EPUB Accessibility Report

TOC Outline

1. Cover
2. Title page
3. Copyright
4. Dedication
5. Contents
6. Biographies
7. List of Illustrations
8. Foreword
   1. Mary O’Kane
9. Introduction: Reimagining education
   1. Sandra Abegglen, Tom Burns, Richard Heller, Rajan Madhok, Fabian Neuhaus, John Sandars, Sandra Sinfield, and Upasana Gitanjali Singh
10. I. Examples of System Change
11. 1. Inverting the distribution of Higher Education:From top-down to student-led
    1. Richard F. Heller and Stephen Leeder
12. 2. A critical pedagogy for a critical time
    1. Jane Booth
13. 3. Serious fun: Reimagining Higher Education from a humane perspective
    1. Sarah Honeychurch
14. 4. Fostering hope and humanity through transformative education: A call to reimagine mentorship
    1. Shivaani Chugh, Anurag Mishra, Aashima Dabas, and Chandini Chugh
15. 5. Creating hope through T-shaped values
    1. Earle Abrahamson, Nina Namaste, Corinne A. Green, Mayi Arcellana-Panlilio, Lisa Hatfield, and Michelle J. Eady
16. 6. The human and nothing but the whole human: With head, heart, and hand
    1. Nathalie Tasler
17. 7. Becoming wildly nomadic with the Nomadic Detective Agency-Assemblage
    1. Mark Ingham
18. 8. Playful Higher Education futures: Hopeful and utopian thinking in pedagogy
    1. Kim Holflod
19. II. How Technology Can Shape the Future
20. 9. The emotional impact of nature seen through the lenses of virtual reality (VR) and revealed through the power of expressive art
    1. Gabriella Rodolico and Fiona McGregor
21. 10. CanadARThistories: Collaboratively designing an open-access course
    1. Johanna Amos and Alena Buis
22. 11. PhDForum: An online quiet study room providing a public space that nurtures the personal experience of being part of a global community
    1. Donna Peach
23. 12. “The art of conversation”: Educational guidance practitioners and support for distance-learning students
    1. Oliver Burney, Jennifer Hillman, Mark Kershaw, Stephanie Newton, Elizabeth Shakespeare, and Sean Starbuck
    2. Introduction
    3. Educational advisers in conversation
       1. Principles of telephone guidance
       2. Holistic guidance at a distance
       3. Emancipatory guidance practice and its challenges
    4. Some (hopeful) principles for remote educational guidance
    5. Steps toward hope
    6. References
24. III. Creative Curriculum Design
25. Creative curriculum design: Introduction
    1. Tom Burns, Sandra Sinfield, and Sandra Abegglen
26. 13. Hope Street: Reimagining learning journeys
    1. Laura Bissell and David Overend
27. 14. The other F word: Re-storying student failure in Canadian Higher Education
    1. Victoria A. Fritz
28. 15. “Armed love”: A case study in cultivating a pedagogy of hope
    1. Chris Cachia
29. 16. The XXXX game: A character-based tool for learning
    1. Louise Sheridan
30. 17. Reimagining the sage–guide dichotomy: A life-long learner’s story of teaching and learning in Higher Education
    1. Katherine Herbert and Yeslam Al-Saggaf
31. 18. Playing with learning: Adopting a playful approach to Higher Education learning and teaching
    1. John Parkin
32. 19. Making plants cool again: Re-introducing botany as a beacon of hope and innovation in our educational systems
    1. Geyan Surendran, Adam Bromley, James Connorton, Lian X. Liu, Paul A. Townsend, Michael Heinrich, and Shelini Surendran
33. 20. Putting theory into (proposed) action: The significance of campaign planning as an assessment task
    1. Luke Ray Di Marco Campbell
34. 21. Freedom to learn: Developing autonomous critical learners through self-assessment in Higher Education
    1. Agnese Di Domenico, Aidan Harvey, Beth Karp, Elizabeth Veldon, Ingeborg van Knippenberg, John Cowan, and Zack Moir
35. 22. Hope in an art school
    1. Simone Maier
36. IV. Imaginative Collaboration and Co-creation
37. 23. Embracing compassion: Nonviolent communication for transformative teaching and learning in higher education
    1. Anna Troisi
38. 24. Better Together: Towards a new organising principle and mindset for co-creation
    1. Nikita Asnani, Inca Hide-Wright, Jess Humphreys, Bo Kelestyn, and Jean Mutton
39. 25. Peer review: No crime no punishment
    1. Debbie Holley
40. 26. Co-creating networks of hope in an interdisciplinary degree for mature students
