Higher education, tertiary education Books

Book SynopsisIn Beyond Retention: Cultivating Spaces of Equity, Fairness, and Justice for Women of Color in U.S. Higher Education, Brenda Marina and Sabrina N. Ross address the continued underrepresentation of women faculty of color at predominantly White colleges and universities through a creative convergence of scholarship focused on intellectual activism and structural change. Inspired by the African American oral tradition of call and response, this text illuminates the calls, or personal narratives of women faculty of color who identify racialized, gendered, sexualized, and class-based challenges associated with work in predominantly White institutions. Accounts of social justice-oriented strategies, policies, and practices that support women faculty of color and reflections by women of color who are senior faculty members serve as literal and metaphorical responses. The convergence of calls for social justice and equity-minded responses and reflections in this text provide intellectual foundations for the development of higher education spaces where women faculty of color can thrive.Beyond Retention is a critical geographic project intended to identify and mitigate structures of oppression that act as barriers to the full incorporation of women of color in predominantly White academic contexts. This text will be of interest to scholars interested in curriculum topics of race, gender, sexuality, and place. The text offers strategies for coping and success for women of color in doctoral programs, faculty positions, and mid-level administration positions within the academy; as such, Beyond Retention will be a valuable addition to the reading libraries of each of these groups. Men and women with interests in the experiences of educators of color within predominantly White contexts will also gain valuable insights from this book, as will individuals interested in various areas of women studies, multicultural education, and diversity.Beyond Retention also provides accounts of practices and policies that have been successful in supporting the needs of women faculty of color; knowledge gained from this text will be useful for higher education administrators seeking to improve the campus climate for faculty of color. Additionally, human resource directors, equal opportunity specialists and diversity trainers will find this text helpful when considering strategies for managing diversity.

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Book SynopsisIn Beyond Retention: Cultivating Spaces of Equity, Fairness, and Justice for Women of Color in U.S. Higher Education, Brenda Marina and Sabrina N. Ross address the continued underrepresentation of women faculty of color at predominantly White colleges and universities through a creative convergence of scholarship focused on intellectual activism and structural change. Inspired by the African American oral tradition of call and response, this text illuminates the calls, or personal narratives of women faculty of color who identify racialized, gendered, sexualized, and class-based challenges associated with work in predominantly White institutions. Accounts of social justice-oriented strategies, policies, and practices that support women faculty of color and reflections by women of color who are senior faculty members serve as literal and metaphorical responses. The convergence of calls for social justice and equity-minded responses and reflections in this text provide intellectual foundations for the development of higher education spaces where women faculty of color can thrive.Beyond Retention is a critical geographic project intended to identify and mitigate structures of oppression that act as barriers to the full incorporation of women of color in predominantly White academic contexts. This text will be of interest to scholars interested in curriculum topics of race, gender, sexuality, and place. The text offers strategies for coping and success for women of color in doctoral programs, faculty positions, and mid-level administration positions within the academy; as such, Beyond Retention will be a valuable addition to the reading libraries of each of these groups. Men and women with interests in the experiences of educators of color within predominantly White contexts will also gain valuable insights from this book, as will individuals interested in various areas of women studies, multicultural education, and diversity.Beyond Retention also provides accounts of practices and policies that have been successful in supporting the needs of women faculty of color; knowledge gained from this text will be useful for higher education administrators seeking to improve the campus climate for faculty of color. Additionally, human resource directors, equal opportunity specialists and diversity trainers will find this text helpful when considering strategies for managing diversity.

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Book SynopsisBuilding and Maintaining Collaborative Communities: Schools, University, and Community Organizations is a new and noteworthy volume in the literature on collaboration among schools and universities. It expands the playing field to include both publically and privately funded community organizations and the effects of the interaction of the three on projects in a multitude of settings both domestically and in international venues.Asked to analyze their projects following the Slater Matrix, nineteen examples provide an inside glimpse into the success and limitations of each project. Chapters are organized in order of complexity of type of collaboration.The editors expect this to be a useful guide for university personnel, school administrators, and community organizations wishing to embark or expand on projects involving schools, universities, and community organizations. In a time of short resources and uncertain sustainability, it should serve as a useful tool in making decisions in the planning, process, carrying out, and analysis of each endeavor.

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Book SynopsisBuilding and Maintaining Collaborative Communities: Schools, University, and Community Organizations is a new and noteworthy volume in the literature on collaboration among schools and universities. It expands the playing field to include both publically and privately funded community organizations and the effects of the interaction of the three on projects in a multitude of settings both domestically and in international venues.Asked to analyze their projects following the Slater Matrix, nineteen examples provide an inside glimpse into the success and limitations of each project. Chapters are organized in order of complexity of type of collaboration.The editors expect this to be a useful guide for university personnel, school administrators, and community organizations wishing to embark or expand on projects involving schools, universities, and community organizations. In a time of short resources and uncertain sustainability, it should serve as a useful tool in making decisions in the planning, process, carrying out, and analysis of each endeavor.

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Book SynopsisDeanships in the world are often OTJ (On the job training) positions. Prior to this series, there was very little about this specific position and how to be innovative and successful on the job. This book is the second in the series of Management for Deans and includes advanced techniques employed by deans around the world to manage their boards, planning, donors, and careers. If you’ve been a dean or are considering this position, the series Management for Deans and Advanced Management for Deans will introduce you to the position and offer you many ideas from experienced deans around the world that can accelerate your success and help you avoid the pitfalls of OTJ.

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Book SynopsisDeanships in the world are often OTJ (On the job training) positions. Prior to this series, there was very little about this specific position and how to be innovative and successful on the job. This book is the second in the series of Management for Deans and includes advanced techniques employed by deans around the world to manage their boards, planning, donors, and careers. If you’ve been a dean or are considering this position, the series Management for Deans and Advanced Management for Deans will introduce you to the position and offer you many ideas from experienced deans around the world that can accelerate your success and help you avoid the pitfalls of OTJ.

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Book SynopsisAs authors, we are convinced that the time has finally arrived in academe for an extensive, experience?based, firsthand, seamless examination of what we are calling crossover pedagogy. There is no book?length examination of facultystudent affairs administrators collaboration in the academic realm anywhere. Nobody has yet to produce a case?based, hands?on, book?length treatment of how (and why) faculty and student affairs administrators can co?teach, co?author, and co?consult with one another as co?equal educators and campus leaders—with each group complementing the other in terms of their special skills, knowledge, background, and experiences. Without coming to practical terms with the case for collaboration that the above authors make, the why rationale developed in these publications on the topic of faculty?administrator collaboration (sometimes referred to as “blended” efforts) around the teaching?learning venture is lost in the logistics of technical policy issues and challenges.

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Book SynopsisAs authors, we are convinced that the time has finally arrived in academe for an extensive, experience?based, firsthand, seamless examination of what we are calling crossover pedagogy. There is no book?length examination of facultystudent affairs administrators collaboration in the academic realm anywhere. Nobody has yet to produce a case?based, hands?on, book?length treatment of how (and why) faculty and student affairs administrators can co?teach, co?author, and co?consult with one another as co?equal educators and campus leaders—with each group complementing the other in terms of their special skills, knowledge, background, and experiences. Without coming to practical terms with the case for collaboration that the above authors make, the why rationale developed in these publications on the topic of faculty?administrator collaboration (sometimes referred to as “blended” efforts) around the teaching?learning venture is lost in the logistics of technical policy issues and challenges.

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Book SynopsisRecent discussions and dissemination of information regarding the rapid growth of Asian Americans and Pacific Islanders (AAPI) across our nation are creating some awareness among administrators and educators in higher education institutions regarding the extensive diversity of AAPIs, the struggles of some AAPI populations in pursuing and succeeding in higher education, and the lack of support for their educational success. National discourse on AAPIs among educators, policymakers and AAPI communities underscores the need for more research—including more relevant research—that can inform policy and practice that will enhance educational opportunities for AAPIs who are underserved in higher education.The book focuses on diverse topics, many of which do not appear in the current literature. The chapters are authored by an array of distinguished and emerging scholars and professionals at various universities and colleges across the nation. The authors, whose insights are invaluable in understanding the diverse issues and characteristics that affect the educational success of underserved AAPI students, and they represent the ethnicities and cultures of Cambodian, Chinese, Guamanian/Chamorro, Filipino, Hispanic, Hmong, Japanese, Korean, Laotian, Native Hawaiian, Okinawan, Samoan, Vietnamese, and multiracial Americans. The authors not only integrate theoretical concepts, statistical analyses, and historical events, but they also merge theory and practice to advocate for social justice for AAPIs and other underrepresented and underserved ethnic minority groups in higher education.

