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In this unique study, emerging higher education leader and policy expert Kenneth D. Gariepy takes a Foucauldian genealogical approach to the study of the intellectually “free” subject through the analysis of selected academic freedom statement-events. Assuming academic freedom to be an institutionalized discourse-practice operating in the field of contemporary postsecondary education in Canada, a specific kind of cross-disciplinary, historico-theoretical research is conducted that pays particular attention to the productive nature and effects of power-knowledge. The intent is to disrupt academic freedom as commonsensical “good” and universal “right” in order to instead focus on how it is that the academic subject emerges as free/unfree to think – and therefore free/unfree to be – through particular, effective, and effecting regimes of truth and strategies of objectification and subjectification. In this way, the author suggests how it is that academic freedom operates as a set of systemically agonistic practices that might only realize a different economy of discourse through the contingent nature of the very social power that produces it. Dr. Gariepy’s use of Foucault’s genealogical analysis provides a wholly different way in which to re-think the construction and practice of academic freedom in Canada and is thus an important contribution to the broader discursive field it seeks to analyze. Given contemporary neoliberal critiques of the university, the issue of academic freedom and the intellectually free subject is a vital problem that is of interest to numerous knowledge producing communities – on and off campus. Equally important in addressing the problem of academic freedom is how the book also contributes a new description of the genealogical method – something Foucault did not stipulate – that is original, ambitious, compelling, and insightful. I commend Dr. Gariepy for returning, to investigate anew, an issue we think we know.” – E. Lisa Panayotidis, PhD, Professor & Chair, Educational Studies in Curriculum and Learning, Werklund School of Education, University of Calgary, Editor of History of Intellectual Culture.

Teaching --- onderwijs --- opvoeding --- Education. --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Education --- Filosofi --- Uddannelse

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In this book, the reader will encounter a myriad of urgent library and information voices reflecting contemporary local, national, and transnational calls to action on conflicts generated by failures to acknowledge human rights, by struggles for recognition and representation, by social exclusion, and the library institution's role therein. These voices infuse library and information work worldwide into social movements and the global discourse of human rights, they depict library and information workers as political actors, they offer some new possibilities for strategies of resistance, and t

025 --- Bibliotheekbeheer --- Librarians --- Library science --- Human rights --- Social action --- Libraries and society --- Social Sciences --- Library & Information Science --- Professional ethics --- Moral and ethical aspects --- 025 Bibliotheekbeheer --- Human rights. --- Social action. --- Libraries and society. --- Professional ethics. --- Moral and ethical aspects. --- Social change --- Bibliothéconomie --- Bibliothèconomie --- Droits de l'homme (Droit international) --- Action sociale --- Changement social --- Bibliothècaires --- Bibliothèques et société --- Philosophy --- Handbooks, manuals, etc. --- Citizen participation --- Philosophie --- Aspect moral --- Guides, manuels, etc. --- Participation des citoyens --- Déontologie --- Social policy --- Social problems --- Library ethics --- Society and libraries --- Librarians, Professional ethics for --- Basic rights --- Civil rights (International law) --- Rights, Human --- Rights of man --- Human security --- Transitional justice --- Truth commissions --- Law and legislation

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In an age when responses to accountability regimes in education range from hysteria to cynicism, this volume reframes accountability in narratives of collective, participatory responsibility that leave one feeling inspired and ready to act. The authors, all scholar-practitioners speaking from contexts spanning leadership, policy, literacy, indigenous education, and diversity, explore ways to navigate accountability discourses with wisdom, courage and hope.—Tara Fenwick, PhD, Head, Dept. of Educational Studies, University of British Columbia. In this collection, the preoccupation of educational institutions with accountability is critically examined by writers who work in the field. They consider the impact of accountability regimes on professional practice and the learning agenda, challenge current policies and call for a rethinking of accountability. The skills and knowledge associated with this work is what we should hold schools accountable to. It is, as you see from reading these contributions, time for change.—Stephen Murgatroyd, PhD, Chief Scout, The Innovation Expedition Inc. About the Book From their diverse perspectives, nine educational practitioners discuss current educational accountability policies and how these affect students, educators, learning and teaching in a variety of settings, from K-12 schools to post-secondary institutions and government agencies. The authors combine theory, research and their day-to-day experiences to reflect on the challenges posed by realities such as outcomes-based curricula, high-stakes testing, standardized reporting and management by objectives. By examining current accountability initiatives and their effects in relation to core values of public education such as equity, diversity, democracy and opportunity, this book offers educators a range of insights for thinking about and doing education differently.

Educational accountability