    1. Catherine Bates, Tracy Campbell, Colin Webb, and Lucy Yeboa
41. 27. A quiet hope: Enhancing institution-wide inclusive assessment practices
    1. Siobhán O’Neill and Laura Lee1
42. 28. The moongazers: A creative vision of Higher Education
    1. Sandra Abegglen, Tom Burns, and Sandra Sinfield
43. V. Beyond the Curriculum
44. 29. Learning vs education: A view beyond the divide
    1. Akitav Sharma
45. 30. Belonging through compassion: Supporting hope through the design of a website for educational development and social justice
    1. Vikki Hill and Liz Bunting
46. 31. Humanising student and instructor experiences to nurture relationships and improve engagement
    1. Umme Mansoory
47. 32. The ten wellness spheres to support student and staff health and wellbeing in a modern, post-1992 university in, through, and outside of the study lifecycle
    1. Michelle Morgan
48. 33. Unlocking a new generation of leaders: How universities can support students’ inner development goals
    1. Nayiri Keshishi
49. 34. The pedagogy of joy and engaged presence
    1. Phoenix Perry
50. 35. “Resilience Finders”: Flourishing in life through immersive game experiences
    1. Rachel Higdon and Hilary Thomson
51. 36. Storying the silences of social mobility
    1. Karen Arm
52. 37. How can you know what you don’t know?: Changing the narrative around the “successful learner”
    1. Stephanie Diane Jury1
53. 38. An imperfect practice? What barriers are there to providing outdoor education opportunities for primary-aged children?
    1. Megan McGee
54. 39. Moving, making, and mingling: Moving towards an embodied pedagogy
    1. Susannah McKee and Marie Stephenson
55. 40. Food for thought: Pandemic hope
    1. Hilda Mary Mulrooney
56. 41. “It’s a bit like academic me-time”: Can virtual mini writing retreats contribute to a more joyful, creative, and humane Higher Education?
    1. Aspasia Eleni Paltoglou, Alison Williams, Arriarne Pugh, and Rossella Sorte
    2. Introduction
       1. Individualist deficit model vs supportive community approaches
       2. Benefits of face-to-face writing retreats
       3. Establishing a writing habit with regular writing retreats
       4. Online sessions
    3. Context
    4. Discussion
       1. Personal benefits
       2. Professional benefits
    5. Limitations
    6. Conclusion
    7. Steps toward hope
    8. References
57. 42. The opportunity of constraint: How beating one’s head against the wall can open a door
    1. Joshua Thorpe
58. VI. Focus On the Teachers
59. 43. Addressing the challenges of the new, internationalised Higher Education ecosystem by applying successful teacher adaptation strategies: Promoting the human side of teaching in the Central European context
    1. Rita Koris, Marta Folmeg, Imre Fekete, and Ágnes Pál
60. 44. If the tomatoes don’t grow, we don’t blame the plant: A reflection on co-created CPD sessions for staff reimagining education and the impact on their daily practice
    1. Mâir Bull, Stephanie Aldred, Sophie Bessant, Sydney-Marie Duignan, and Eileen Pollard
61. 45. Embracing compassion and self-care: Educator wellbeing amidst the chaos
    1. Lee Fallin
62. 46. Decoloniality and nonviolence as a pedagogy of hope: Chilean pre-service teachers and their reconceptualisation of inclusive classrooms
    1. Gaston Bacquet
63. 47. Avengers Assemble! Working together and valuing professional services staff expertise in programme design
    1. Zak Liddell and Leigh Kilpert
64. 48. “If you know, you know”: Creating lightbulb moments through reverse mentoring
    1. Rachael O’Connor
65. Conclusion: Steps toward hope
    1. Sandra Abegglen, Tom Burns, Richard Heller, Rajan Madhok, Fabian Neuhaus, John Sandars, Sandra Sinfield, and Upasana Gitanjali Singh
66. Index
67. About the team
68. This book need not end here…
69. You may also be interested in:
70. Back cover

Headings Outline

• Contents
• Biographies
  • Editors
  • Illustrator
  • Chapter Contributors
• List of Illustrations
  • Figures
  • Tables
• Foreword
  • Mary O’Kane
• Introduction: Reimagining education
  • Sandra Abegglen, Tom Burns, Richard Heller, Rajan Madhok, Fabian Neuhaus, John Sandars, Sandra Sinfield, and Upasana Gitanjali Singh
  • Why hope?
