The Quest for the Public Intellectual, Identity and Service
Edited By Karen Ragoonaden
Chapter One: Setting the Path Toward Emancipatory Practices: Professor of Teaching
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Setting the Path Toward Emancipatory Practices
Professor of Teaching
Arising from the contested site of a new university campus, this chapter reflects on the transformative process of reconceptualizing and rebuilding a professional and academic stream in a twenty-first-century Faculty of Education. In particular, the discussion will reflect the impact of this agency of change on one tenure-track faculty member who was hired into a new research-intense university at a time when the campus did not possess resources and parameters for conceptualizing, supporting, and developing research. To maximize her capital, this assistant professor sought tenure in an innovative new stream introduced to her campus, Professor of Teaching. The novel rank reflected the commitment of the university to provide educational leadership, outstanding teaching, and curriculum innovation to higher education. However, despite the fact that outstanding achievement was required in these areas, guidelines for promotion to Professor were not directive and exhaustive but more so suggestive and situated in place-based environments. Within the context of a market-driven and policy-laden postsecondary institution, this was problematic. Since evidence supporting promotion to full professor is dependent on the discipline and the Faculty, myriad interpretations of what exactly constituted a Professor of Teaching emerged. Chaos, blunders, and misunderstandings ensued. Based on the ambiguity of these policies, of singular interest is the discussion surrounding the experiences of otherness and marginalization that arose as this scholar practitioner focused on her work as a teacher educator...
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