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Book SynopsisRecent discussions and dissemination of information regarding the rapid growth of Asian Americans and Pacific Islanders (AAPI) across our nation are creating some awareness among administrators and educators in higher education institutions regarding the extensive diversity of AAPIs, the struggles of some AAPI populations in pursuing and succeeding in higher education, and the lack of support for their educational success. National discourse on AAPIs among educators, policymakers and AAPI communities underscores the need for more research—including more relevant research—that can inform policy and practice that will enhance educational opportunities for AAPIs who are underserved in higher education.The book focuses on diverse topics, many of which do not appear in the current literature. The chapters are authored by an array of distinguished and emerging scholars and professionals at various universities and colleges across the nation. The authors, whose insights are invaluable in understanding the diverse issues and characteristics that affect the educational success of underserved AAPI students, and they represent the ethnicities and cultures of Cambodian, Chinese, Guamanian/Chamorro, Filipino, Hispanic, Hmong, Japanese, Korean, Laotian, Native Hawaiian, Okinawan, Samoan, Vietnamese, and multiracial Americans. The authors not only integrate theoretical concepts, statistical analyses, and historical events, but they also merge theory and practice to advocate for social justice for AAPIs and other underrepresented and underserved ethnic minority groups in higher education.

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Book SynopsisHow do Christian higher education institutions orient new faculty members to their role on a Christian campus? How do they lead faculty members toward a deeper understanding of the Christian dimension of their place in higher education? Bible Colleges, Christian Universities, and Seminaries need a resource that can be provided to faculty members or be used in faculty development discussions.This book is designed to serve as just such a resource. It provides a clear and concise portrait of thegeneral role of faculty from a distinctively evangelical Christian perspective. We use the metanarrative of being formed by the cross to describe the “cruciform” role of professors as teachers in the classroom, mentors to the students, scholars within the academy, and servants of the church and community. Each chapter will have personal and group reflection questions and exercises to aid in application.

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Book SynopsisThe scholars selected from the notoriously competitive Truman Scholarship applicant pool are widely known as energetic leaders from a variety of disciplines who have in common the desire to make a difference, to bring about sustainable positive change, and to serve the greater public good. Wild about Harry makes the Truman Scholarship application process transparent to applicants and their advisors. This collection of essays teaches readers how to gain the most from the application process, how to connect past involvement and successes to future academic and career goals, how to approach interviews, and how to embrace the opportunity if selected for an award.Trade ReviewWild about Harry provides guidance from the Truman Foundation and from seasoned advisors engaged in the application process, from the initial stage in coaching students to the end stage as readers and interviewers in the national selection effort. It is a must-read for advisors and for the students they are assisting through the Truman Scholarship process." - Alicia Hayes, prestigious scholarships manager, University of California, Berkeley"The wit and candor that define this collection will help scholarship advisors-whether they are heading into their first nomination cycle or their fifteenth-refine their understanding of the Truman’s mission and push us all to reconsider what success, leadership, and public service may look like." - Kelly Thornburg, director of scholar development, University of Iowa"This is the book I have been waiting for . . . a welcome invitation to understand the Truman Scholarship ethos from the scholars, administrators, and leaders who make it happen." - LaNitra M. Berger, senior director of the Office of Fellowships, George Mason University

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Book SynopsisInternational Perspectives in Higher Education offers a balanced perspective on how different countries approach key policies and what the United States can learn from those programs. Jason D. Delisle and Alex Usher have gathered a diverse group of experts to examine systems across the globe with a focus on the trade-offs between access, cost, and quality. The book explores a set of cross-cutting global topics such as free tuition, restricted versus unrestricted access, and the structure of student loans, drawing out the similarities and differences across countries. It also provides single-country case studies from Chile, Australia, and Brazil, paying close attention to the context in which specific reforms arose and the unintended consequences of implementation. Too often, programs found in other countries are presented as silver-bullet solutions to be lifted from one country and grafted on to the US system. This book, however, advocates for a careful examination of the strategies other countries are enacting—the political, historical, and demographic context, as well as the trade-offs among different outcomes—before deciding whether they would work here. Delisle and Usher provide an understanding of the interplay among various higher education reforms and the opportunities and challenges involved in undertaking similar reforms in the US context. Given the tremendous challenges facing the US system, their work establishes a solid foundation for policy debates moving forward.Table of Contents Table of Contents Introduction Jason D. Delisle and Alex Usher PART 1 Trends and Policies Shaping Higher Education Systems Abroad Chapter 1 The Limitations of Free College in Europe Jon Marcus Chapter 2 The Expanding Role of Tuition and Other Forms of Cost-Sharing in Higher Education Bruce Johnstone Chapter 3 Juxtaposing Global and US Private Higher Education: What is to be Learned? Daniel C. Levy Chapter 4 The Practical and Ethical Underpinnings of Higher Education Access Policies Anna Mountford-Zimdars Chapter 5 The Architecture of Student Loan Systems Alex Usher PART 2 Case Studies: Lessons from Individual Countries Chapter 6 Chile: the Challenges of Free College AndrÉs Bernasconi Chapter 7 Australia: The Price of Greater Access to Higher Education Vicki Thomson Chapter 8 Brazil: Expanding Access Through Private Institutions Dante J. Salto ConclusIon Jason D. Delisle and Alex Usher Notes Acknowledgements About the Editors About the Contributors Index

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Book SynopsisRace, Sports, and Education highlights the myriad ways in which organized collegiate sport has both positively contributed to and negatively detracted from the educational experiences of Black male college athletes. Specifically, John N. Singer examines the educational experiences, opportunities, and outcomes of Black males who have played NCAA Division I football and/or basketball at historically White colleges and universities. Singer is intensely aware of the ways in which many Black athletes have been shortchanged by the collegiate sport system. He describes how the colleges and universities have exploited athletes for the institutions' financial gain and deprived them of basic educational opportunities that ought to be enjoyed by all students. At the same time, Singer argues that sports do in fact offer genuine educational opportunities and benefits for many of these athletes. He is acutely attuned to the fact that these athletes love their sports, and that their participation in these sports makes unique educational experiences available to them. As Singer shows, to understand the situation and to chart realistic, fruitful reform measures requires a full appreciation of the complexity-indeed, of the many competing and contradictory elements-that characterizes intercollegiate sport and the experiences of Black athletes at the present time. The book brings to the fore the voices, stories, and perspectives of twelve Black male college athletes via a case study of teammates from a big-time college football program and individual reflective vignettes of athletes across several different college programs. Through his analysis of the system and his attention to student views and experiences, Singer crafts a valuable, nuanced account and points in the direction of reforms that would significantly improve the educational opportunities and experiences of these athletes. At a time when collegiate sports have attained unmistakable institutional value and generated unprecedented financial returns-all while largely failing the educational needs of its athletes-this book offers a clear, detailed vision of the current situation and suggestions for a more equitable way forward.

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Book SynopsisBased on interview data, life testimonios, and Chicana feminist theories, The Chicana/o/x Dream profiles first-generation, Mexican-descent college students who have overcome adversity by utilizing various forms of cultural capital to power their academic success. While college enrollment rates for Chicana/o/x students have steadily increased over the last decade, this cohort still faces significant barriers to academic achievement, including minimal information about college and limited access to the kind of preparation and advising that will help them get there. As a result, Chicana/o/x students maintain stubbornly low four-year completion rates. Against this backdrop, Gilberto Q. Conchas and Nancy Acevedo address the mechanisms that shape the achievement, aspirations, and expectations of Chicana/o/x students who grew up in marginalized communities and unequal school contexts and share success stories about this growing population of students. Conchas and Acevedo elevate the voices of students at a research university and in the community college sector to reveal important issues and factors impacting and shaping the students' academic journeys. The college-age men and women in the narratives evince hope, resistance, and empowerment in the face of marginalization, anti-immigration sentiment, poverty, and an education system that too often reinforces deficit-minded stereotypes. The authors critique the educational policies and practices that systematically fail to champion Chicana/o/x success and examine the use of community cultural wealth that supports US-born and US immigrant students of Mexican descent to make their achievement possible. In so doing, the authors look toward the future by highlighting the actions that Chicana/o/x students take in creating bridges between K–12 to college and between their communities and higher education.The Chicana/o/x Dream helps define the heart and soul of tomorrow's America and elucidates how Chicana/o/x college students maintain hope, enact resistance, and succeed against injustice. The book offers a call to action to K–20 educators and administrators to develop better supports to foster the success of Mexican-descent students.

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Book SynopsisDrawing on narratives from hundreds of Black, Latinx, and Indigenous individuals, Ebony Omotola McGee examines the experiences of underrepresented racially minoritized students and faculty members who have succeeded in STEM. Based on this extensive research, McGee advocates for structural and institutional changes to address racial discrimination, stereotyping, and hostile environments in an effort to make the field more inclusive.Black, Brown, Bruised reveals the challenges that underrepresented racially minoritized students confront in order to succeed in these exclusive, usually all-White, academic and professional realms. The book provides searing accounts of racism inscribed on campus, in the lab, and on the job, and portrays learning and work environments as arenas rife with racial stereotyping, conscious and unconscious bias, and micro-aggressions. As a result, many students experience the effects of a racial battle fatigue-physical and mental exhaustion borne of their hostile learning and work environments-leading them to abandon STEM fields entirely. McGee offers policies and practices that must be implemented to ensure that STEM education and employment become more inclusive including internships, mentoring opportunities, and curricular offerings. Such structural changes are imperative if we are to reverse the negative effects of racialized STEM and unlock the potential of all students to drive technological innovation and power the economy.

