Embedding a civic engagement dimension within the higher education curriculum: a study of policy, process and practice in Ireland.

摘要: As the civic role of higher education attracts renewed critical attention, idea engagement has come to fore. Civic engagement, as espoused in many institutional missions, encompasses a diversity goals, strategies and activities. Latterly, these have included particular approaches teaching learning. This research examines process embedding dimension within curriculum Ireland. I use term ‘pedagogy for engagement’as generic range academic practices –variously referred ‘service learning’or ‘community based learning’–which share an explicit focus. Academic practice serves central focus with attention pertinent aspects prevailing context. Using multi-site case study conducted spirit naturalistic enquiry, examine four cases this innovation, drawn from university institute technology sectors Ireland, unstructured interviews documents main sources data. interrogate underpinning rationale engagement’–as gleaned literature, policy context studies –exploring implicit conceptions relation knowledge, curriculum, civil society, community purpose education. The draws its empirical data those responsible implementing pedagogy –the ‘embedders’–and other actors. Interviews were carried out staff, project directors, educational developers, managers leaders. Key actors national international field also participated study. Four orientations are identified, revealing multifaceted rationale. explore operationalising factors impacting on academics’capacity willingness embed it. While does not directly experience students partners their process, perceived by staff others, is problematised. implications putative unresolved epistemology explored light how participants conceive Academics’ambivalence about place values emerges theme issue agency recurs. may be conceived terms teaching, service roles academics consider it positioned institution. Opportunities alignment identified at number levels constructive strategic priorities. unrealised potential Irish National Framework Qualifications –specifically ‘insight’dimension –as means enabling legitimising pedagogy, prominence afforded principle subsidiarity policy. localised way which been adopted adapted underlines significance culture. ‘Pedagogy concept challenges assumptions traditional practices, raising fundamental questions regarding –and just contemporary