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Why Public Scholarship Matters for Graduate Education.

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Title: Why Public Scholarship Matters for Graduate Education.
Authors: Bartha, Miriam, Burgett, Bruce
Source: Pedagogy. Winter2015, Vol. 15 Issue 1, p31-43. 15p.
Subject Terms: *Graduate education, *Curriculum, *Language & education, *Educational change
Company/Entity: University of Washington
Abstract: Drawing on nearly a decade of experience at the University of Washington, the authors argue for a reorientation of graduate curricula and pedagogy through publicly engaged forms of scholarship. Recognizing that the claims mobilized around public scholarship are necessarily local and situational, they suggest that public scholarship is best understood as organizing language that can align and articulate convergent interests rather than standardize or normalize them. This approach to public scholarship cuts against the disciplinary-professional mandates of most graduate curriculum since it requires both diversified forms of professionalization and pragmatic commitments to institutional change. [ABSTRACT FROM AUTHOR]
Copyright of Pedagogy is the property of Duke University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Why Public Scholarship Matters for Graduate Education.
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  Data: *<searchLink fieldCode="DE" term="%22Graduate+education%22">Graduate education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+%26+education%22">Language & education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink>
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  Data: Drawing on nearly a decade of experience at the University of Washington, the authors argue for a reorientation of graduate curricula and pedagogy through publicly engaged forms of scholarship. Recognizing that the claims mobilized around public scholarship are necessarily local and situational, they suggest that public scholarship is best understood as organizing language that can align and articulate convergent interests rather than standardize or normalize them. This approach to public scholarship cuts against the disciplinary-professional mandates of most graduate curriculum since it requires both diversified forms of professionalization and pragmatic commitments to institutional change. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Pedagogy is the property of Duke University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1215/15314200-2799148
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      – Code: eng
        Text: English
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      – SubjectFull: Graduate education
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      – SubjectFull: Curriculum
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      – SubjectFull: Language & education
        Type: general
      – SubjectFull: Educational change
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