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.
|Qualification||Doctor of Philosophy|
|Award date||01 Aug 2014|
|Place of Publication||Australia|
|Publication status||Published - 2014|