Layered Landscape of Higher Education

Margaret Kumar is Senior Fellow (Honorary) at The University of Melbourne, Australia and Adjunct Professor, Centurion University of Technology and Management (CUTM), Odisha, India. Dr Kumar lectures in Global Literacies, Multilingualism, Research and Academic Skills, Teacher Training and Teaching English to Speakers of Other Languages. Her research interests provide insightful perspectives on Curriculum issues, Cultures of Learning, New Knowledge Systems and Positioning Research.Supriya Pattanayak is the Vice Chancellor of the Centurion University of Technology and Management (CUTM), Odisha, India. She has extensive teaching, research, and policy experience and her research interest is in the field of gender and development, sustainable livelihoods, research methodologies, and Social Work pedagogies in different contexts.Nish Belford is Senior Lecturer in the Faculty of Education at Monash University, Australia. Her research interests in Creative arts and teacher education explore culturally responsive teaching and pedagogies for diversity and inclusion. Other research areas include gendered subjectivities of transnational women with education, work, family, diasporic cultures, and identities.

• Introduction: Deliberation Foreword Part 1: Capturing Curriculum 1. A Curriculum is about content, process, context, and relationality…and they (should) always go together… 2. Dismantling sounds and silences of heritage curriculum and traditional pedagogies in music education 3. Conceptualising ‘The Research Question’, ‘Academic Acclimatisation’, and ‘Supervisory Understandings’, for International Research Candidates 4. Exploration of Curriculum Issues on STEM Subjects from an Australian – Indian Knowledge Perspective 5. Flexible curriculum to meet the needs of disadvantaged students during the Pandemic Part 2: Diversity 6. Intercultural collaborative pedagogy and co-design for Architecture and Built Environment Education 7. Culturally Responsive Teaching with pre-service teachers and the challenges to action Culturally Responsive Pedagogies in an Australian Education context 8. Teaching medical laboratory sciences in a Culturally and Linguistically Diverse (CALD) environment 9. Reflections on culturally responsive practices and pedagogies: Higher Education and Initial Teacher Education Programs and support, inclusivity and diversity in the Australian context 10. Teaching and learning to support inclusion in Law Education: Autoethnographic Reflections of a Law Teacher 11. Tertiary programs in Chinese languages: Challenges and expectations of mixed-background students Part 3: Cultures of Learning 12. Engaging Care for Mother Earth as Central Pedagogy for Sustainable, and Regenerative Social Work: A Field Education Example from lutruwita Tasmania 13. Work integrated learning (WIL): An investigation of strategies to enable access, participation, and success for Australian First Nations Students 14. Graduating from University: Cultures of Learning 15. The Importance of Aboriginal Hospital Liaison Officers in the History of Aboriginal Health in Victoria in the Period 1982-2010- Interview between Aunty Lyn McInnes and Dr Margaret Kumar 16. Australia - India Partnerships in Social Entrepreneurship: Lessons for students – Interview between Professor Mukti Mishra and Professor Supriya Pattanayak 17. Cultures of learning in social work field education: Australian students’ experience Concluding Chapter – Future Focus

We form themselves partly through education, and we live in a shared world, one that continues towards convergence despite the complexity of the patterns and the climate-nature emergency that hangs overall. So, the unity-in-diversity encounter that is intercultural education, with its many possibilities for hybrid practices and much needed new thinking, might be the most important education for the future. This is a great book, accessible and full of ideas, which opens up a really exciting space for educationists.Simon MarginsonProfessor of Higher EducationUniversity of OxfordDisplaying commendable qualities of self-reflexivity, the essays in this volume discuss how the current challenges facing systems of Higher Education require them to rethink their fundamental purposes and modes of governance. The essays suggest that the trends associated with technologization, globalization, marketization and the like have made it necessary for educators to consider the shifts in the ways in which knowledge is now created and distributed, curriculum priorities are negotiated and established, learning is structured and assessed, and institutions are governed and reformed. Narrating their own personal experiences, the authors show how deliberations over these issues increasingly demand political and ethical reflexivity. Fazal RizviEmeritus ProfessorThe University of Melbourne and the University of Illinois at Urbana-ChampaignRivers of knowledge flow stronger when the attributes of the tributaries are themselves strong and diverse. They will confront the stagnation of the status quo and closed mindsets then courageously take you to brave places of thinking and perspectives. So, allow yourself to get caught up in the current of deep thinking and the intellectual prismatic tapestry that this book provides, and let it take you to a new place.Professor Mark RosePro Vice-Chancellor, Indigenous Strategy and InnovationDeakin University