Subject Index
ISBN: 978-1-83909-855-0, eISBN: 978-1-83909-854-3
ISSN: 2055-3641
Publication date: 23 October 2020
This content is currently only available as a PDF
Citation
(2020), "Subject Index", Sengupta, E., Blesinger, P. and Mahoney, C. (Ed.) International Perspectives on Policies, Practices & Pedagogies for Promoting Social Responsibility in Higher Education (Innovations in Higher Education Teaching and Learning, Vol. 32), Emerald Publishing Limited, Leeds, pp. 175-179. https://doi.org/10.1108/S2055-364120200000032016
Publisher
:Emerald Publishing Limited
Copyright © 2020 Emerald Publishing Limited
INDEX
Note: Page numbers followed by “n” indicate end notes.
Active learning
, 121–122
Affective curriculum
, 26
Alienation
, 82, 86–87, 94, 96n1, 96n2
Applied
, 54
academic approaches
, 91
programs
, 84, 86–87
skills
, 73, 77, 95
Approaches
, 5, 8, 10, 18, 77
“applied” academic
, 91
digital
, 134
institutional and procedural
, 93
for integrating socially responsible curriculum
, 34
Archival science
, 110–111, 113
Art
, 54, 62, 105
education curriculum
, 17–18
on prescription
, 57–58
as socially engaged activity for inclusion
, 56–60
Bill
, 85, 125
Business education
, 40–41, 43, 49
transforming undergraduate
, 8–9
Capstone
, 45, 129
Case study
, 8, 11, 41, 134
E-SL and teacher education
, 138–142
Polish case study
, 9
Challenges of integration
, 36
Citizenship
, 4, 9–10, 27, 48–49, 55, 69, 73, 77
Civic
obligations
, 113
participation
, 120
responsibility
, 11, 68–70, 74, 77, 135
values
, 73
Civic engagement
, 10–11, 106, 134–135, 141
Civil society
, 10, 55, 76, 88–91, 95, 96n1
Classroom
, 47, 104, 110
community
, 105, 113
documentary
, 105
simulations
, 121
Co-curricular activity
, 8, 28
Collaboration
, 27, 35, 75, 102, 109, 134, 154
in design thinking
, 43
of educational institutions
, 30
Community engagement
, 102, 141
Community organizations
, 129
Community partners
, 11, 102, 105, 108–113, 137
Community partnerships
, 105
Community-based
classroom experiences
, 102
documentaries
, 109
documentary classrooms
, 10
documentary courses
, 105
documentary engagements
, 104
documentary research practices
, 105
pedagogies
, 138
work
, 103
Competence
, 9–11, 55, 58, 73, 77, 138, 141
digital
, 140
intercultural
, 45
interpersonal
, 59
professional
, 134
social
, 135, 137
Contact zone
, 62–63
Content analysis
, 139
Contribution
, 5, 8, 10, 28–29, 45, 58, 68, 74, 77, 88, 90, 96, 108
Core competencies
, 68–69, 128
Corporate educational social responsibility (CESR)
, 29–30
Corporate social responsibility (CSR)
, 5, 16, 26, 28, 47
Corporations
, 87, 94–95
Critical thinking
, 10, 45, 58, 70, 73, 77, 85, 90, 109, 118, 121–122, 125, 135–136, 140, 150, 160
Cultural environment
, 44
Cultural life
, 6, 58
Curriculum
, 4, 14–15, 17–18, 31, 33, 34–35, 43–47
business
, 9
by design
, 42–43
hidden
, 9, 47–49
Nigerian educational
, 19
social science
, 118
socially responsible
, 34
Curriculum development
, 14, 18, 21
in Nigeria
, 16–18
strategy
, 7–8
Dardot, Pierre & Christian Laval
, 87, 93, 96n1
Design thinking
, 8, 41–43, 45–46, 49
Digital humanities
, 110
Digitalization
, 10–11, 134–142
Documentary
, 104, 106–107
classes
, 102
fieldwork
, 110, 113
media-making practices
, 10
practices
, 102
Research
, 110, 112
theory
, 104–105
Dzeleka Refugee Camp in Malawi
, 154
E-learning
, 10–11, 134
E-service-learning (E-SL)
, 10–11, 134, 134, 137–138, 141