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Book SynopsisIn Creating Inclusive Learning Opportunities in Higher Education, Sheryl Burgstahler provides a practical, step-by-step guide for putting the principles of universal design into action. The book offers multiple ways to access, engage with, and transform the higher education environment: making physical spaces welcoming to students of all abilities; creating digital learning and assistive technology programs that meet the needs of all users; developing universal design in higher education (UDHE) syllabi, assessments and teaching practices that minimize the need for academic accommodations; and institutionalizing universal design supports and services. A follow-up to Universal Design in Higher Education, Burgstahler's new book will be a valuable resource for leaders, faculty, and administrators who are interested in acquiring the tools needed to create barrier-free learning environments. Filled with applications, examples, recommendations, and above all, a framework in which to conceptualize UDHE, this volume will help educators meet the design needs of all students and honor the principles of diversity and inclusivity.

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Book SynopsisIn this volume, editors Patricia Somers and Matt Valentine lead an examination of the unintended consequences of campus gun policy and showcase the voices from the college community who are grappling with the questions, issues, and consequences that have emerged at their respective institutions. While making the case that campus carry legislation is a harmful, the book gathers some of the very best thinking around enacting such policies and offers valuable recommendations for mitigating its effects and preserving university values. The implementation of campus carry is complex and has provoked many questions: How does concealed carry on campus affect the free expression of ideas in the classroom or the safety of faculty holding unpopular or even controversial views? Should students who misplace or leave their weapons unattended be disciplined? What about students of color and campus carry? Along with the book's contributors, Somers and Valentine provide higher education leaders, administrators, and faculty with a valuable resource that will guide them toward considerations that might otherwise be overlooked, help them avoid pitfalls that have been encountered elsewhere, and protect institutional priorities. The book features reflection pieces from students, alumni, and faculty to illustrate the complexity and controversy of the campus carry policy. Given that the legal possession of guns in the classroom is now a reality for American educators and students in much of the country, Campus Carry concludes with a passionate call for more university-based original research on gun violence.

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Book SynopsisIn The Path to Free College, Michelle Miller-Adams argues that tuition-free college, if pursued strategically and in alignment with other sectors, can be a powerful agent of change. She makes the case that broadly accessible and affordable higher education is in the public interest, yielding dividends not just for individuals but also for the communities, states, and nation in which they reside. Miller-Adams offers a comprehensive analysis of the College Promise movement-its history, impacts, and unintended consequences-and its relationship to access, affordability, and workforce readiness. These factors are explored through data, analysis, and case studies of existing place-based scholarship programs. She also examines historical precursors of the free-college movement and evaluates the possibility of national action.The Path to Free College outlines how the design of free-college programs should relate to programmatic goals and explores the suitability of different approaches. In addition, the book describes both the need for and the challenges of implementing a nationwide free-college program, as well as the variety of models and research-based evidence. Given the raging national debate about tuition-free college, the moment is right for a book that assesses state and local efforts and offers policy leaders and practitioners guidance going forward. The Path to Free College asserts that the promise of private and public gains warrants public investment in tuition-free college.

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Book SynopsisBehind the Diversity Numbers uncovers how frequently used approaches to examine and understand race-related issues on college campuses can reinforce racism and inequality, rather than combat them. The book argues that educational leaders must look beyond quantitative metrics in order to develop institutional policies and practices that promote racial equality. Utilizing nearly thirty years of data and research, W. Carson Byrd shows that limiting conversations about racial inequality to numeric representation and outcomes fails to take into account that inequality is also an experience. Quantitative-heavy approaches can turn students into numbers, devaluing their lived experiences of marginalization on campus. Byrd repositions these experiences to better understand how to design effective analytic and policy strategies to promote racial equity and justice in higher education.Behind the Diversity Numbers focuses on how racial stratification and inequality can hide in plain sight behind analyses of diversity, equity, and inclusion. It provides readers with a range of suggestions for institutional change, including how to incorporate racial equity as a central component of higher education, especially when it comes to analyzing and monitoring data that can inform decision-making and policy making. The conclusion offers recommendations for systemic institutional change and for incorporating racial justice and equity as central components of higher education.Behind the Diversity Numbers will enhance how institutions, higher education agencies, and policy makers think about what should be done to reduce racial inequality and to create diverse and equitable campuses.

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Book SynopsisPaul LeBlanc has re-imagined higher education, with a focus on the most fundamental of functions: student learning. In Students First, he advocates for an entire higher education ecosystem in which students have the flexibility to gain, assess, and certify their knowledge on their own terms and timelines. In a perceptive analysis, LeBlanc provides a clear-eyed view of how and why higher education is failing to reach and serve a great many potential students. He then deftly explores how reform can address systemic inequities, improve college affordability, and broaden accessibility. Through case studies, he highlights alternative delivery models such as online, distance, and just-in-time learning, and envisions a learning environment that values competencies rather than credit hours. LeBlanc describes how these innovations and others will allow colleges and universities to help close the skills gap and respond to a rapidly evolving, technology-driven job market. Although a college education remains one of the great drivers of socioeconomic mobility, today's higher education industry has built financial, logistical, and practical barriers that keep out the very students who are most in need of opportunity. Students First makes a persuasive case that realigning US educational priorities will enable larger populations of graduates to enjoy return on investment in the form of good pay, meaningful work, and a stable future. As the book emphasizes, such change is imperative, for in better serving its students, higher education will better serve society.

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Book SynopsisIn this thought-provoking volume, editors Rebecca M. Taylor and Ashley Floyd Kuntz invite readers to explore the many facets of on-campus ethical dilemmas and the careful, nuanced decision-making processes required to address them. Taylor and Kuntz demonstrate how to apply collaborative, multidisciplinary, philosophical inquiry to deeply complex issues. They present seven normative case studies focusing on a variety of campus quandaries, from urgent matters such as Title IX violations and free speech in social media policy, to long-simmering concerns such as admissions and access and the future of historically Black colleges and universities. The editors then bring together a diverse group of scholars and practitioners with a broad array of disciplinary and personal backgrounds to offer their commentary and insight on the cases. Leaders in higher education are under immense pressure to respond to campus crises quickly, to quell controversy, and to avoid the backlash of public scrutiny in an ever-shifting sociopolitical terrain. Yet, in tension with such pressures, adequate responses to these dilemmas require leaders to make ethical, contextual choices that effectively foster inclusion, respect individual and institutional freedoms, and promote equity. Expanding the scope of inquiry, the contributors challenge underlying assumptions, raise points that had been omitted from the original cases, and imagine alternative solutions. Ethics in Higher Education appeals to readers to do the same, in the interest of advancing ethical decision-making on campuses.

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Book SynopsisEducating the Top 100 Percent assesses the decline of higher education funding and offers ambitious policy recommendations to restore the possibility of accessible, affordable education for all.Stephen G. Katsinas, Nathaniel J. Bray, and Martha J. Kanter probe the complex interplay of federal, state, and local policies and illustrate how government actions have, over time, contributed to the long-term slide of US educational attainment. Declining federal and state funding of public higher education has forced institutions to revise their financial models, passing costs directly through to students, to the detriment of prospective students—and the nation. Experts in education policy, the authors point out how the unintended consequences of today's funding model deny an ever-increasing portion of the population important educational and professional opportunities.By providing context for how we arrived at this financial conundrum and analyzing robust quantitative data from national sources, Katsinas and his colleagues offer pragmatic, sustainable, and stable policy options for educating all Americans. The authors provide innovative ideas, key lessons learned, and actionable proposals to fund public higher education. Their top-down federal and bottom-up local and state policy solutions aim to rectify plummeting high school-to-college continuation and college graduation rates. As a result, they present a vision of a brighter economic, cultural, and civic future for educating all Americans.Educating the Top 100 Percent demonstrates how stable, sustainable funding policies can scaffold a better public higher education system for all.

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Book Synopsis“This volume combines specific recommendations, observations, and takeaways filled with candor, humor, and uplifting stories for one of education’s most challenging roles.”—FROM THE FOREWORDAn indispensable manual for the most demanding position in higher education, The College President Handbook supports campus leaders in becoming powerful and effective stewards of their institutions.This comprehensive guidebook offers clear counsel in the form of candid essays by highly regarded current and former college and university presidents from across the nation. It pairs their expert appraisals with research and data to examine the critical issues that define the role today.The book's contributors acknowledge the broad skill set that presidents, and their executive teams, must cultivate in order to achieve success. Beginning with a macro view, the contributors address the universal questions of vision that each higher education leader must consider critically and understand strategically: Why be a president? How should campus leadership engage with our board of trustees? What tone should our actions communicate to stakeholders?The book's chapters offer concrete tactical advice in a range of key leadership areas and emphasize essential career skills such as managing financial resources and strategic planning. The contributors speak to student-facing concerns as well as institutional interests, and discuss personal issues specific to the office, such as weathering controversy, attaining work–life balance, and planning for post-presidential life.Drawing on the unique expertise of peers and predecessors, this work will prove to be a core resource for anyone who is or aspires to become a president or chancellor in higher education.