  • The case studies
  • Why read it?
  • To conclude
  • What else?
  • Acknowledgement
  • References
  • Further reading
• I. Examples of System Change
• Examples of system change: Introduction
  • Rajan Madhok
• 1. Inverting the distribution of Higher Education:From top-down to student-led
  • Richard F. Heller and Stephen Leeder
  • Introducing hope
    • The student:
    • The international student:
    • The academic:
    • The vice-chancellor:
  • Is there really a problem?
  • What are we proposing?
  • Is there any support for this idea?
  • Other potential benefits
  • Will this student-led approach to accessing Higher Education work to solve the problem?
  • Conclusion
  • Steps toward hope
  • References
• 2. A critical pedagogy for a critical time
  • Jane Booth
  • Introduction
  • Dare we hope?
  • Moving beyond employability to reflection and resistance
  • Reclaiming the importance of “the critical” in education
  • Conclusion
  • Steps toward hope
  • References
• 3. Serious fun: Reimagining Higher Education from a humane perspective
  • Sarah Honeychurch
  • Introducing serious fun
  • Steps towards hope
  • References
• 4. Fostering hope and humanity through transformative education: A call to reimagine mentorship
  • Shivaani Chugh, Anurag Mishra, Aashima Dabas, and Chandini Chugh
  • Introduction
  • Stories of hope in mentorship
  • A human-centric approach to education
  • Embracing inclusivity and choice
  • Tales of transformation in mentorship
  • Towards a reimagined educational landscape
  • Mentorship themes and educational innovation: Nurturing human connections and transformative learning
  • Reimagining education: Embracing the essence of mentorship
  • Implementation
  • Conclusion
  • Steps toward hope
  • References
• 5. Creating hope through T-shaped values
  • Earle Abrahamson, Nina Namaste, Corinne A. Green, Mayi Arcellana-Panlilio, Lisa Hatfield, and Michelle J. Eady
  • Introduction
  • Context (reflection by Earle)
  • Valuing peoples’ experiences and perspectives (reflection by Lisa)
  • Ethic of care (reflection by Nina)
  • Students as contributors: Co-learning and reciprocal learning (reflection by Mayi)
  • Research as integral, not extra (reflection by Corinne)
  • Conclusion
  • Steps toward hope
  • References
• 6. The human and nothing but the whole human: With head, heart, and hand
  • Nathalie Tasler
  • Introduction
  • Head—cognitive foundations
    • Points for reflection
  • Hand—what is it you do?
    • Points for reflection
  • Heart—unconditional positive (self)-regard
    • What is unconditional positive regard?
