As academics, we do not only produce and reproduce knowledge; we also produce our citizenship as a social and agonistic space. There are nuances embedded within academic citizenship -- unqualifiable, but compelling in their production and reproduction of power dynamics, bringing into disrepute notions of academic citizenship as a homogenous or…

Maintaining an active research agenda while teaching full-time at a community college can be daunting, but with institutional support for scholarly research by way of course release it is possible. This personal reflection offers up evidence of institutional support from a variety of sources within the public university system of New York City,…

In this interview, author, researcher, and professor D. Jean Clandinin reflects on her many years of experience as a narrative inquiry researcher, teacher, and teacher educator. She believes that growing up in a large, extended family with rooted engagement in the community set the stage for her later interest in narrative inquiry. She describes…

This article reflects on the tensions I encountered as an insider researcher during a qualitative study exploring academics' integration of educational technology in a South African higher education institution. While critical qualitative approaches acknowledge research participants' vulnerability to the researcher's interpretation and…

Kathy Hirsh-Pasek is the Stanley and Debra Lefkowitz Faculty Fellow in the Department of Psychology at Temple University and a Senior Fellow at the Brookings Institution. She is the past president of the International Society for Infant Studies, served as the Associate Editor of "Child Development" and is on the governing counsel of the…

Ethnography as a methodological approach presents the fieldworker with many ethical crossroads throughout the research process. This is because of the unique position that ethnographers find themselves in, the environments that they research and the relationships which are formed. This paper presents four confessional vignettes from a broader…

The Trump administration represents less a break from the Bush and Obama administration education reforms than an expansion of those reforms. I argue that academics have been complicit in these reforms through the depolitization and privatization of their scholarship and their adherence to a technological framework of knowledge production,…

Design thinking is becoming more commonly used as a collaborative, problem-solving approach in higher education outside design disciplines. With the pivot to remote and online learning in response to Covid-19 and lockdown measures, many educators have had to rethink their practice and collaboration in design thinking, without the usual recourse to…

The impact of neoliberalism on language education has recently attracted scholars' attention. Linguistic entrepreneurship is a conceptual lens through which neoliberal implications for language learning and use can be investigated. This commentary offers comments on common threads of themes running through the four articles in this special issue.…

This interview with James E. Purpura via Zoom comes in uncertain times, with CVOID-19 turning into a global pandemic. The author delves into different issues related to James E. Purpura's early career and his Language Assessment Quarterly (LAQ) editorial experience. Then moves on and talk about his research and teaching. The final part will…

The theme of both "Journal of Higher Education Outreach and Engagement" volume 12 issues 1 and 2 collectively, is "Faculty Motivation for Engagement in Public Scholarship." Herein Dwight Giles, Jr. touches upon each article in issue 2, specifically, noting the variability of the central terminology that is used across authors…

In this commentary, author Dwight Giles, Jr. reflects on his 2008 article, "Understanding an Emerging Field of Scholarship: Toward a Research Agenda for Engaged, Public Scholarship," reprinted in this 20th anniversary issue of "Journal of Higher Education Outreach and Engagement." In his original article, Giles argued that…

Kristin L. Sayeski introduces the reader to Dan Hallahan and provides a synopsis of his educational background. She reports Hallahan received his BA in psychology in 1967 and his PhD in education and psychology in 1971 from the University of Michigan, then began his career as an assistant professor in special education at the University of…

In many STEM-related fields, graduating doctoral students are often expected to assume a postdoctoral position as a prerequisite to a faculty position, yet there is no such expectation in mathematics education. This phenomenon is likely due in large part to an abundance of faculty positions; however, it may also result from the field's…

This paper draws on the theory of Basil Bernstein and on more recent applications of it by Rob Moore, John Beck and Michael Young to respond to recent calls for the replacement of discipline-based university faculties and departments with "problem-based" curricula and programmes of study. It considers, particularly, the potential…