Subject Index

Citation (2020), "Subject Index", Sengupta, E., Blesinger, P. and Mahoney, C. (Ed.) International Perspectives on Policies, Practices & Pedagogies for Promoting Social Responsibility in Higher Education (Innovations in Higher Education Teaching and Learning, Vol. 32), Emerald Publishing Limited, Bingley, pp. 175-179. https://doi.org/10.1108/S2055-364120200000032016 Publisher: Emerald Publishing Limited Copyright © 2020 Emerald Publishing Limited INDEX Note: Page numbers followed by “n” indicate end notes. Active learning, 121–122 Affective curriculum, 26 Alienation, 82, 86–87, 94, 96n1, 96n2 Applied, 54 academic approaches, 91 programs, 84, 86–87 skills, 73, 77, 95 Approaches, 5, 8, 10, 18, 77 “applied” academic, 91 digital, 134 institutional and procedural, 93 for integrating socially responsible curriculum, 34 Archival science, 110–111, 113 Art, 54, 62, 105 education curriculum, 17–18 on prescription, 57–58 as socially engaged activity for inclusion, 56–60 Bill, 85, 125 Business education, 40–41, 43, 49 transforming undergraduate, 8–9 Capstone, 45, 129 Case study, 8, 11, 41, 134 E-SL and teacher education, 138–142 Polish case study, 9 Challenges of integration, 36 Citizenship, 4, 9–10, 27, 48–49, 55, 69, 73, 77 Civic obligations, 113 participation, 120 responsibility, 11, 68–70, 74, 77, 135 values, 73 Civic engagement, 10–11, 106, 134–135, 141 Civil society, 10, 55, 76, 88–91, 95, 96n1 Classroom, 47, 104, 110 community, 105, 113 documentary, 105 simulations, 121 Co-curricular activity, 8, 28 Collaboration, 27, 35, 75, 102, 109, 134, 154 in design thinking, 43 of educational institutions, 30 Community engagement, 102, 141 Community organizations, 129 Community partners, 11, 102, 105, 108–113, 137 Community partnerships, 105 Community-based classroom experiences, 102 documentaries, 109 documentary classrooms, 10 documentary courses, 105 documentary engagements, 104 documentary research practices, 105 pedagogies, 138 work, 103 Competence, 9–11, 55, 58, 73, 77, 138, 141 digital, 140 intercultural, 45 interpersonal, 59 professional, 134 social, 135, 137 Contact zone, 62–63 Content analysis, 139 Contribution, 5, 8, 10, 28–29, 45, 58, 68, 74, 77, 88, 90, 96, 108 Core competencies, 68–69, 128 Corporate educational social responsibility (CESR), 29–30 Corporate social responsibility (CSR), 5, 16, 26, 28, 47 Corporations, 87, 94–95 Critical thinking, 10, 45, 58, 70, 73, 77, 85, 90, 109, 118, 121–122, 125, 135–136, 140, 150, 160 Cultural environment, 44 Cultural life, 6, 58 Curriculum, 4, 14–15, 17–18, 31, 33, 34–35, 43–47 business, 9 by design, 42–43 hidden, 9, 47–49 Nigerian educational, 19 social science, 118 socially responsible, 34 Curriculum development, 14, 18, 21 in Nigeria, 16–18 strategy, 7–8 Dardot, Pierre & Christian Laval, 87, 93, 96n1 Design thinking, 8, 41–43, 45–46, 49 Digital humanities, 110 Digitalization, 10–11, 134–142 Documentary, 104, 106–107 classes, 102 fieldwork, 110, 113 media-making practices, 10 practices, 102 Research, 110, 112 theory, 104–105 Dzeleka Refugee Camp in Malawi, 154 E-learning, 10–11, 134 E-service-learning (E-SL), 10–11, 134, 134, 137–138, 141 Economic assets, 120 benefits, 9, 40, 68, 70 development, 68–69 disciplines, 71 disparities, 120 