    • Points for reflection
  • Steps toward hope
  • References
• 7. Becoming wildly nomadic with the Nomadic Detective Agency-Assemblage
  • Mark Ingham
  • Prologues
  • Steps toward hope
  • References
• 8. Playful Higher Education futures: Hopeful and utopian thinking in pedagogy
  • Kim Holflod
  • Prologue: Framing playful higher education
  • Voice 1: Playful voices of hope
  • Voice 2: Playful voices of utopia
  • Designing for “otherwise” futures within playful Higher Education pedagogy
  • Epilogue: Hope, utopia, punk, pedagogy
  • Steps toward hope
  • References
• II. How Technology Can Shape the Future
• How technology can shape the future: Introduction
  • Upasana Gitanjali Singh
• 9. The emotional impact of nature seen through the lenses of virtual reality (VR) and revealed through the power of expressive art
  • Gabriella Rodolico and Fiona McGregor
  • Introduction
  • VR in education
  • The emotional impact of nature
  • Virtual reality and the connection to nature
  • Expressive art as a medium for emotional expression
  • Visual art as responsive narrative
  • In-Service Teachers’ practical experience
  • Teachers’ feedback
  • Creating pedagogical artifacts for Pre-Service Teachers
  • Conclusions and recommendations
  • Steps toward hope
  • References
• 10. CanadARThistories: Collaboratively designing an open-access course
  • Johanna Amos and Alena Buis
  • Introduction
  • Canadian art history courses
  • A digital, collaborative approach to create an alternative
  • Lessons learnt
  • Concluding thoughts on CanadARThistories—and OERs
  • Steps toward hope
  • References
• 11. PhDForum: An online quiet study room providing a public space that nurtures the personal experience of being part of a global community
  • Donna Peach
  • Steps toward hope
  • References
• 12. “The art of conversation”: Educational guidance practitioners and support for distance-learning students
  • Oliver Burney, Jennifer Hillman, Mark Kershaw, Stephanie Newton, Elizabeth Shakespeare, and Sean Starbuck
  • Introduction
  • Educational advisers in conversation
    • Principles of telephone guidance
    • Holistic guidance at a distance
    • Emancipatory guidance practice and its challenges
  • Some (hopeful) principles for remote educational guidance
  • Steps toward hope
  • References
• III. Creative Curriculum Design
• Creative curriculum design: Introduction
  • Tom Burns, Sandra Sinfield, and Sandra Abegglen
  • Key learnings
    • 1. Hope as a critical pedagogical praxis
    • 2. Reclaiming agency and voice
    • 3. Embracing risk, failure, and uncertainty
    • 4. Reimagining roles and relationships
    • 5. Pedagogical embodiment and creativity
    • 6. Disruption as a space for possibility
  • References
• 13. Hope Street: Reimagining learning journeys
  • Laura Bissell and David Overend
  • Introduction: It begins and ends in hope
  • Creative adventures
  • Towards a hopeful pedagogy
  • Steps towards hope
  • References
• 14. The other F word: Re-storying student failure in Canadian Higher Education
  • Victoria A. Fritz
  • Introduction
  • An opening
  • My journey
  • Current steps
  • The importance of failure
  • What can be done
  • Potential strategies
  • Conclusion: A hopeful failure
  • Steps toward hope
  • References
• 15. “Armed love”: A case study in cultivating a pedagogy of hope
  • Chris Cachia
  • My COVID story
  • Theoretical context: Critical pedagogy, community, and biographical disruption
  • Lessons in hope and (armed) love
  • Steps toward hope
  • References
• 16. The XXXX game: A character-based tool for learning
  • Louise Sheridan
  • Introduction
  • The XXXX game
  • Shaping the game
  • Leading the game: The teacher’s role
  • Playing the game: The participants’ experience3
  • Conclusion
  • Steps toward hope
  • References
• 17. Reimagining the sage–guide dichotomy: A life-long learner’s story of teaching and learning in Higher Education
  • Katherine Herbert and Yeslam Al-Saggaf
  • Introduction
  • The context and methodology
  • Sage–guide dichotomy
  • The story
  • Reimagining and letting go of ego
  • Steps toward hope
  • References
• 18. Playing with learning: Adopting a playful approach to Higher Education learning and teaching
  • John Parkin
  • Introduction
  • Personal reflections: Vignettes
  • In conclusion
  • Steps toward hope
  • References
• 19. Making plants cool again: Re-introducing botany as a beacon of hope and innovation in our educational systems
  • Geyan Surendran, Adam Bromley, James Connorton, Lian X. Liu, Paul A. Townsend, Michael Heinrich, and Shelini Surendran
  • Introduction
  • Botany education as it stands
    • The diminished place of plants in curricula
    • Cultivating the next generation of botany experts
    • Future impacts on conservation and medicine
    • Reconnecting with the natural world through botany
    • Successful integration of botany in schools
    • Innovative approaches to botany education
    • Creating botany clubs and societies
