Love acts and revolutionary praxis: challenging the neoliberal university through a teaching scholars development program

References

• Al-Mahmood, R. (2011). e-Learning and e-teaching in higher education: Choreographies of identity and spatiality (Unpublished doctoral dissertation). University of Melbourne, Melbourne.
   Google Scholar
• Alvesson, M., & Spicer, A. (2011). Metaphors we lead by: Understanding leadership in the real world. Oxon: Routledge.
   Google Scholar
• Ayers, W. (2001). To teach: The journey of a teacher. New York, NY: Teachers College Press.
   Google Scholar
• Banksy. R etrieved from http://www.banksy.co.uk
   Google Scholar
• Barnett, R. (2011). The idea of the university in the twenty-first century: Where’s the imagination? Journal of Higher Education, 1(2), 88–94. doi: 10.2399/yod.11.088
   Google Scholar
• Barnett, R. (2013). Imagining the university. Oxon: Routledge.
   Google Scholar
• Billot, J., & King, V. (2015). Understanding academic identity through metaphor. Teaching in Higher Education, 20(8), 833–844. doi: 10.1080/13562517.2015.1087999
   Web of Science ®Google Scholar
• Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Retrieved from https://files.eric.ed.gov/fulltext/ED326149.pdf
   Google Scholar
• Brew, A. (2011). Higher education research and the scholarship of teaching and learning: The pursuit of excellence. International Journal for the Scholarship of Teaching and Learning, 5(2), 3. doi: 10.20429/ijsotl.2011.050203
   Google Scholar
• Cambridge, B. (2001). Fostering the scholarship of teaching and learning: Communities of practice. In D. Lieberman & C. Wehlburg (Eds.), To improve the academy (pp. 3–16). Bolton, MA: Anker.
   Google Scholar
• Connell, R. (2013). The neoliberal cascade and education: An essay on the market agenda and its consequences. Critical Studies in Education, 54(2), 99–112. doi: 10.1080/17508487.2013.776990
   Web of Science ®Google Scholar
• Darder, A. (1998, April). Teaching as an act of love: In memory of Paulo Freire. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. Retrieved from https://files.eric.ed.gov/fulltext/ED426154.pdf
   Google Scholar
• Darder, A. (2017). Reinventing Paulo Freire: A pedagogy of love. New York, NY: Routledge.
   Google Scholar
• Deleuze, G., & Guattari, F. (1987). A thousand plateaus. (B. Massumi, Trans.). Minneapolis, MN: University of Minnesota Press.
   Google Scholar
• Derrida, J., & Dufourmantelle, A. (2000). Of hospitality. (R. Bowlby, Trans.). Stanford, CA: Stanford University Press.
   Google Scholar
• Fanghanel, J., Pritchard, J., Potter, J., & Wisker, G. (2016). Defining and supporting the scholarship of teaching and learning (SoTL): A sector-wide study (Literature review). Retrieved from https://repository.uwl.ac.uk/id/eprint/2066/1/literature_review.pdf
   Google Scholar
• Faundez, A. (1989). Paulo Freire: Learning to question – A pedagogy of liberation. New York, NY: Continuum.
   Google Scholar
• Goodyear, P. (2015). Teaching as design. HERDSA Review of Higher Education, 2, 27–50. Retrieved from http://www.herdsa.org.au/herdsa-review-higher-education-vol-2/27-50
   Google Scholar
• Gough, N. (2004). Read intertextually, write an essay, make a rhizome: Performing narrative experiments in educational inquiry. In H. Piper & I. Stronach (Eds.), Educational research: Difference and diversity (pp. 155–176). Aldershot: Ashgate.
   Google Scholar
• Greene, M. (1973). Landscapes of learning. New York, NY: Teachers College Press.
   Google Scholar
• Honan, E. (2007). Writing a rhizome: An (im)plausible methodology. International Journal of Qualitative Studies in Education, 20(5), 531–546. doi: 10.1080/09518390600923735
   Google Scholar
• hooks, b. (2001). All about love. New York, NY: Harper Perennial.