diversity, 103 neoliberalism, 91 Education, 9–10, 14, 16–17, 26, 36, 55, 58, 68 Educational institutions, 8, 14, 16, 22, 26–27, 29–34, 91 Educational social responsibility, 28–29, 34 Educational system, 14–15, 20, 71 Embedded model, 34–35 Empathy, 10, 54, 57, 63, 40, 49, 119, 122, 127–129, 153 Employability, 32, 40, 93 Empowerment, 55, 82, 91, 135, 153, 156, 158 Equity, 71, 114 Ethics, 16, 42, 46–47, 53, 55, 84, 91, 93, 102 Experiential learning, 122, 125, 128, 134–135 Forced migration, 148–151, 159 Foundational, 87 approach, 86 knowledge, 92, 96 Freirean critical awareness, 111 Freirean praxis, 105 Freitag, Michel, 9, 83, 87 Funding, 22, 31, 87, 109 CSR, 32–33 Gadamer, Hans Georg, 62, 82, 88–90, 95 Gentrification, 109 Global community, 28, 71, 75, 141–142, 152, 158, 160 Good citizen, 54 Graduate capabilities, 14, 41, 42 Graduate skills, 14 Higher education, 4–5, 55–56, 68, 71, 83–85, 134–142, 150 and digitalization, 10–11 increasing place of corporatism, 85–88 institutions, 103 reshaping, 94–95 struggle of recognition throughout, 9–10 Honneth, Axel, 9, 88, 93–94, 96n2 Identity, 11, 55, 93 Inclusive education, 55 India and curriculum, 27, 30 Individual social responsibility (ISR), 7–8, 14–22 Inequalities, 63, 104, 120 Influence, 19, 21, 64, 82, 85, 88, 107, 112, 127 Information literacy, 106 Informed citizenship, 9, 68 Innovative customized curriculum, 71 Institutions, 4–6, 76, 82, 85 academic, 75, 88–89 colonial, 70 tertiary, 8, 17, 19 Integration, 4, 8, 26, 31, 54 for CESR, 32–33 Integrative knowledge, 105 Interviewing, 107 Job creation, 9, 68–69, 71 Kakuma Refugee Camp, Kenya, 154 Knowledge, 6, 8–9, 26, 28–29, 43, 44, 46, 57, 68–70, 73, 84–85, 87–89, 152, 157 integrative, 105 struggle for recognition of, 93–95 university as place of, 92–93 Language, 40, 59, 114, 136, 150 Learners, 68–69, 82, 137, 140, 154, 158 Learning, 11, 14, 47, 58, 64, 97n4, 134–136, 140 Learning community, 113, 153 Manitoba approach, 17–18 Market, 16, 88 economic, 90 job, 74 labor, 4, 41, 87, 91 Modernization, 9, 69, 74 Myanmar (Burma), 151, 153–155 Neo-subject, 82, 87–88, 96n1 Neoliberalism, 85, 89, 91, 93 Nigerian educational curriculum, 19 Online education, 134, 138, 159 Oral histories, 110–112 Partnerships, 48, 76–78, 87, 105, 150–151, 158–160 Pedagogy, 14, 34–35, 55, 134, 138, 158 Perspective taking, 10, 118–130 Plugins, 26, 29 Poetry, 59 of Kholoud Charaf, 60–63 Policymakers, 31, 33, 75 Poverty, 10, 118 simulation, 10, 123–125 understanding and reducing, 119–121 in United States, 119 Praxis, 104 Pre-service teacher, 134, 136, 138–141 Primary sources, 110–111 Professional development, 71 Professors, 10, 75, 82, 85–86, 88, 92, 94 Protracted refugee communities, 159 Readings, 108, 121 Recognition, 9–10, 30, 42, 83, 87–88, 92–95 Reflection, 64, 93, 105, 108, 112, 125–128, 135–137, 141 Refugee, 11, 56–57, 60–62, 152, 160 camps in Sudan and Kenya, 148 education for, 149–151 experience, 149 Reification, 10, 82 of universities, 93–95 Relational practices, 102 Research, 4, 6, 40, 42, 74, 84–85, 92–93, 105–106, 111–112, 122 Responsibility, 15–16, 27–28, 69, 157 Responsible curriculum, 8, 34 Role playing, 122–123, 129 School curriculum, 32 Self-awareness, 58 Self-management, 82 Service learning, 11, 129, 134–135, 138–141 