    • Lab classes and school gardens
    • Foraging activities and ethnobotany education
    • Medicinal gardens and education in medicinal plants (pharmacognosy)
    • Promoting citizen science projects and global collaboration
  • Conclusion
  • Resources for further exploration
  • Steps toward hope
  • References
• 20. Putting theory into (proposed) action: The significance of campaign planning as an assessment task
  • Luke Ray Di Marco Campbell
  • Introduction: Making change
  • An experienced context
  • Immersive assessment
  • Agency endorsement
  • Many voices make hope work
  • End notes: Radical visions of hope
  • Steps toward hope
  • References
• 21. Freedom to learn: Developing autonomous critical learners through self-assessment in Higher Education
  • Agnese Di Domenico, Aidan Harvey, Beth Karp, Elizabeth Veldon, Ingeborg van Knippenberg, John Cowan, and Zack Moir
  • Introduction
  • Overcoming enculturation
  • Mutual trust
  • Facilitating metacognitive processes
  • Our hope
  • Steps toward hope
  • References
• 22. Hope in an art school
  • Simone Maier
  • Setting the context: A critical introduction
  • From student to tutor and back again
  • Hope rises still
  • Discovering limitations of critical pedagogy
  • Discovering post-critical pedagogy
  • Enacting a post-critical pedagogy
  • Conclusion
  • Steps towards hope
  • References
• IV. Imaginative Collaboration and Co-creation
• Imaginative collaboration and co-creation: Introduction
  • Sandra Abegglen, Tom Burns, and Sandra Sinfield
  • Chapter overview
  • Key learnings
    • 1. Educational transformation through shared power and radical inclusion
    • 2. Compassionate communication helps building humane learning communities
    • 3. Unlocking new educational possibilities through creativity, play, and interdisciplinary practice
    • 4. Grassroots initiatives can drive institutional change from the margins
  • References
• 23. Embracing compassion: Nonviolent communication for transformative teaching and learning in higher education
  • Anna Troisi
  • Embracing compassion: Nonviolent communication for transformative teaching and learning in Higher Education
  • Adopting nonviolent communication in the BSc creative computing
    • Introduction to the students and lecturers
    • Introduction to the lecturers and course leaders
  • From empathy to empowerment
  • Conclusions
  • Steps toward hope
  • References
• 24. Better Together: Towards a new organising principle and mindset for co-creation 
  • Nikita Asnani, Inca Hide-Wright, Jess Humphreys, Bo Kelestyn, and Jean Mutton
  • Introduction
  • What is Better Together?
    • Design thinking
    • Emergent strategy
  • How do we get to Better Together?
  • How are we nurturing Better Together?
    • Micro: Learning about/through DT
    • Micro: Facilitating with/through DT 
    • Meso: Leading with/through service design
    • Meso/macro: Empowering with/through DT
  • To conclude 
  • Next steps
  • Steps toward hope
  • References
• 25. Peer review: No crime no punishment
  • Debbie Holley
  • Introduction: Complexity and compliance
  • Peer review and competing cultures
  • Creating a culture for learning
  • Conclusion
  • Steps toward hope
  • References
• 26. Co-creating networks of hope in an interdisciplinary degree for mature students
  • Catherine Bates, Tracy Campbell, Colin Webb, and Lucy Yeboa
  • Adult education, transformative pedagogies, aspirational capital, and social change
  • Radically hopeful pedagogy and aspirational capital
  • Hopeful acts of change and networks of hope on Professional Studies
    • Lucy
    • Tracy
    • Colin
  • Conclusion: Bringing you into our network of hope
  • Steps toward hope
  • References
• 27. A quiet hope: Enhancing institution-wide inclusive assessment practices
  • Siobhán O’Neill and Laura Lee1
  • Introduction
  • Inclusive practice in Higher Education
  • UDL at UCC
  • Inclusive assessment
  • Digital Badge development
    • Understanding institutional needs
    • Understanding staff needs
    • Understanding students’ needs
    • Course content
  • Feedback, revisions, and next steps
  • Conclusion and recommendations
  • Steps toward hope
  • References
• 28. The moongazers: A creative vision of Higher Education
  • Sandra Abegglen, Tom Burns, and Sandra Sinfield
  • Introduction: Why vision?
    • Why art-based practice?
  • Flying to the moon: Our creative practice
  • The moondance
  • The thing itself always escapes
  • You see the whole of the moon1
  • Taking off2
  • Steps toward hope
  • References
• V. Beyond the Curriculum
• Beyond the curriculum: Introduction
  • John Sandars
• 29. Learning vs education: A view beyond the divide
  • Akitav Sharma
  • Introduction
  • The status quo
  • A way forward: “Curriculum for Innovation” (CfI)
    • The role of the teacher/facilitator
    • Assessments
    • Content delivery/format
    • Intended learning outcomes
  • Why sociological imagination?
