Titlebook: Ethnography in Higher Education; Clemens Wieser,Angela Pilch Ortega Book 2020 Springer Fachmedien Wiesbaden GmbH, part of Springer Nature

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Arnu van Wyk,Susanna L Middelberg” (Wetterer, Achsen der Differenz. Gesellschaftstheorie und feministische Kritik II, Westfälisches Dampfboot, Münster, 286–319, 2003) and the “new gender contract” (McRobbie, Top Girls. Feminismus und der Aufstieg des neoliberalen Geschlechterregimes, Springer, Wiesbaden, 2010) which both denote a r

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adjacent

Painstaking

Evaluating Educational Materials,k, its nature, structure and time of existence and the challenges it poses to the researcher, in regard to both the mobility that he/she experiences while doing research and the changes of perspectives that differs from one to another node of the network.

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Questions of Imagination: On the Dearth of Ethnography in Higher Educationgher education (HE) as it is better known. To call the level, or amount of concern significant, would be an exaggeration, but this does not mean claims regarding a dearth of ethnography in HE is not significant, at least for those of us with professional interest in the area. In this chapter I want

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Teaching Expertise in Higher Education: Constructive Alignment and How an Experienced University Teaich is the focus of this chapter. The chapter characterises teaching expertise in higher education from a knowledge development perspective, and presents a knowledge development model grounded in the concepts of tacit knowing and self-care. This model provides theoretical sensitivity for an ethnogra

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Post-Humanist Critical University Ethnography: The Potential of a Critical-Creative Reconfiguration r ethnography ‘at home’, often resulting in a critique that reinforces existing power relations by speaking the voice of those subject to power and criticising those in power. This chapter draws on post-humanist and socio-material perspectives in order to stimulate a rethinking of ethnographic resea

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“Process not Product”: Rethinking Feminist Teaching Across Disciplines with Autoethnographic Trialogd beyond gender studies environments. Sabine Klinger (education studies, social work; Austria), Nicole Pruckermayr (architecture, art, community education; Austria) and Daniela Jauk (sociology, criminal justice; Austria and US) are ethnographers, educators, and identify as feminists. They explore th

Debrief

Ethnography for Engaging Students with Higher Education and Societal Issuese role and purpose of the future university has come under debate (Barnett and Bengtsen, Knowledge and the university; Re-claiming life, Routledge, London, 2020). In response, discourses about entrepreneurial mindsets, attitudes and competences have flourished. These discourses have further anchored