Acknowledgments
Foreword
Introduction
Value of Cohering Faculty Roles
Marketizing Higher Education
Normalization of Individualization Separates
Distinguishing Confucian Relationality
Attending to Processes
Linking Time and Space
Juxtaposition as a Way to Enrich Relation
Part I: A Dynamic Confucian Tradition
1. The Exam Is Not the Text
Emphasizing a Commentarial Tradition
Taking an Interpretive Approach
A Complicated Conflation
Toward Agential Reading
2. A Familial Way Forward
Parents and Children
A Process Orientation Harmonizes
Framing People as Events
Personal Cultivation Emerges Through Relationship
Part II: Universities: Toward Sharing Responsibility
3. The Tenure Expectations Paradox
Product Paradigm Stresses Efficiency
Abstraction Decontextualizes
What About Teaching?
Addressing the Paradox
Engage the Core Values
4. Foregrounding Collegiality
More Than a Method
Generating Collaborative Space
Taking Experiences Seriously
Beyond Measurable Outcomes
Developing Inner Circles
5. Responsive Pedagogy
Unlearning Positions of Privilege
From Personal Cultivation to Critique
All About Relation: Juxtaposition With Feminist Perspectives
Conclusion
Embracing the Complexity of Learning: Some Implications
How Will You Respond?
Appendix A: University of Hawai'i Strategic Directions, 2015-2021
Appendix B: Criteria and Guidelines for Faculty Tenure/Promotion
Bibliography
Index

Mary K. Chang is an independent scholar, with a PhD in Educational Foundations from the University of Hawai'i. She is coeditor (with Teresa Vilardi) of Writing-Based Teaching: Essential Practices and Enduring Questions, also published by SUNY Press.