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  1.  10
    Novel, original, and business as usual: Contributing in the humanities.Tomas Hellström - 2022 - Arts and Humanities in Higher Education 21 (4):339-357.
    Arts and Humanities in Higher Education, Volume 21, Issue 4, Page 339-357, October 2022. This paper focuses on how contributions are argued in research proposals in the humanities. Due to standardizing tendencies in research funding towards formats characteristic of science, technology, engineering and mathematics subjects, there has been concern that the humanities are marginalized. In this study, ‘contribution statements’ were identified in proposals funded by the Bank of Sweden Tercentenary Foundation across the humanistic disciplines. These statements were systematically analyzed in (...)
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  2.  11
    Humanities at the centre: Insights from building a public humanities program.Molly Hiro & Jen McDaneld - 2022 - Arts and Humanities in Higher Education 21 (4):323-338.
    Arts and Humanities in Higher Education, Volume 21, Issue 4, Page 323-338, October 2022. This essay uses the experience of building a new public humanities program to explore approaches for revitalizing the field. While public humanities scholars have recently focused much of their attention on the “public” part of the public humanities, in the day-to-day institutional context the lack of attention on the “humanities” part can lead to problematic consequences for demonstrating their value. By exploring how the humanities are both (...)
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  3.  24
    “A new way of asking why”: The transformative promise of integrative global learning.Cathy Marie Ouellette - 2022 - Arts and Humanities in Higher Education 21 (4):358-374.
    Arts and Humanities in Higher Education, Volume 21, Issue 4, Page 358-374, October 2022. The question of how to engage undergraduate students in global learning is even more imperative given recent shifts in the global landscape and in higher education. Utilizing the value rubrics established by the American Association of Colleges and Universities, this analysis considers the importance of the humanities in realizing integrative, global learning in a domestic classroom. Intentionally underscoring global and integrative perspectives on race and ethnicity beyond (...)
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  4.  11
    Modeling the art historical canon.Laura M. F. Bertens - 2022 - Arts and Humanities in Higher Education 21 (3):240-262.
    Arts and Humanities in Higher Education, Volume 21, Issue 3, Page 240-262, July 2022. Although the art historical canon has been the subject of fierce debate, it remains an essential construct, shaping textbooks and survey courses. Visual representations of the canon often illustrate these narratives. Students encounter diagrams in their studies and it is important to make them aware of the illusion of scientific objectivity. This paper proposes the use of the computer ontology, as a modeling tool with which students (...)
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  5.  21
    Wither the plurality of decolonising the curriculum? Safe spaces and identitarian politics in the arts and humanities classroom.Ana Mendes & Lisa Lau - 2022 - Arts and Humanities in Higher Education 21 (3):223-239.
    Arts and Humanities in Higher Education, Volume 21, Issue 3, Page 223-239, July 2022. Contributing to the debate on decolonising the curriculum, this reflective article questions: What does a safe space in a decolonised classroom mean? For whom is it safe? And at what cost? Must we redraw the parameters of ‘safe’? Prompted by a real-life ‘n-word incident’ in the classroom, this article unpacks the collision of decolonising the curriculum to continue making teaching and learning more pluriversal and inclusive, with (...)
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