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Book SynopsisCivil Rights and Federal Higher Education offers a renewed vision for higher education policy making, presenting an incisive analysis of the connections between educational politics and educational inequality. With a view toward the future, the editors assert that the thoughtful application of evidence-based solutions to complex policy problems can help establish a more just and equitable system of higher education.Edited by Nicholas Hillman and Gary Orfield, the volume focuses on federal policy debates that have significant racial and socioeconomic implications, linking civil rights reforms to contemporary higher education policy issues. Through a mix of history and current events, the chapters highlight how policy has strayed from the Higher Education Act’s intended trajectory of promoting and protecting civil rights. This drift, the editors show, has created far-reaching consequences for students of color, low-income students, and incarcerated students, in addition to the colleges that serve them.Deftly identifying the social justice dimensions of today’s federal policies, the editors reveal how certain political influences have preserved the interests of powerful and historically advantaged stakeholders—often at the expense of those who are less powerful and most disadvantaged. With great insight, the book’s contributors explore higher education issues such as enrollment at Minority Serving Institutions, for-profit college outcomes, and legal and academic perspectives on affirmative action.Perhaps more importantly, Civil Rights and Federal Higher Education provides guidance on what can be done to course correct. The book offers short- and long-term policy prescriptions and policy alternatives to help legislative staffers, policy analysts, and researchers plot a way forward.

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Book SynopsisSister Resisters advances a robust model of mentorship in support of young Black women on campus. The book offers a multifaceted approach to cross-racial mentoring in higher education that promises growth and change for both mentees and their mentors.Janie Victoria Ward and Tracy L. Robinson-Wood, experts in the developmental and identity challenges of young people of color, provide guidance for the faculty, advisors, and administrators (typically white women) who invest in the success of this historically underserved student group. Through case studies, student narratives, and research findings, the authors document the specific deterrents young Black women face daily on campus, from cultural pressures and class bias to racist and misogynistic microaggressions.Ward and Robinson-Wood call on campus mentors to increase their own cultural competencies so that they may better support, work with, and advocate for their student mentees. This Sister Resister mentorship model emphasizes the acquisition of cultural knowledge, the power of intersectionality, and the critical role of resistance in the lives of Black (and white) women as they navigate interpersonal and institutional bias and discrimination.Sister Resisters highlights the dual and interactive developmental processes that transpire in both halves of the mentor–mentee relationship. The book provides anti-racist, consciousness-raising self-assessments, and other growth-enhancing recommendations for women who endeavor to mentor as staunch supporters.Suggesting evidence-based strategies that promote healthy resistance to negative social and political experiences, Sister Resisters equips both mentors and mentees with thoughtfully designed, culturally informed skills that can further educational, racial, and gender equality on campus.

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Book SynopsisEarly Colleges as a Model for Schooling advocates for early college high schools as an effective means of reducing academic, cultural, and financial obstacles to postsecondary education.This perceptive work evaluates, both quantitatively and qualitatively, the impacts of early colleges—hybrids that blend elements of secondary and postsecondary education. It examines the strengths and challenges of early college models of different designs and explores their place in the greater education system.Julie A. Edmunds, Fatih Unlu, Elizabeth J. Glennie, and Nina Arshavsky craft their narrative around the findings of one of the most ambitious studies to date on early college high schools, a fifteen-year longitudinal study involving more than four thousand students across nineteen secondary schools that have adopted the model. They offer insight into the student experience within early college high schools and beyond.The authors demonstrate how the well-structured and supportive educational environment of early college not only prepares students academically for college-level coursework but also helps students navigate logistical challenges in applying for colleges and universities. They show how the positive outcomes of the early college experience can help tip the balance toward successful postsecondary educational experiences, especially for historically underserved students such as low-income students, minority students, and first-generation college students.As the authors point out, a shift in the way the transition between secondary and postsecondary education is implemented provides an achievable approach to improving college readiness and lowering educational barriers. They argue persuasively that wider adoption of this educational model in high schools has great potential to improve overall access to higher education.Trade Review“Early Colleges as a Model for Schooling represents an important contribution to the field of education policy and practice. The early college idea is poorly understood, minimally studied (compared to other significant concepts in education reform), and vastly underutilized (relative to the proven success of its outcomes). This book addresses all three in a serious and useful way.”—Stephen Tremaine, Vice President for Early Colleges, Bard College “I have encountered early colleges before, but had no clear understanding of them until I read [this] remarkable new book.”—Jay Mathews, Washington Post

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Book SynopsisCo-Creating Equitable Teaching and Learning invites readers to help forge a more inclusive and accessible college education by incorporating student voices via pedagogical partnerships.Alison Cook-Sather, a pioneer of this co-creative approach, draws on more than twenty years of experience developing student–teacher partnerships in higher education to offer a wise and generous work that speaks to both students and educators. As her research underscores, a co-creative learning environment, in which relationships and communication between students and teachers are prioritized, benefits the educational experience on many levels.Cook-Sather demonstrates how pedagogical partnerships give students the tools to advocate for their own learning while giving educators the feedback they need to improve classroom experiences. She shows how the co-creative model helps to bring about inclusive spaces and equitable teaching practices that better foster student success, especially among underrepresented and minority student populations.Offering actionable guidance, Cook-Sather advocates enacting the following four principles to structure student voice into higher education: embracing a commitment to equity and justice; providing structure rather than prescriptions for engagement; making rather than taking up space; and developing a partnership mindset. She grounds these principles in examples of practices drawn from an undergraduate education course; a faculty development program; and cross-disciplinary, cross-constituency institutional dialogues.This work calls for readers to reimagine the higher education structure and to cultivate an environment in which all stakeholders can work together to advance inclusivity, accessibility, and equity. As the author argues, co-creation can be a catalyst for change throughout the system.Trade Review“This book is a must-read for educators ready for the next big step in their teaching and curriculum design.”—Carol A. Hurney, Associate Provost, Faculty Development & Diversity, Colby College “Cook-Sather’s research has been both radically innovative and universally accessible. This new work offers a compelling argument for engaging practices of co-creation to implement a practice of equity and justice in higher education. It is essential reading for instructors, institutional leaders, and staff, as well as students.”—Steven S. Volk, Co-director, Consortium for Teaching and Learning, Great Lakes Colleges Association “In this important book, Cook-Sather uses deep research and personal stories to show that students can—and should—be positioned as partners with faculty, staff, and administrators in co-constructing inclusive teaching and learning. As she demonstrates, student voice is essential to co-creating equity and justice in higher education.”—Peter Felten, Center for Engaged Learning, Elon University, Co-author, Relationship-Rich Education: How Human Connections Drive Success in College “To move the needle in higher education towards more equitable learning environments, we need to use strategies that demonstrate impact. This book highlights the critical importance of integrating student voices, a powerful approach that can lead to transformation at the course through the institutional level.”—Tracie Marcella Addy, Associate Dean of Teaching & Learning, Lafayette College

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Book SynopsisRethinking College Admissions probes the many facets of higher education admissions and translates research-backed insights into actionable strategies for innovative, equitable admissions practices.Edited by scholars OiYan A. Poon and Michael N. Bastedo, this collection gives readers an evidence-based understanding of postsecondary admissions practices and structures, exploring many factors that affect college access and educational equity in the United States. These collected essays from leading experts present boundary-pushing applied research on admissions, with implications for policy, practice, and leadership.The volume considers admissions issues from three angles. In the opening essays, contributors offer critical analyses of current admissions approaches in higher education, delineating the delicate balance of equity-building efforts and legal pressures. The contributors offer reflections on whether and how admissions systems further inclusion or inequality. They examine topics such as race-conscious admissions, holistic review without standardized test scores, and student test preparation. The volume’s next part discusses the many different ways in which admissions work can be done, outlines ethical hazards, and considers potential areas for organizational change. The final essays provide inroads and examples for developing reciprocal relationships in research and practice for the future. They discuss promising approaches for advancing campus diversity, such as admissions lotteries, direct enrollment, and institutional promise programs for high-achieving students from low-income communities.A must-read for practitioners, policy makers, and anyone interested in gaining a better understanding of postsecondary admissions structures, including K–12 educators and counselors, advocacy groups, and students, this work supports data-informed approaches to higher education admissions.

