auspices of UNESCO and with support from the Yangon University of Education (YUOE). A mixed-methods study collected data from students in Grades 9 and 11 and from teachers, parents and other stakeholders. Some features of shadow education resemble those in other places, but some reflect the regulations and socio-political culture of Myanmar.

Later this month the authors will discuss the findings with policy-makers in Myanmar’s Ministry of Education. They will value suggestions during this CERC seminar on the ways to highlight the core issues most effectively.
Date: Tuesday, 18 September 2018.
Time: 12:45 – 14:00.
Venue: Room 204, Runme Shaw Building.
All are welcome!
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