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Why Public Scholarship Matters for Graduate Education

Why Public Scholarship Matters for Graduate Education 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

Why Public Scholarship Matters for Graduate Education

Bartha, Miriam; Burgett, Bruce; Cassuto, Leonard
Pedagogy , Volume 15 (1) – Jan 1, 2015
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Copyright
© 2014 by Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-2799148
Publisher site
See Article on Publisher Site

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.

Journal

Pedagogy – Duke University Press

Published: Jan 1, 2015

References

  • Paths and Perceptions: Assessing Doctoral Education Using Career Path Analysis
    Aanerud, Rebecca et al Maki, Peggy L.; Borkowski, Nancy A.
  • The Capacity to Aspire: Culture and the Terms of Recognition
    Appadurai, Arjun Rao, Vijayendra; Walton, Michael
  • Humanists and the Public University
    Lye, Colleen; Newfield, Christopher; Vernon, James
  • ‘So You Want to Become a Professor!’ Lessons from the PhDs—Ten Years Later Study
    Nerad, Maresi; Aanerud, Rebecca; Cerny, Joseph Wulff, Donald H.; Austin, Ann E.
  • The Structure and Silence of the Cognitariat
  • The Social Life of an Art Installation
    Rosaldo, Renato Atlas, Caron; Korza, Pam
  • Styles of Intellectual Publics
    Warner, Michael
  • Paths and Perceptions: Assessing Doctoral Education Using Career Path Analysis
    Aanerud, Rebecca et al Maki, Peggy L.; Borkowski, Nancy A.
  • The Capacity to Aspire: Culture and the Terms of Recognition
    Appadurai, Arjun Rao, Vijayendra; Walton, Michael
  • Humanists and the Public University
    Lye, Colleen; Newfield, Christopher; Vernon, James
  • ‘So You Want to Become a Professor!’ Lessons from the PhDs—Ten Years Later Study
    Nerad, Maresi; Aanerud, Rebecca; Cerny, Joseph Wulff, Donald H.; Austin, Ann E.
  • The Structure and Silence of the Cognitariat
  • The Social Life of an Art Installation
    Rosaldo, Renato Atlas, Caron; Korza, Pam
  • Styles of Intellectual Publics
    Warner, Michael