This article analyses current educational reform documents pertaining to the role, nature and scope of tertiary education in New Zealand. The argument posited here is that these reform proposals, while signaling a welcome paradigm shift in the values that underpin higher education policy, risk marginalizing the notion and the pursuit of higher…

Develops and defends a notion of trust in higher learning, and examines the pedagogical challenges of its pursuit. Asserts that the experience of trust between teachers and students is a necessary foundation for a critical, dialogical learning environment, yet it is a pursuit and sensation that can be imperiled by the demands and restrictions…

Explores the pedagogical implications of Ronald Barnett's claim that teaching in higher education must confront, celebrate, and augment a world of radical unknowability. In examining Barnett's body of work, significant reference is made to the insights of Martin Buber and Paulo Freire in relation to Barnett's conceptualization of potentiality and…