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Book SynopsisAn incisive study of the mechanisms reinforcing the underrepresentation of women of color in STEM fields and a call for systemic change to address the imbalance.In a detailed exploration of inclusion in physics, social scientist Maria Ong makes the case for far-reaching higher education reform, noting that despite diversity efforts to recruit more women and students of color into science and mathematics programs, many leave the STEM pipeline. The Double Bind in Physics Education takes readers inside the issue by following 10 women of color from their entrance into the undergraduate physics program at a large research university through their pursuit of various educational and career paths. Candid interviews with these women, their instructors and mentors, and their peers, conducted over 25 years, allow Ong to trace how pervasive challenges, such as navigating the intersectionality of race and gender discrimination, have shaped their academic opportunities and career choices.Despite the ideals of objectivity promoted in STEM disciplines, the women profiled here encounter continued patterns of systemic oppression within their departments. In their stories, Ong identifies overt behaviors and microaggressions that harass, exclude, and otherwise disadvantage women of color and members of other minoritized groups.Ong also shows how aids such as student support programs, peer groups, allies, and mentors, which are centered on the individual, can go only so far toward a sustainable solution. In order to provide equitable opportunities, she argues, greater work must be done to dismantle institutional norms and replace them with a culture of inclusion.Trade ReviewCentering and relaying the experiences of women of color in physics through their lenses and voices, over the course of a 25-year study, Ong masterfully illuminates barriers and navigation strategies that inform us all on how to ensure positive career trajectories for everyone." —Gilda Barabino, president, Olin College"Grounded in research and practice, this compelling book skillfully reveals the experiences of women of color navigating systemic challenges in the field of physics. The individual distinctiveness and the interconnections among the women are highlighted, leading to persuasive recommendations for organizational and cultural change in the field." —Sharon Fries-Britt, professor of higher education, University of Maryland

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Book SynopsisShows where and how exemplary teaching is practiced in U.S. higher education and charts a course for cultivating teaching improvement throughout all types of institutions.Great College Teaching highlights where and how exemplary teaching is practiced in U.S. higher education and charts a course for cultivating teaching improvement throughout all types of institutions.As Corbin Campbell reveals in this incisive work, although teaching quality is rarely reflected in college rankings such as those produced by U.S. News and World Report, this metric has implications not only for student outcomes such as subject-matter knowledge and preparation for careers but also for college prestige, educational equity, and even democracy.Campbell draws from a multi-institutional observational study that covered more than 700 higher education courses in a range of contexts, from regional public universities to highly ranked private universities, from small liberal arts colleges to large flagship universities. She examines what each type of institution typically excels at and where they often fall short.In mapping the terrain of teaching quality in higher education today, Campbell parses out the best practices of exemplary teaching institutions, in which evidenced-based practices such as equity-based and culturally relevant teaching support student learning, and teaching-supportive institutions, in which policies and cultures prioritize teaching and promote faculty development.This clear-eyed work provides options for enacting real, sustainable teaching improvements by using individual, collegial, and organizational levers to shift perceptions and priorities around teaching. The actionable practices and policies suggested in Great College Teaching can be adopted by academic leaders, administrators, and faculty developers to improve teaching within a spectrum of academic contexts, across multiple disciplines, and for various course settings.

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Book SynopsisA toolkit of strategies for postsecondary instructors to use to cultivate safe, inclusive learning spaces and improve teaching.Based on work conducted through the Instructional Moves project at Harvard University, Instructional Moves for Powerful Teaching in Higher Education outlines the many ways in which good college and graduate school teaching is rooted in deliberate pedagogical choices that support active learning. Jeremy T. Murphy and Meira Levinson distill good instruction to its essential components, analyzing the careful steps successful instructors take to create learning spaces that encourage all students to do ambitious work.Profiling professors in a range of contexts and disciplines, Murphy and Levinson take readers on deep dives into individual instructors’ teaching methods in actual classrooms. Each real-world example is accompanied by a set of practical action points that can be adopted by both new and experienced instructors, communities of practice, and educational developers and coaches.Collectively, the examples underscore how students with differing abilities, diverse identities, and disparate worldviews can all benefit from student-centered learning environments, in which collaboration is valued and students are afforded opportunities to apply what they have learned. Murphy and Levinson spotlight inclusive instructional moves such as community-building exercises, interactive lectures, and discussion facilitation that nurture a sense of belonging and encourage student engagement in both in-person and online settings. They also explore the benefits of innovative teaching formats such as flipped classrooms, simulations, and virtual learning. Instructional Moves for Powerful Teaching in Higher Education illustrates how pedagogical shifts small and large can improve college teaching powerfully.Trade Review“This book makes college teaching more public by opening select classrooms for an in-depth look at research-based practices that promote learning. Discipline-spanning approaches are paired with reflections and resources to give readers a sense of having an enlightening conversation with instructors who share common goals. Instructional Moves is a fresh addition to my go-to list of excellent books on teaching.”—Jenny Frederick, associate provost for academic initiatives and executive director of the Poorvu Center for Teaching and Learning, Yale University"Essential reading for every higher education instructor, who will find actionable advice on every page. Each new teaching approach is illustrated with vivid case studies from real classrooms and backed by findings from education research. From large lecture halls to small seminars, this inspiring book can help every instructor improve their teaching."—Justin Reich, associate professor and director of Teaching Systems Lab, MIT"A convincing case for adopting equitable, evidence-based teaching approaches that spark deep learning across disciplines. The mix of up-to-date research findings and richly textured examples of faculty practice is particularly powerful. This highly readable book will be a valuable resource for instructors as well as educational developers."—Matt Kaplan, executive director, Center for Research on Learning and Teaching, University of Michigan

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Book SynopsisWith significant lessons from the history and evolution of HBCUs, a guide to the strategic conversations all higher education institutions must have to prepare students for a complex world.In Hope and Healing, former Morehouse College president John Silvanus Wilson, Jr. looks to Historically Black Colleges and Universities (HBCUs) to examine what it takes not only to survive as a relevant institution of higher education, but to thrive. Wilson draws on pivotal moments in the timelines of HBCUs and the work of past visionaries such as W.E.B. DuBois and Booker T. Washington to yield important perspectives on the future of higher education and the role of HBCUs within it.Wilson documents the strengths of HBCUs, which endure even as factors such as school desegregation, enrollment shifts, and fundraising shortages have deeply affected their operation. These schools have long optimized institutional character, he shows, and he encourages their leaders to similarly optimize institutional capital. Wilson emphasizes the indispensable role of educational finance in keeping schools viable and vital to U.S. education, discussing funding approaches such as targeted endowment strategies, large-scale capital campaigns based in STEM research, and partnerships between schools and the philanthropic community. Wilson’s asset-based framework reveals pathways for all higher education institutions to invest in their long-term futures.Suffused with optimism, the book credits HBCUs as exemplars that consistently demonstrate how all colleges and universities can marshal their institutional resources to shape better citizens, foster civic literacy, and work toward a better tomorrow.Trade ReviewIn Hope and Healing, Wilson asks us to consider the future of HBCUs and their impact on humanity—but more than that, he asks us to consider how these institutions can create better citizens and offer African Americans an opportunity for ‘self-reformation’ by adopting a ‘growth mindset.’ Wilson walks us through the complicated history of HBCUs, but also pushes us to grapple with their destiny. In doing so, he has an insider view that no other can claim—he is a graduate of Morehouse College and served as the venerable institution’s president, as well as the executive director of the White House Initiative on HBCUs in President Obama’s administration."——Marybeth Gasman, Samuel DeWitt Proctor Endowed Chair in Education and University Distinguished Professor, Rutgers University"Wilson astutely mines our shared educational history and renders rich interpretations that are eye-opening and long overdue. This book makes a strong case for nothing less than a re-architecture of both philanthropy and higher education. Its redemptive and refreshing recommendations will inevitably enrich our national dialogue and deepen our understanding regarding the past and future of historically black colleges and universities."—Darren Walker, president, Ford Foundation"John Wilson brilliantly weaves in seminal historical writings and speeches from Black college leaders to help pose a set of essential questions for those who lead and support HBCUs today. He offers a workbook filled with tough questions that, if answered honestly, will improve the colleges that wrestle with them."—Walter Kimbrough, president emeritus, Dillard University and Philander Smith College"In Hope and Healing, John Wilson candidly connects the history of HBCUs to today’s challenges—and to an uncertain future. Through his skilled storytelling, Wilson shares his perspectives and admonitions about this very special part of the American higher education journey. This is a must-read for all who seek to understand, sustain, and grow the powerful and transformative role of HBCUs on our country."—Richard Legon, past president and CEO of the Association of Governing Boards and member of the board of Spelman College"Wilson’s unique experience in higher education—White House liaison to HBCUs, president of Morehouse College, senior advisor to the president of Harvard College, and now training future college presidents at the American Association of State Universities and Colleges—provides an unparalleled understanding of what every college and university can learn from the persistence of HBCUs through unending adversity. He describes in loving detail how these institutions mold young people and makes the case that all of our institutions of higher education should ‘elevate, enrich, and scale key elements of the HBCU approach to shaping better citizens.’"—Freada Kapor Klein and Mitchell Kapor, co-chairs, Kapor Center"With the core message that the only way to shape a better world is to shape better citizens of the world, Wilson analyzes the history of Black colleges in America for important lessons of global significance. Not only does he challenge the world’s philanthropic community to rethink patterns of inequitable giving to educational institutions, but he also challenges leadership in higher education to shift mindsets and ‘re-architect’ campus agendas to effectively confront the world’s greatest threats before it’s too late. The message is timely because the stakes are so high."—Strive Masiyiwa, founder and executive chairman, Econet Group, and cofounder, Higherlife Foundation"There are few scholarly books today that tell the irrefutable story of the history, contributions, and significance of Black colleges to the well-being and prosperity of America. This well-researched work presents a unique lens through which to view the essential role of historically Black colleges in preserving and perfecting democracy in America. It asks whether there can be an American system of higher education today where historically Black colleges can garner the resources to enable them to educate students in physical environments comparable to the Ivy League, while simultaneously offering curricula aligned with the work of the future and the future of work. Of course, they can do this, Wilson argues, if philanthropists and state legislatures right past wrongs and bring these institutions to parity. Run and get this book if you are interested in mind expansion around how HBCUs—few as they are—can be the linchpin to a thriving and inclusive America. I read my copy in one sitting—it was just that compelling!"—David Kwabena Wilson, president, Morgan State University"Hope and Healing will be an excellent handbook for those who want to put HBCUs on a path to reclaim their central role in higher education for African Americans. John Wilson is an ideal spokesperson for the transformation: HBCU student, experienced leader in higher education administration, HBCU policy leader in Washington, and former president of an HBCU. He frames the critical path to transformation by reminding us of the great role these institutions played in the past and how higher education has generally evolved, then points to the new levers for positive change that exists now. I am especially impressed with his focus on the critical role of institutional leadership and stewardship. Wilson highlights and details how discordant leadership and governance have degraded the ability of colleges to deal with headwinds and have failed to embrace opportunities. Transformative leadership and governance are critical. Wilson provides the road map for the path forward."—Phillip Clay, former chancellor, Massachusetts Institute of Technology

