04491nam 22007215 450 991074759580332120251008162040.09789819969012(electronic bk.)978981996900510.1007/978-981-99-6901-2(MiAaPQ)EBC30780655(Au-PeEL)EBL30780655(CKB)28483591000041(OCoLC)1402817583(DE-He213)978-981-99-6901-2(EXLCZ)992848359100004120231009d2023 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierAcademic Citizenship, Identity, Knowledge, and Vulnerability /by Nuraan Davids1st ed. 2023.Singapore :Springer Nature Singapore :Imprint: Springer,2023.1 online resource (175 pages)Debating Higher Education: Philosophical Perspectives,2366-2581 ;11Print version: Davids, Nuraan Academic Citizenship, Identity, Knowledge, and Vulnerability Singapore : Springer,c2023 9789819969005 Introduction: Academic conundrums -- Academic identities and citizenship -- Academic citizenship as an agonistic space -- Identities, citizenships, and vulnerabilities -- Diversity as vulnerability -- Academics as embodiments of knowledge -- Academic citizenship as curiosity -- The vulnerability of unlearning -- Identity and transformation -- Stories as reclamations of knowledge -- Responsibility and being other-wise -- Concluding reflections: Academic citizenship, collegiality, and trust.This book brings into contestation the idea of academic citizenship as a homogenous and inclusive space. It delves into who academics are and how they come to embody their academic citizenship, if at all. Even when academics hold similar professional standings, their citizenship and implied notions of participation, inclusion, recognition, and belonging are largely pre-determined by their personal identity markers, rather than what they do professionally. As such, it is hard to ignore not only the contested and vulnerable terrain of academic citizenship, but the necessity of unpacking the agonistic space of the university which both sustains and benefits from these contestations and vulnerabilities. The book is influenced by a postcolonial vantage point, interested in unblocking and opening spaces, thoughts, and voices not only of reimagined embodiments and expressions of academic citizenship but of hitherto silenced and discounted forms of knowledge and being. It draws on academics' stories at various universities located in South Africa, USA, UK, Hong Kong, and the Philippines. It steps into the unexplored constructions of how knowledge is used in the deployment of valuing some forms of academic citizenship, while devaluing others. The book argues that different kinds of knowledge are necessary for both the building and questioning of theory: the more expansive our immersion into knowledge, the greater the capacities and opportunities for unlearning and relearning. .Debating Higher Education: Philosophical Perspectives,2366-2581 ;11EducationPhilosophyEducation, HigherEducation and stateEducational sociologySchool management and organizationSchool management and organizationEducational PhilosophyHigher EducationEducational Policy and PoliticsSociology of EducationOrganization and LeadershipPhilosophy of EducationEducationPhilosophy.Education, Higher.Education and state.Educational sociology.School management and organization.School management and organization.Educational Philosophy.Higher Education.Educational Policy and Politics.Sociology of Education.Organization and Leadership.Philosophy of Education.378.001Davids Nuraan897716MiAaPQMiAaPQMiAaPQ9910747595803321Academic Citizenship, Identity, Knowledge, and Vulnerability3574668UNINA