Critical professionalism: a lecturer attribute for troubled times

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dc.contributor.authorLeibowitz, Brenda
dc.contributor.authorHolgate, David
dc.date.accessioned2017-06-19T15:20:59Z
dc.date.available2017-06-19T15:20:59Z
dc.date.issued2012
dc.description.abstractThis chapter describes the research-based project, Critical Professionalism, which gave rise to several of the chapters in this volume. We suggest that the concept of critical professionalism, with its strong value orientation, makes a foundational contribution to approaches to professional development for teaching for the public good in South Africa and other parts of the world. We use data generated from this project to tease out some of the characteristics of critical professionals, as well as some of the key ingredients necessary to support the emergence of academics as critical professionals. We begin by setting the scene for the study and explaining why, in the present era, academics’ sense of agency, criticality and professionalism might be threatened – to a fair degree by the rise of the audit culture and a strong managerial and prescriptive approach to steering the direction of higher education.en_US
dc.identifier.citationLeibowitz, B. and Holgate, D. (2012). Critical professionalism: a lecturer attribute for troubled times. In: Higher education for the public good, views from the South, ed. by B. Leibowitz. Stellenbosch: SUN Press, pp 165-178en_US
dc.identifier.isbn978-1-920338-88-6
dc.identifier.urihttp://hdl.handle.net/10566/2992
dc.language.isoenen_US
dc.publisherSUN Pressen_US
dc.rightsCopyright SUN MeDIA Stellenbosch. Permission granted to authors to archive chapters in OA repository.
dc.source.urihttp://dx.doi.org/10.18820/9781928357056/13
dc.subjectProfessionalismen_US
dc.subjectCritical reflexivityen_US
dc.subjectLecturersen_US
dc.subjectTeaching practiceen_US
dc.subjectPublic gooden_US
dc.titleCritical professionalism: a lecturer attribute for troubled timesen_US
dc.typeBook chapteren_US

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