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Book SynopsisFive in-depth case studies reveal the innovative practices that position U.S. community colleges as pathways to quality employment.In America’s Hidden Economic Engines, editors Robert B. Schwartz and Rachel Lipson spotlight community and technical colleges as institutions uniquely equipped to foster more equitable economic growth across America’s regions. As Schwartz and Lipson show, these colleges are the best-placed institutions to reverse the decades-long rise in US economic inequality by race, class, and geography.In the book, Harvard Project on Workforce researchers introduce detailed case studies of five institutions—Lorain County Community College in Ohio, Mississippi Gulf Coast Community College, Northern Virginia Community College, Pima Community College in Arizona, and San Jacinto Community College in Texas—that show what is possible when governments, employers, and communities invest in their community colleges’ economic and workforce development mission.These case studies reveal key institutional policies and practices, leadership behaviors, and organizational structures of successful collaborations between colleges and their regional partners in the public and private sector. Each case underscores how, although community colleges face distinct challenges based on local context, successful schools demonstrate a consistent focus on economic mobility and good jobs across all their programs and activities. In a concluding chapter, the editors champion community colleges as the most critical institutions for the future of US workforce development policy.Trade Review“Schwartz and Lipson make a powerful case for why community colleges will be critical to building the next generation of good jobs in America. By investing in pathways for Americans without four-year degrees, we can ignite an economy that works for the many and not just the few. These five colleges, spanning from Ohio to Arizona to Virginia to Mississippi, show what’s possible when America’s educators and employers work together to revitalize our regional economies and grow the jobs of the future.”—Ro Khanna, Silicon Valley member of Congress and author of Dignity in a Digital Age“If the nation is to respond to pressure to raise workforce skills and spread prosperity, community colleges must be the nexus for training, access, and equitable mobility. America’s Hidden Economic Engines is a handbook to make this happen. It combines a powerful vision for cooperation; in-depth analysis of innovation across diverse institutions; and a strategy to catalyze leadership to meet regional labor market demands.”—Karen A. Stout, president and CEO, Achieving the Dream“With profiles of five standout institutions each focused on job readiness and career success, Schwartz and Lipson convince us that America’s community colleges are the most practical, scalable means to a highly skilled workforce, income mobility, and equitable economic growth. America’s Hidden Economic Engines should be required reading for educators, economists, and policy makers.”—Kenneth Adams, president, LaGuardia Community College“Despite some common narratives, the median worker in the US does not have a bachelor's degree, but rather is skilled through alternative routes. In America’s Hidden Economic Engines, Lipson and Schwartz demonstrate the potential of community colleges as vital routes to opportunity for a nation of working learners. Their inspired case studies of community colleges as an adaptive resource for learners and employers alike make the case to fully unleash their potential.”—Byron Auguste, CEO and cofounder, Opportunity@Work

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Book SynopsisAn affirming resource for leaders and practitioners forwarding diversity, equity, and inclusion efforts on campus. In Restorative Resistance in Higher Education, diversity researcher and educator Richard J. Reddick shares the wisdom gained from three decades of diversity, equity, and inclusion (DEI) work in educational settings. Reddick centers DEI efforts as challenging yet essential components of college life, recognizing campus environments not just as mirrors reflecting societal values and biases but also as crucibles for social change. Creating a more equitable college campus, Reddick argues, is a complex task that should be met by all members of the university community. He discusses many measures that promote wider involvement, including campus cultural orientations, professional development for faculty and staff, and frameworks to help institutional leaders respond to inequity and exclusion on campus. Delivering a trove of best practices for equity advancement, Reddick offers DEI professionals, and all members of the higher education community, the tools to engage in the work on professional, academic, and personal levels. He advocates developmental relationships such as mentoring, role modeling, and coaching as a means for historically marginalized students to access hidden educational pathways. He also encourages frank discussion of the social and emotional tax on persons who participate in or lead work on these highly charged issues. Throughout this crucial work, Reddick emphasizes the importance of restorative and sustaining approaches: those that promote practitioner well-being and challenge unjust structures.Trade Review“Rich Reddick has written, not only a useful book, but an inspiring one. Today’s environment has become even more difficult for those doing diversity, equity, and inclusion work, but Reddick’s commitment shines through and serves as a springboard for the work that must be done in higher education and beyond. Restorative Resistance in Higher Education invites us to remain strong in our fight for justice, but also to be empathetic and understanding of differences.” —Marybeth Gasman, Samuel DeWitt Proctor Endowed Chair in Education and University Distinguished Professor, Rutgers University“A brilliant and vulnerable text that makes the ‘hidden curriculum’ of the academy visible and accessible. Reddick’s seamless integration of scholarship and personal narrative reveals how we can all advance equity (and stay well while doing so!), balancing engagement in the individual relationships and structural reforms necessary to transform higher education for good.” —Kimberly Griffin, dean and professor, College of Education, University of Maryland“Rich Reddick is the pied piper for DEI work, encouraging us to continue building our community, strengthening our work, and finding others to summon the courage to fight for what is right. In this community, we will find the restorative feelings of fellowship, freedom, and satisfaction while daring to disrupt the constraints of academia for the collective good.” —Gregory Vincent, president, Talladega College

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Book SynopsisOn New Year's Day in 1954, the underdog Texas Tech Red Raiders trounced Auburn, persistent pride of the SEC, in the Gator Bowl. The score was 35–13, and it would be almost twenty years before Tech would win another bowl game. But the important 1954 game also established a much deeper tradition of excellence, one that has never suffered the ups and downs of collegiate sports. On that January 1, the Red Raiders were led onto the field by Joe Kirk Fulton. Donning a mask and wearing custom chaps, Fulton charged onto the field on horseback, leading the team and thereby establishing the Masked Rider, a mascot and public figure whose role continues to this day.The Masked Rider is a quintessential piece of Texas Tech history. There have been sixty Masked Riders, most of them agricultural studies students, most of them from rural Texas. During their one-year term, each Masked Rider makes around 350 public appearances and travels 15,000 miles. They are one of the most visible figures in the university. The story of the program branches into individual narratives of unlikely college students who were the first in their families to attend a university, bringing with them ranching experience that uniquely qualified them to serve Texas Tech.