Economic
assets
, 120
benefits
, 9, 40, 68, 70
development
, 68–69
disciplines
, 71
disparities
, 120
diversity
, 103
neoliberalism
, 91
Education
, 9–10, 14, 16–17, 26, 36, 55, 58, 68
Educational institutions
, 8, 14, 16, 22, 26–27, 29–34, 91
Educational social responsibility
, 28–29, 34
Educational system
, 14–15, 20, 71
Embedded model
, 34–35
Empathy
, 10, 54, 57, 63, 40, 49, 119, 122, 127–129, 153
Employability
, 32, 40, 93
Empowerment
, 55, 82, 91, 135, 153, 156, 158
Equity
, 71, 114
Ethics
, 16, 42, 46–47, 53, 55, 84, 91, 93, 102
Experiential learning
, 122, 125, 128, 134–135
Forced migration
, 148–151, 159
Foundational
, 87
approach
, 86
knowledge
, 92, 96
Freirean critical awareness
, 111
Freirean praxis
, 105
Freitag, Michel
, 9, 83, 87
Funding
, 22, 31, 87, 109
CSR
, 32–33
Gadamer, Hans Georg
, 62, 82, 88–90, 95
Gentrification
, 109
Global community
, 28, 71, 75, 141–142, 152, 158, 160
Good citizen
, 54
Graduate capabilities
, 14, 41, 42
Graduate skills
, 14
Higher education
, 4–5, 55–56, 68, 71, 83–85, 134–142, 150
and digitalization
, 10–11
increasing place of corporatism
, 85–88
institutions
, 103
reshaping
, 94–95
struggle of recognition throughout
, 9–10
Honneth, Axel
, 9, 88, 93–94, 96n2
Identity
, 11, 55, 93
Inclusive education
, 55
India and curriculum
, 27, 30
Individual social responsibility (ISR)
, 7–8, 14–22
Inequalities
, 63, 104, 120
Influence
, 19, 21, 64, 82, 85, 88, 107, 112, 127
Information literacy
, 106
Informed citizenship
, 9, 68
Innovative customized curriculum
, 71
Institutions
, 4–6, 76, 82, 85
academic
, 75, 88–89
colonial
, 70
tertiary
, 8, 17, 19
Integration
, 4, 8, 26, 31, 54
for CESR
, 32–33
Integrative knowledge
, 105
Interviewing
, 107
Job creation
, 9, 68–69, 71
Kakuma Refugee Camp, Kenya
, 154
Knowledge
, 6, 8–9, 26, 28–29, 43, 44, 46, 57, 68–70, 73, 84–85, 87–89, 152, 157
integrative
, 105
struggle for recognition of
, 93–95
university as place of
, 92–93
Language
, 40, 59, 114, 136, 150
Learners
, 68–69, 82, 137, 140, 154, 158
Learning
, 11, 14, 47, 58, 64, 97n4, 134–136, 140
Learning community
, 113, 153
Manitoba approach
, 17–18
Market
, 16, 88
economic
, 90
job
, 74
labor
, 4, 41, 87, 91
Modernization
, 9, 69, 74
Myanmar (Burma)
, 151, 153–155
Neo-subject
, 82, 87–88, 96n1
Neoliberalism
, 85, 89, 91, 93
Nigerian educational curriculum
, 19
Online education
, 134, 138, 159
Oral histories
, 110–112
Partnerships
, 48, 76–78, 87, 105, 150–151, 158–160
Pedagogy
, 14, 34–35, 55, 134, 138, 158
Perspective taking
, 10, 118–130
Plugins
, 26, 29
Poetry
, 59
of Kholoud Charaf
, 60–63
Policymakers
, 31, 33, 75
Poverty
, 10, 118
simulation
, 10, 123–125
understanding and reducing
, 119–121
in United States
, 119
Praxis
, 104
Pre-service teacher
, 134, 136, 138–141
Primary sources
, 110–111
Professional development
, 71
Professors
, 10, 75, 82, 85–86, 88, 92, 94
Protracted refugee communities
, 159
Readings
, 108, 121
Recognition
, 9–10, 30, 42, 83, 87–88, 92–95
Reflection
, 64, 93, 105, 108, 112, 125–128, 135–137, 141
Refugee
, 11, 56–57, 60–62, 152, 160
camps in Sudan and Kenya
, 148
education for
, 149–151
experience
, 149
Reification
, 10, 82
of universities
, 93–95
Relational practices
, 102
Research
, 4, 6, 40, 42, 74, 84–85, 92–93, 105–106, 111–112, 122
Responsibility
, 15–16, 27–28, 69, 157
Responsible curriculum
, 8, 34
Role playing
, 122–123, 129