   Google Scholar
• Kelly, F. (2015). A day in the life (and death) of a public university. Higher Education Research & Development, 34(6), 1153–1163. doi: 10.1080/07294360.2015.1024628
   Web of Science ®Google Scholar
• Kreber, C. (2013). The transformative potential of the scholarship of teaching. Teaching and Learning Inquiry, 1(1), 5–18. Retrieved from https://www.jstor.org/stable/10.2979/teachlearninqu.1.1.5 doi: 10.20343/teachlearninqu.1.1.5
   Google Scholar
• Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago, IL: University of Chicago Press.
   Google Scholar
• Lather, P., & Smithies, C. (1997). Troubling the angels: Women living with HIV/AIDS. New York, NY: Routledge.
   Google Scholar
• Laura, C. T. (2013). Intimate inquiry: Love as ‘data’ in qualitative research. Cultural Studies ↔ Critical Methodologies, 13(4), 289–292. doi: 10.1177/1532708613487875
   Google Scholar
• Laura, C. T. (2016). Intimate inquiry: A love-based approach to qualitative research. Critical Questions in Education, 7(3), 215–231. doi: 10.1177/1532708613487875
   Google Scholar
• Leistyna, P. (2004). Presence of mind in the process of learning and knowing: A dialogue with Paulo Freire. Teacher Education Quarterly, 31(1), 17–29. Retrieved from http://www.jstor.org/stable/23478410
   Google Scholar
• McKinney, K. (Ed.). (2013). The scholarship of teaching and learning in and across the disciplines. Bloomington, IN: Indiana University Press.
   Google Scholar
• Merleau-Ponty, M. (2010). Phenomenology of perception. (D. A. Landes, Trans.). London: Routledge. (Original work published in 1945.)
   Google Scholar
• Mirzoeff, N. (1999). An introduction to visual culture. London: Routledge.
   Google Scholar
• Nhat Hanh, T. (2004). True love: A practice for awakening the heart. Berkeley, CA: Shambhala.
   Google Scholar
• Oliver, M. (1992). The summer day. New and selected poems. Boston, MA: Beacon Press.
   Google Scholar
• Redwood, S. (2008). Research less violent? Or the ethics of performative social science. Forum: Qualitative Social Research, 9(2), Art. 60. Retrieved from http://nbn-resolving.de/urn:nbn:de:0114-fqs0802608
   Google Scholar
• Sellers, M. (2015).  … working with (a) rhizoanalysis … and … working (with) a rhizoanalysis … . Complicity: An International Journal of Complexity and Education, 12(1), 6–31. doi: 10.29173/cmplct23166
   Web of Science ®Google Scholar
• Sellers, M., & Honan, E. (2007). Putting rhizomes to work: (E)merging methodologies. New Zealand Research in Early Childhood Education, 10, 145–154. Retrieved from https://search.informit.com.au/documentSummary;dn=379044255328593;res=IELNZC
   Google Scholar
• Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. doi: 10.17763/haer.57.1.j463w79r56455411
   Web of Science ®Google Scholar
• Sutton, P. (2015). A paradoxical academic identity: Fate, utopia and critical hope. Teaching in Higher Education, 20(1), 37–47. doi: 10.1080/13562517.2014.957265
   Web of Science ®Google Scholar
• Sutton, P. (2017). Lost souls? The demoralization of academic labour in the measured university. Higher Education Research & Development, 36(3), 625–636. doi: 10.1080/07294360.2017.1289365
   Web of Science ®Google Scholar
• Whyte, D. (2001). Crossing the unknown sea: Work as a pilgrimage of identity. New York, NY: Riverhead Books.
   Google Scholar
• Willis, E., & Leiman, T. (2013). In defence of a pedagogy of the heart: Theory and practice in the use of imaginal knowledge. Higher Education Research & Development, 32(4), 660–671. doi: 10.1080/07294360.2012.706747
   Web of Science ®Google Scholar