  • Why contextual placement?
  • Why individual adaptation?
  • Why learn innovative practices and behaviours?
  • Why personalised academic guidance?
  • Education is greater than the sum of its parts!
  • Conclusion
  • Author’s remarks
  • Steps toward hope
  • References
• 30. Belonging through compassion: Supporting hope through the design of a website for educational development and social justice
  • Vikki Hill and Liz Bunting
  • Introduction
  • Context of hope
  • Imagining compassionate futures in higher education
  • Shaping our site to empower hope
  • Dialogic and polyvocal
  • Person-centred
  • Compassionately designed
  • Designing ecologies of hope and compassion
  • Developing a more joyful and hopeful education
  • Steps toward hope
  • References
• 31. Humanising student and instructor experiences to nurture relationships and improve engagement
  • Umme Mansoory
  • Steps toward hope
  • References
• 32. The ten wellness spheres to support student and staff health and wellbeing in a modern, post-1992 university in, through, and outside of the study lifecycle
  • Michelle Morgan
  • Introduction
  • What are the ten wellness spheres?
  • The rationale for the ten wellness spheres in, through, and outside of the study lifecycle
    • First contact and admissions
      • Pre-arrival
      • Arrival and course orientation
      • Induction to study
      • Reorientation and reinduction
      • Outduction
    • Typical pressure points
      • Pre-arrival
      • Arrival and orientation
      • Induction and reinduction to study
      • Preparing to leave—completion or withdrawal
  • Reducing poverty across the study lifecycle and wellness spheres
  • Providing quick and easy access to information via a one stop site to build resources
  • Conclusion
  • Steps towards hope
  • References
• 33. Unlocking a new generation of leaders: How universities can support students’ inner development goals
  • Nayiri Keshishi
  • Introduction
  • Understanding the Inner Development Goals framework
  • The role of universities in promoting the IDG framework
  • Supporting Inner Development Goals in universities
    • Curricular integration
    • Inclusive learning environments
    • Service-learning opportunities
    • Global and cross-cultural exposure
    • Mindfulness and wellbeing initiatives
  • Limitations
  • Conclusion
  • Steps toward hope
  • References
• 34. The pedagogy of joy and engaged presence
  • Phoenix Perry
  • Steps toward hope
  • References
• 35. “Resilience Finders”: Flourishing in life through immersive game experiences
  • Rachel Higdon and Hilary Thomson
  • Why is storytelling so powerful and important in times of change and transition?
    • The pilots
    • Take away
  • Steps toward hope
  • References
• 36. Storying the silences of social mobility
  • Karen Arm
  • The political rhetoric
  • Narrativising the journey
  • Stories of dislocation
  • Stories of dual location
  • Stories of relocation
  • The power of the story
  • Steps toward hope
  • References
• 37. How can you know what you don’t know?: Changing the narrative around the “successful learner”
  • Stephanie Diane Jury1
  • Introduction
  • Success, Universal Design for Learning, and personalisation
  • Personalised approaches to metacognition
  • Case study
  • Personalisation vs dependence
  • Conclusion
  • Steps toward hope
  • References
• 38. An imperfect practice? What barriers are there to providing outdoor education opportunities for primary-aged children?
  • Megan McGee
  • Introduction
  • The pros and cons of outdoor education: What are the benefits and barriers?
  • What can be done to improve outdoor education opportunities in English primary schools?
  • Steps toward hope
  • References
• 39. Moving, making, and mingling: Moving towards an embodied pedagogy
  • Susannah McKee and Marie Stephenson
  • Introduction
  • Moving, making, and mingling (milieu and mood)
    • Moving
    • Making
    • Mingling
    • Milieu
    • Mood
    • Embodied pedagogy in action?
    • Future possibilities
    • Steps toward hope
    • References
• 40. Food for thought: Pandemic hope
  • Hilda Mary Mulrooney
  • Introduction
  • The need to connect
  • Building connections online—the potential of food
  • Food to build a sense of belonging
  • How else can food be used to enhance belonging in Higher Education?
