Overview

"Teaching, Tenure, and Collegiality espouses the concept of relationality—the idea that people’s activities necessarily emerge through contextual engagement with others—as an alternative to the ""publish or perish"" ethos in higher education. Building on research by comparative philosophers, Mary K. Chang constructs a concept of Confucian relationality and engages it to question universities’ increasing reliance on market-oriented metrics to determine their strategic directions and gauge faculty productivity. Using a process-oriented approach that features change, the embodied connectedness of people, and the extensive impact of personal cultivation, Chang situates higher educational institutions as continually constructed by people's actions in ways that cannot be wholly described or quantified—and need not be. Values are powerful in educational contexts because they direct how administrators, faculty, and students focus limited energy. Teaching, Tenure, and Collegiality reevaluates what universities normatively value and offers a holistically expansive view that positions faculty as experts and learners whose activity is inseparable from the contexts constructed by the relationships from which they emerge."

Full Product Details

Author:   Mary K. Chang
Publisher:   State University of New York Press
Imprint:   State University of New York Press
Dimensions:   Width: 15.20cm , Height: 2.50cm , Length: 22.90cm
Weight:   0.227kg
ISBN:  

9781438487465

ISBN 10:   1438487460
Pages:   252
Publication Date:   02 August 2022
Audience:   General/trade ,  General
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

Acknowledgments Foreword Introduction Value of Cohering Faculty Roles Marketizing Higher Education Normalization of Individualization Separates Distinguishing Confucian Relationality Attending to Processes Linking Time and Space Juxtaposition as a Way to Enrich Relation Part I: A Dynamic Confucian Tradition 1. The Exam Is Not the Text Emphasizing a Commentarial Tradition Taking an Interpretive Approach A Complicated Conflation Toward Agential Reading 2. A Familial Way Forward Parents and Children A Process Orientation Harmonizes Framing People as Events Personal Cultivation Emerges Through Relationship Part II: Universities: Toward Sharing Responsibility 3. The Tenure Expectations Paradox Product Paradigm Stresses Efficiency Abstraction Decontextualizes What About Teaching? Addressing the Paradox Engage the Core Values 4. Foregrounding Collegiality More Than a Method Generating Collaborative Space Taking Experiences Seriously Beyond Measurable Outcomes Developing Inner Circles 5. Responsive Pedagogy Unlearning Positions of Privilege From Personal Cultivation to Critique All About Relation: Juxtaposition With Feminist Perspectives Conclusion Embracing the Complexity of Learning: Some Implications How Will You Respond? Appendix A: University of Hawai'i Strategic Directions, 2015–2021 Appendix B: Criteria and Guidelines for Faculty Tenure/Promotion Bibliography Index

Reviews

“By applying the concept of Confucian relationality, Chang offers a new way to look at how higher education is structured as well as evaluated. Faculty will find the sections on tenure and collegiality especially helpful.” — A. G. Rud, coauthor of The Philosophy of Chinese Moral Education: A History

By applying the concept of Confucian relationality, Chang offers a new way to look at how higher education is structured as well as evaluated. Faculty will find the sections on tenure and collegiality especially helpful. - A. G. Rud, coauthor of The Philosophy of Chinese Moral Education: A History

Author Information

Mary K. Chang is an independent scholar, with a PhD in Educational Foundations from the University of Hawai'i. She is coeditor (with Teresa Vilardi) of Writing-Based Teaching: Essential Practices and Enduring Questions, also published by SUNY Press.

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