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Abstract
An extension of 19th century M. Callow (&) Teaching and Learning, Policy and Leadership, University of Maryland, 2311 Benjamin Building, College Park, MD 20901, USAe-mail: [email protected] 123 774 High Educ (2013) 66:773776 humanist values, knowledge is viewed as independent from the knower; as such, students reproduce established ideas and thereby perpetuate the social order. In one of the chapters vignettes, which the author includes throughout the book as illustrative examples of relevant faculty experience, the geography lecturer Mary has had to take a semester-long leave of absence as a result of the exhausting teaching and research agenda she is expected to ll. [...]Fanghanel offers an important perspective on how managerialism in recent decades complicates, and even in some cases endangers, faculty work and well-being. Though she is wary of one-size-ts-all approaches to pedagogical training that disregard the nuances of disciplinary and departmental cultures, Fanghanel notes that the early career faculty she spoke to benetted from undergoing learning to teach (LtT) programs, including the opportunities to network, develop teaching skills, and receive feedback from peers. [...]this book is useful for any academic and administrator who wants a theoretical grasp not only of the academic professional him or herself, but also of the contemporary context in which most faculty live and work.