Abstract
University education plays an important role in helping people to understand, negotiate, and address modern day complexities and social injustices. This places a demand on university teachers to teach in ways that are social-justice oriented, morally-committed, critically reflexive, and informed. It demands teaching practice enacted as critical pedagogical praxis. This study examined how this kind of teaching can be enabled and constrained in a university by focusing on the experiences of a group of academics committed to making a difference.
| Original language | English |
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| Qualification | Doctor of Philosophy |
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| Award date | 01 Aug 2014 |
| Place of Publication | Australia |
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| Publication status | Published - 2014 |