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Book SynopsisIn this timely collection, teacher-scholars of “the long eighteenth century,” a Eurocentric time frame from about 1680 to 1832, consider what teaching means in this historical moment: one of attacks on education, a global contagion, and a reckoning with centuries of trauma experienced by Black, Indigenous, and immigrant peoples. Taking up this challenge, each essay highlights the intellectual labor of the classroom, linking textual and cultural materials that fascinate us as researchers with pedagogical approaches that engage contemporary students. Some essays offer practical models for teaching through editing, sensory experience, dialogue, or collaborative projects. Others reframe familiar texts and topics through contemporary approaches, such as the health humanities, disability studies, and decolonial teaching. Throughout, authors reflect on what it is that we do when we teach—how our pedagogies can be more meaningful, more impactful, and more relevant. Published by Bucknell University Press. Distributed worldwide by Rutgers University Press.Trade Review"Where do eighteenth-century teachers know from? True to its title, this remarkable collection shares the processes of some of the field's most gifted and creative teachers. Anyone still trying to woo (and serve) their students with the eighteenth century should read this in its entirety." -- Manushag Powell * coeditor of Women’s Periodicals and Print Culture in Britain, 1690-1820s: The Long Eighteenth Centur *"This collection provides timely, cogent advice at a time of disciplinary disruption. At once deeply personal and highly theoretical, each essay explores how our classrooms are being transformed by a changing academic environment. And although it is titled Teaching the Eighteenth Century Now, it is really about our disciplinary future and how our work in the classroom can provide a rubric for both continuity and positive change." -- Cynthia Richards * coeditor of Approaches to Teaching Behn’s "Oroonoko" *"This timely and stimulating collection asks what teaching means in this historical moment and questions the relevance of the period study. Founded on the premise that, as academics, 'teaching is in fact what we do most of the time,' the essays offer insights, provocations, and inspiration for us all." -- Catherine Ingrassia * author of Domestic Captivity and the British Subject, 1660-1750 *"Wallace and Parker's Teaching the Eighteenth Century Now includes an impressive collection of essays by scholars whose teaching is grounded in a deep understanding of eighteenth-century literary culture. This volume responds to the need for pedagogical models that show how many of today's most urgent critical debates and crises are rooted in questions that emerge from eighteenth-century art and culture." -- Patricia A. Matthew * editor of Written/Unwritten: Diversity and the Hidden Truths of Tenure *Table of Contents Introduction: Situating Teaching in/about/around the Eighteenth Century Kate Parker and Miriam Wallace 1 Creating Teaching Editions, Teaching through Editing Tiffany Potter 2 Performing against History: Teaching Behn’sThe Widdow Ranter Ziona Kocher 3 Let’s Talk about (Early Modern) Sex . . . Online Kate Parker 4 The Chocolate Project: Recontextualizing Eighteenth-Century Studies in a Time of Downsizing Teri Doerksen 5 Enlightened Exchanges: An Interdisciplinary Approach to Teaching the Scottish Enlightenment Christine D. Myers 6 Design, Pedagogy, and Pandemic Teaching Tools in an Interdisciplinary History of Science Course Diana Epelbaum 7 It Was Sickness and Poverty Together: Teaching Inequality and Health Humanities in Austen’s Emma Matthew L. Reznicek 8 Teaching Hurts Travis Chi Wing Lau 9 Anticolonial Approaches to Teaching Colonial Art Histories Emily C. Casey Coda: Teaching (in) the Eighteenth(-)Century Now Eugenia Zuroski Acknowledgments Bibliography Notes on Contributors Index

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Book SynopsisAn edited volume reflecting on different aspects of teaching in prison and different points of view.This book seeks to address some of the major issues faced by faculty who are teaching college classes for incarcerated students. Composed of a series of case studies meant to showcase the strengths and challenges of teaching a range of different disciplines in prison, this volume brings together scholars who articulate some of the best practices for teaching their expertise inside alongside honest reflections on the reality of educational implementation in a constrained environment. The book not only provides essential guidance for faculty interested in developing their own courses to teach in prisons, but also places the work of higher education in prisons in philosophical context with regards to racial, economic, social, and gender-based issues. Rather than solely a how-to handbook, this volume also helps readers think through the trade-offs that happen when teaching inside, and about how to ensure the full integrity of college access for incarcerated students.Trade Review“In Education Behind the Wall, the authors focus on introducing the reader to key issues and processes in these dynamic institutions—higher education and prisons—and suggest more humane approaches to learning and living productively in both.” * Fulbright Chronicles *“Why teach in prison, how to teach in prison, who is taught in prison—these are the compelling questions that motivate the superb essays in Education Behind the Wall. Important at both a theoretical and practical level, this is necessary reading whether you are a veteran of prison instruction or you are only now considering the prospect of prison teaching.” -- Mary Fainsod Katzenstein, Emerita, Department of Government, Cornell University"From a resounding forward by Lee Pelton that grounds the importance of college in prison in the bonds between education and democracy, to Mneesha Gellman’s ethically nuanced and politically savvy closing argument, Gellman and her collaborators have given us a superb book that asks the tough questions about why to do this work, and it offers a host of practical answers on how to do it well." -- Daniel Karpowitz, Assistant Commissioner, MN DOC & Special Advisor to Governor Tim Walz“When you go to prison, it is rare to get a second chance. This book shows why college in prison is so important. The chapters reveal not only opportunities for higher learning, but pathways to change lives.” -- John Yang, former Emerson Prison Initiative studentTable of ContentsForewordLee PeltonIntroduction: Making the case for bringing college to prisonMneesha GellmanPART I: Why We Teach in PrisonTeaching Literature Inside: The Poet’s Report Kimberly McLarin and Wendy W. Walters Days in the Life of a College-in-Prison Professor Shelly TenenbaumEducating Survivors of the Cradle-to-Prison PipelineElizabeth LanganPART II: How We Teach in PrisonGenre-based Writing as Empowering Practice for Incarcerated StudentsStephen ShaneThe Logistics of Preparing to Teach InsideCara Moyer-DuncanPaywalls, Firewalls, Prison Walls: Bridging the Digital Divide within the Prison Education SystemChristina E. DentEconomics as Literacy for LifeSally Moran DavidsonOne Foot In, One Foot Out: Senior Theses and Remote Internships in the Prison Space Justin McDevitt and A.D. SeroczynskiPART III: Who We Teach“You’da done that, you’da been in here with us”Bill LittlefieldLearning to LiveAlexander XAuthor biographiesAppendix: Recommendations for further study

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Book SynopsisA perceptive, clear-eyed account of Australian universities, recounting their history from the 1850s to the present. Investigating the changing nature of higher education, this book asks whether this success is likely to continue in the 21st century, as the university’s hold over knowledge grows ever more tenuous.

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Book SynopsisWelcome to the world of university academics, where the Academic Hunger Games, fuelled by precarious employment conditions, is the new reality – a perpetual jostle for short-term contracts and the occasional plum job. But Inger Mewburn is here to tell you that life needn't be so grim. A veteran of the university ‘gig economy', Mewburn – aka The Thesis Whisperer – is perfectly placed to reflect on her experience and offer a wealth of practical strategies to survive and thrive. Here, she deftly navigates the world of the working academic, from thesis and article writing and keeping motivation alive, to time management, research strategies, new technologies, applying for promotion, sexism in the workplace, writing grant applications and deciding what to wear to give a keynote address. Constructive, inclusive, hands-on and gloves-off, How to be an Academic is a survival manual for aspiring and practising academics that will confirm that no matter what your experience in academia, you are not alone. Sales Points: Inger's The Thesis Whisperer blog (https://thesiswhisperer.com/) and Twitter feed (@thesiswhisperer) are hugely popular; she has 31,500 Twitter followers (May 2017) Short articles are easily navigable – readers can dip in and dip out Full of examples from real people in real situations, grappling with research, teaching, committees, grant-writing and publishing, and real life Plenty of humour and a light tone make the text really enjoyable to read Despite permanent positions being hard to come by, the university sector and the PhD business are booming – so there's a huge potential readership for the book Relevant to the university academic experience internationally, and at all levels, form those starting out to those who are squarely on the track to tenure Relevant across all disciplines Emphasises the importance of diversity, as universities have traditionally been mainly white, male spacesTable of Contents Acknowledgments The Academic Hunger Games 1 Becoming ‘The Thesis Whisperer’ 2 Being academic? 3 Being productive 4 Being a writer 5 Being employed (or not …) 6 Being political References Index

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Book SynopsisShould we stop teaching critical thinking? Meant as a prompt to further discussion, Critical Condition questions the assumption that every student should be turned into a "critical thinker." The book starts with the pre-Socratics and the impact that Socrates' death had on his student Plato and traces the increasingly violent use of critical "attack" on a perceived opponent. From the Roman militarization of debate to the medieval Church's use of defence as a means of forcing confession and submission, the early phases of critical thinking were bound up in a type of attack that Finn suggests does not best serve intellectual inquiry. Recent developments have seen critical thinking become an ideology rather than a critical practice, with levels of debate devolving to the point where most debate becomes ad hominem. Far from arguing that we abandon critical inquiry, the author suggests that we emphasize a more open, loving system of engagement that is not only less inherently violent but also more robust when dealing with vastly more complex networks of information. This book challenges long-held beliefs about the benefits of critical thinking, which is shown to be far too linear to deal with the twenty-first century world. Critical Condition is a call to action unlike any other.Table of ContentsTable of Contents for Critical Condition: Replacing Critical Thinking with Creativity by Patrick Finn Acknowledgements Preface: An Invitation Chapter 1 A Foolish Question: Isn't It Time We Replaced Critical Thinking? Chapter 2 The Baby and the Bathwater: The Birth of Critical Thinking Chapter 3 A Hitch or Two: Polemic, Violence, and the Case for Critical Thinking Chapter 4 We Can't Go On Together (with Suspicious Minds) Chapter 5 An Immodest Proposal: Let's Replace Critical Thinking with Creative, Loving, Open-Source Thought Chapter 6 âSure, It Works in Practice, but Will It Work in Theory?â Chapter 7 Conclusion: An Open Invitation-Some Final Ideas and Questions Notes Bibliography Index

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Book SynopsisAs Canadian universities work to increase access to graduate education, many are adopting blended modes of delivery for courses and programs. This book provides a comprehensive overview of current practices and opportunities for blended learning success.