  • Steps toward hope
  • References
• 41. “It’s a bit like academic me-time”: Can virtual mini writing retreats contribute to a more joyful, creative, and humane Higher Education?
  • Aspasia Eleni Paltoglou, Alison Williams, Arriarne Pugh, and Rossella Sorte
  • Introduction
    • Individualist deficit model vs supportive community approaches
    • Benefits of face-to-face writing retreats
    • Establishing a writing habit with regular writing retreats
    • Online sessions
  • Context
  • Discussion
    • Personal benefits
    • Professional benefits
  • Limitations
  • Conclusion
  • Steps toward hope
  • References
• 42. The opportunity of constraint: How beating one’s head against the wall can open a door
  • Joshua Thorpe
  • Experiments in writing and the case of Tom
  • Discussion: Three insights for learning and teaching
    • Language is material
    • Freedom is overrated
    • Writing (and other academic work) can be more social
  • Conclusion
  • Steps toward hope
  • References
• VI. Focus On the Teachers
• Focus on the teachers: Introduction
  • Richard Heller
• 43. Addressing the challenges of the new, internationalised Higher Education ecosystem by applying successful teacher adaptation strategies: Promoting the human side of teaching in the Central European context
  • Rita Koris, Marta Folmeg, Imre Fekete, and Ágnes Pál
  • Introduction
  • The HE ecosystem in Central Europe
  • Teacher responses to the burdens of twenty-first-century HE
  • European projects as a means of teacher adaptation and innovative teaching
  • Instructors’ wellbeing
  • Promoting the human side of teaching
  • Steps toward hope
  • References
• 44. If the tomatoes don’t grow, we don’t blame the plant: A reflection on co-created CPD sessions for staff reimagining education and the impact on their daily practice
  • Mâir Bull, Stephanie Aldred, Sophie Bessant, Sydney-Marie Duignan, and Eileen Pollard
  • Introduction
  • 10% Braver Teaching
    • Vignette 1
    • Our starting point: “10% Braver Teaching” workshop
    • The soil components
  • 10% Braver Colleagues
    • Vignette 2
    • A follow up series of events: “10% Braver Colleagues” lunch and share
    • Reframing and wellbeing
  • The Secret Teacher
    • Vignette 3
    • Theory aiding reflection
  • Conclusion
  • Steps toward hope
  • References
• 45. Embracing compassion and self-care: Educator wellbeing amidst the chaos
  • Lee Fallin
  • When a student comes calling…
  • Chaos from a messy world
  • Self-compassion as a framework for academic self-care
  • A critical approach to self-compassion
  • Sharing the love: Extending the understanding to others
  • We need to go easy on ourselves
  • Steps toward hope
  • References
• 46. Decoloniality and nonviolence as a pedagogy of hope: Chilean pre-service teachers and their reconceptualisation of inclusive classrooms
  • Gaston Bacquet
  • The issue with identity: Us versus them
  • Moving towards a holistic concept of inclusiveness
  • Nonviolence as a path to inclusiveness
  • A pedagogy of hope
  • Conclusion
  • Steps toward hope
  • References
• 47. Avengers Assemble! Working together and valuing professional services staff expertise in programme design
  • Zak Liddell and Leigh Kilpert
  • Introduction
  • Why does it matter?
    • Definition: Teaching vs education
    • Power: Cultural capital
    • Process: Shared pain points and interconnectivity
    • People: Changing professional identities
    • Impact: Contribution of PS staff to student outcomes
    • Evaluation: Student point of view
  • The Programme Heroes Model
    • Recognising and uniting our heroes
    • Bringing together fragmented discussions
    • Key features of the model
  • Conclusion
  • Steps toward hope
  • References 
• 48. “If you know, you know”: Creating lightbulb moments through reverse mentoring
  • Rachael O’Connor
  • Cultivating hope
  • Why reverse mentoring?
  • Beyond the conversations: Is it enough?
  • Switching on the lightbulbs: Concluding thoughts
  • Steps toward hope
  • References
• Conclusion: Steps toward hope
  • Sandra Abegglen, Tom Burns, Richard Heller, Rajan Madhok, Fabian Neuhaus, John Sandars, Sandra Sinfield, and Upasana Gitanjali Singh
• Index
• Contents
  • Landmarks