reflection and, 137 and teacher education, 136 Seymour, Michel, 9, 84, 86–87 Simulations, 129 classroom, 121 as pedagogical tool, 121–122 poverty, 10, 123–125 Skilled graduates, 41, 68 Social and cultural issues, 142 Social and economic benefit, 9, 69 Social benefits, 9, 40, 68, 70 Social change, 5, 10, 119, 129, 148, 151, 153–154, 156, 158 Social class, 118–120, 123, 128–130 Social development, 5, 14, 30, 58, 68 Social exclusion, 54, 59 Social impact, 30, 40–41, 43, 46, 48–49 Social inclusion, 9, 53–56 Social integration, 54, 95 Social responsibilities Social responsibility (SR), 4, 15–16, 18–19, 26, 29, 32, 42, 46–48, 59–60, 63, 73 historical perspective on, 26–27 as well-being, 53–56 Social work education, 152, 157, 159 Socialization, 9, 29, 55, 58, 69–70, 73, 142 Stakeholders, 5–7, 11, 14, 17–18, 35, 42, 68, 73–74, 76, 78, 150–151, 160 Stigmatization, 54–55, 118 Strategies, 8–9, 14, 56, 68, 71, 106 for CESR, 30–31 learning, 158 Student-centered process, 122 Students, 4–5, 9–10, 45, 87, 107–108, 110, 111, 118, 122–125, 134, 139–140, 153–154, 157–158 reflections on simulation experience, 125–128 Sustainability, 41, 47–48, 96 Sustainable development, 14, 28, 31 Teacher education, 138–142 Teachers, 10, 18, 36, 71, 87, 90–92, 94, 137–138, 140, 154 Teaching, 14, 40, 55, 58, 73, 136, 141 abilities, 11 community, 5–6 of ethics, 47 responsibility, 6 SR, 9 tolerance, 57 Teaching-learning methods, 4, 34 Thailand, 151, 153–154 Tolerance, 21, 56–57, 91 Transculturalism, 62 Transformation, 9, 55, 68–69, 72, 84, 90, 94, 105, 113, 135, 157–158 Uganda, 151, 153–155 University, 4–5, 6, 56, 68, 72, 76–77, 84, 89 education program, 72 role in transforming society, 9 of Utah, 152 University social responsibility (USR), 5–7, 102, 105, 108, 111 University-community partnership, 148 Well-being, 9, 29, 45, 53–56, 58–59 Workforce, 9, 28, 69, 72, 75, 86 Book Chapters Prelims Part I: Integrating Intocuriculum Chapter 1: Introduction to International Perspectives on Policies, Practices and Pedagogies for Promoting Social Responsibility in Higher Education Chapter 2: Curriculum Development and Individual Social Responsibility in Nigeria: Exploring the Manitoba Art Education Curriculum Development Strategy Chapter 3: Integrating Social and Educational Responsibility: Concept, Model and Challenges Chapter 4: Making an Impact: Transforming Undergraduate Business Education Chapter 5: Social Responsibility High Teaching Chapter 6: Role of Universities in Transforming Society: Challenges and Practices Chapter 7: Struggle of Recognition Throughout Higher Education: The Pathology of the Private Corporations’ Request for Higher Benefits Part II: Curicular Approaches Chapter 8: Dispatches from the Radical Center: Fostering Engaged Citizenship and Investigating Authority in Community-Based Documentary Classrooms Chapter 9: Poverty Simulation: Promoting Perspective-Taking, Empathy, and Social Action Chapter 10: Higher Education and Digitalization: E-Service-Learning, A New Methodology for Developing Professional Competences Chapter 11: Global Learning Communities: Bridging Borders and Building Capacity of Communities on the Margins About the Authors Name Index Subject Index

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