School curriculum
, 32
Self-awareness
, 58
Self-management
, 82
Service learning
, 11, 129, 134–135, 138–141
reflection and
, 137
and teacher education
, 136
Seymour, Michel
, 9, 84, 86–87
Simulations
, 129
classroom
, 121
as pedagogical tool
, 121–122
poverty
, 10, 123–125
Skilled graduates
, 41, 68
Social and cultural issues
, 142
Social and economic benefit
, 9, 69
Social benefits
, 9, 40, 68, 70
Social change
, 5, 10, 119, 129, 148, 151, 153–154, 156, 158
Social class
, 118–120, 123, 128–130
Social development
, 5, 14, 30, 58, 68
Social exclusion
, 54, 59
Social impact
, 30, 40–41, 43, 46, 48–49
Social inclusion
, 9, 53–56
Social integration
, 54, 95
Social responsibilities
Social responsibility (SR)
, 4, 15–16, 18–19, 26, 29, 32, 42, 46–48, 59–60, 63, 73
historical perspective on
, 26–27
as well-being
, 53–56
Social work education
, 152, 157, 159
Socialization
, 9, 29, 55, 58, 69–70, 73, 142
Stakeholders
, 5–7, 11, 14, 17–18, 35, 42, 68, 73–74, 76, 78, 150–151, 160
Stigmatization
, 54–55, 118
Strategies
, 8–9, 14, 56, 68, 71, 106
for CESR
, 30–31
learning
, 158
Student-centered process
, 122
Students
, 4–5, 9–10, 45, 87, 107–108, 110, 111, 118, 122–125, 134, 139–140, 153–154, 157–158
reflections on simulation experience
, 125–128
Sustainability
, 41, 47–48, 96
Sustainable development
, 14, 28, 31
Teacher education
, 138–142
Teachers
, 10, 18, 36, 71, 87, 90–92, 94, 137–138, 140, 154
Teaching
, 14, 40, 55, 58, 73, 136, 141
abilities
, 11
community
, 5–6
of ethics
, 47
responsibility
, 6
SR
, 9
tolerance
, 57
Teaching-learning methods
, 4, 34
Thailand
, 151, 153–154
Tolerance
, 21, 56–57, 91
Transculturalism
, 62
Transformation
, 9, 55, 68–69, 72, 84, 90, 94, 105, 113, 135, 157–158
Uganda
, 151, 153–155
University
, 4–5, 6, 56, 68, 72, 76–77, 84, 89
education program
, 72
role in transforming society
, 9
of Utah
, 152
University social responsibility (USR)
, 5–7, 102, 105, 108, 111
University-community partnership
, 148
Well-being
, 9, 29, 45, 53–56, 58–59
Workforce
, 9, 28, 69, 72, 75, 86
- Prelims
- Part I: Integrating Intocuriculum
- Chapter 1: Introduction to International Perspectives on Policies, Practices and Pedagogies for Promoting Social Responsibility in Higher Education
- Chapter 2: Curriculum Development and Individual Social Responsibility in Nigeria: Exploring the Manitoba Art Education Curriculum Development Strategy
- Chapter 3: Integrating Social and Educational Responsibility: Concept, Model and Challenges
- Chapter 4: Making an Impact: Transforming Undergraduate Business Education
- Chapter 5: Social Responsibility High Teaching
- Chapter 6: Role of Universities in Transforming Society: Challenges and Practices
- Chapter 7: Struggle of Recognition Throughout Higher Education: The Pathology of the Private Corporations’ Request for Higher Benefits
- Part II: Curicular Approaches
- Chapter 8: Dispatches from the Radical Center: Fostering Engaged Citizenship and Investigating Authority in Community-Based Documentary Classrooms
- Chapter 9: Poverty Simulation: Promoting Perspective-Taking, Empathy, and Social Action
- Chapter 10: Higher Education and Digitalization: E-Service-Learning, A New Methodology for Developing Professional Competences
- Chapter 11: Global Learning Communities: Bridging Borders and Building Capacity of Communities on the Margins
- About the Authors
- Name Index
- Subject Index