References
- Artze‐Vega, I. (2018). Toward learning and justice, through love. To Improve the Academy, 37(1), 30–42. https://doi.org/https://doi.org/10.1002/tia2.20065
- Asai, D. J. (2020). Race matters. Cell, 181(4), 754–757. https://doi.org/https://doi.org/10.1016/j.cell.2020.03.044
- Behari-Leak, K., & Mokou, G. (2019). Disrupting metaphors of coloniality to mediate social inclusion in the global South. International Journal for Academic Development, 24(2), 135–147. https://doi.org/https://doi.org/10.1080/1360144X.2019.1594236
- Bowan, J., & Yeo, M. (2020). Exploring and learning from failure in facilitation. International Journal of Academic Development, 25(1), 19–30. https://doi.org/https://doi.org/10.1080/1360144X.2019.1700120
- Bozalek, V., Leibowitz, B., Carolissen, R., & Boler, M. (eds). (2014). Discerning critical hope in educational practices. Routledge.
- Freire, P. (1994). Pedagogy of hope. Continuum.
- Gannon, K. (2020). Radical hope:A teaching manifesto. West Virginia University Press.
- Grant, B. M. (2007). The mourning after: Academic development in a time of doubt. International Journal for Academic Development, 12(1), 35–43. https://doi.org/https://doi.org/10.1080/13601440701217303
- Kendi, I. X. (2019). How to be an antiracist. Random House.
- Kolomitro, K., Kenny, N., & Sheffield, S. L. M. (2020). A call to action: Exploring and responding to educational developers’ workplace burnout and well-being in higher education. International Journal for Academic Development, 25(1), 5–18. https://doi.org/https://doi.org/10.1080/1360144X.2019.1705303
- McGowan, S., Felten, P., Caulkins, J., & Artze‐Vega, I. (2017). Fostering evidence‐informed teaching in crucial classes: Faculty development in gateway courses. New Directions for Higher Education, 2017(180), 53–62. https://doi.org/https://doi.org/10.1002/he.20261
- Ojala, M. (2017). Hope and anticipation in education for a sustainable future. Futures, 94(10), 76–84. https://doi.org/https://doi.org/10.1016/j.futures.2016.10.004
- Rattray, J. (2018). Affect and ipsative approaches as a counter to pedagogic frailty: The guardian of traditional models of student success. Higher Education Research & Development, 37(7), 1489–1500. https://doi.org/https://doi.org/10.1080/07294360.2018.1494141
- Roxå, T., & Mårtensson, K. (2017). Agency and structure in academic development practices: Are we liberating academic teachers or are we part of a machinery supressing them? International Journal for Academic Development, 22(2), 95–105. https://doi.org/https://doi.org/10.1080/1360144X.2016.1218883
- Solnit, R. (2016). Hope in the dark: Untold histories, wild possibilities. Haymarket Books.
- Timmermans, J., & Sutherland, K. (2020). Wise academic development: Learning from the ‘failure’ experiences of retired academic developers. International Journal for Academic Development, 25(1), 43–57. https://doi.org/https://doi.org/10.1080/1360144X.2019.1704291
- Unterhalter, E. (2010). Global inequalities and higher education: Whose interests are you serving? Macmillan International Higher Education.
- Wu, L., Yan, K., & Zhang, Y. (2020). Higher education expansion and inequality in educational opportunities in China. Higher Education, 80(3), 549–570. https://doi.org/https://doi.org/10.1007/s10734-020-00498-2.