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Book SynopsisSocial work field education in Canada is in crisis. New understanding and approaches are urgently needed. Innovative and sustainable models need to be explored and adopted. As professionals, social workers are expected to use research to inform their practice and to contribute to the production of research. Yet many social workers are reluctant to integrate research into their practice and into field education.Transforming Social Work Field Education encourages the adoption of research and scholarship into the practice of social work, especially field education. It offers current theoretical concepts and perspectives that shape social work field education and provides case studies of practice research grounded in the experiences of diverse communities and countries. Highlighting cutting-edge research and scholarship, each chapter addresses critical issues in social work practice and their implications for field education.Bringing together scholars at various stages of their careers, this book fosters a meaningful dialogue on the dynamic, complex, and multi-faceted nature of social work practice, research, and innovation in the critical area of field education. A vivid and original work, it stimulates interest and discussion on the integration of research and scholarship in social work field education in Canada and around the world.With contributions by: Wasif Ali, Helen Asrate Awoke, Kelemua Zenebe Ayele, Afework Eyasu Aynalem, Nicole Balbuena, Morgan Jean Banister, Natalie Beck Aguilera, Sheila Bell, Heather M. Boynton, Janice Chaplin Mailing, Emmanuel Chinlanga, Jill Ciesielski, Alise de Bie, Emma De Vynck, Cyerra Gage, Anita R. Gooding, Zipporah Greenslade, Annelise Hutchinson, Christine Anne Jenkins, Vibha Kausik, Ermias Kebede, Edward King, Kaltrina Kusari, William Lamar Medley, Karen Lok Yi Wong, Alexandra Katherine Mack, The Ottawa Adult Autism Initiative, Endalkachew Taye Shiferaw, Richardio Diego Suárez Rojas, Margaret Janse van Rensburg, Jennie Vengris, and Courtney Larissa WeaverTable of Contents List of Figures List of Tables Acknowledgements Introduction: Field Research Scholarship in Social Work Julie L. Drolet, Grant Charles, and Sheri M. McConnell Part I: Field Education Practice, Research, and Theory Addressing Class in Field: Economic Justice and Unpaid Social Work Practicums Natalie Beck Aguilera, William Lamar Medley, C. Gage, and Annelise Hutchinson Social Work Field Experience with Non-Social Work Field Supervisors in Community Senior Service Settings Karen Lok Yi Wong Enhancing Equity and Accessibility in Field Education: Reflections on Mobilizing Local Research Findings in One School of Social Work Alise de Bie, Janice Chaplin, and Jennie Vengris The Current State of Developmental Social Work Theory and Field Education in Africa: A Scoping Review Emmanuel Chilanga Part II: Anti-Racist and Indigenous Knowledges, Methodologies, and Perspectives A Social Work Student in Search of an Anti-Racist Education: A Conversation with Myself Zipporah Greenslade Cultural Responsive Child Welfare Practices: An Integrative Review Alexandra K. Mack Champions of Hurdles: A Multiple Case Study on the Experience and Meaning of Pursuing a Doctoral Degree for Ethiopian Women Endalkachew Taye Shiferaw, Helen Astrate, and Afework Eyasu Use of Self in Work: A Critical Race and Social Identity Perspective Anita R. Gooding Part III: Social Justice, Advocacy, and International Social Work Field Education and Immigrant Serving Sector Vibha Kaushik Social Justice, Systems, and Internaitonal Social Work in Field Education Kelemua Zenebe Ayele and Ermias Kebede Advancing Community Development Field Placements in Pakistan: A Case Study on Community Drinking Water Wasif Ali Using Advocacy Practicum to Establish a Framework for Virtual Community Consultations in the Ottawa Adult Autism Community Margaret Janse van Rensburg, Courtney Weaver, Christine Jenkins, Morgan Banister, Edward King, Sheila Bell, and The Ottawa Adult Autism Initiative The Service Provider's Dilemma: Confronting the Challenges of Service Delivery for Undocumented Victims of Intimate Partner Violence Nicole Balbuena Part IV: New Developments and Approaches in Field Education Field Education, Disability, and COVID-19: Navigating a Virtual World Kaltrina Kusari Supporting Spiritual Competencies in Field Education and Practice Emma De Vynck, Jill Ciesielski, and Heather M. Boynton How to Enhance Brain Potential in Fieldwork Education? The Multimodal Integration of Imagination and Trauma (MIIT) Framework Ricardo Diego Suárez Rojas Conclusion Sheri M. McConnell, Julie L. Drolet, and Grant Charles List of Contributors Index

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Book SynopsisSocial work field education in Canada is in crisis. New understanding and approaches are urgently needed. Innovative and sustainable models need to be explored and adopted. As professionals, social workers are expected to use research to inform their practice and to contribute to the production of research. Yet many social workers are reluctant to integrate research into their practice and into field education.Transforming Social Work Field Education encourages the adoption of research and scholarship into the practice of social work, especially field education. It offers current theoretical concepts and perspectives that shape social work field education and provides case studies of practice research grounded in the experiences of diverse communities and countries. Highlighting cutting-edge research and scholarship, each chapter addresses critical issues in social work practice and their implications for field education.Bringing together scholars at various stages of their careers, this book fosters a meaningful dialogue on the dynamic, complex, and multi-faceted nature of social work practice, research, and innovation in the critical area of field education. A vivid and original work, it stimulates interest and discussion on the integration of research and scholarship in social work field education in Canada and around the world.With contributions by: Wasif Ali, Helen Asrate Awoke, Kelemua Zenebe Ayele, Afework Eyasu Aynalem, Nicole Balbuena, Morgan Jean Banister, Natalie Beck Aguilera, Sheila Bell, Heather M. Boynton, Janice Chaplin Mailing, Emmanuel Chinlanga, Jill Ciesielski, Alise de Bie, Emma De Vynck, Cyerra Gage, Anita R. Gooding, Zipporah Greenslade, Annelise Hutchinson, Christine Anne Jenkins, Vibha Kausik, Ermias Kebede, Edward King, Kaltrina Kusari, William Lamar Medley, Karen Lok Yi Wong, Alexandra Katherine Mack, The Ottawa Adult Autism Initiative, Endalkachew Taye Shiferaw, Richardio Diego Suárez Rojas, Margaret Janse van Rensburg, Jennie Vengris, and Courtney Larissa WeaverTable of Contents List of Figures List of Tables Acknowledgements Introduction: Field Research Scholarship in Social Work Julie L. Drolet, Grant Charles, and Sheri M. McConnell Part I: Field Education Practice, Research, and Theory Addressing Class in Field: Economic Justice and Unpaid Social Work Practicums Natalie Beck Aguilera, William Lamar Medley, C. Gage, and Annelise Hutchinson Social Work Field Experience with Non-Social Work Field Supervisors in Community Senior Service Settings Karen Lok Yi Wong Enhancing Equity and Accessibility in Field Education: Reflections on Mobilizing Local Research Findings in One School of Social Work Alise de Bie, Janice Chaplin, and Jennie Vengris The Current State of Developmental Social Work Theory and Field Education in Africa: A Scoping Review Emmanuel Chilanga Part II: Anti-Racist and Indigenous Knowledges, Methodologies, and Perspectives A Social Work Student in Search of an Anti-Racist Education: A Conversation with Myself Zipporah Greenslade Cultural Responsive Child Welfare Practices: An Integrative Review Alexandra K. Mack Champions of Hurdles: A Multiple Case Study on the Experience and Meaning of Pursuing a Doctoral Degree for Ethiopian Women Endalkachew Taye Shiferaw, Helen Astrate, and Afework Eyasu Use of Self in Work: A Critical Race and Social Identity Perspective Anita R. Gooding Part III: Social Justice, Advocacy, and International Social Work Field Education and Immigrant Serving Sector Vibha Kaushik Social Justice, Systems, and Internaitonal Social Work in Field Education Kelemua Zenebe Ayele and Ermias Kebede Advancing Community Development Field Placements in Pakistan: A Case Study on Community Drinking Water Wasif Ali Using Advocacy Practicum to Establish a Framework for Virtual Community Consultations in the Ottawa Adult Autism Community Margaret Janse van Rensburg, Courtney Weaver, Christine Jenkins, Morgan Banister, Edward King, Sheila Bell, and The Ottawa Adult Autism Initiative The Service Provider's Dilemma: Confronting the Challenges of Service Delivery for Undocumented Victims of Intimate Partner Violence Nicole Balbuena Part IV: New Developments and Approaches in Field Education Field Education, Disability, and COVID-19: Navigating a Virtual World Kaltrina Kusari Supporting Spiritual Competencies in Field Education and Practice Emma De Vynck, Jill Ciesielski, and Heather M. Boynton How to Enhance Brain Potential in Fieldwork Education? The Multimodal Integration of Imagination and Trauma (MIIT) Framework Ricardo Diego Suárez Rojas Conclusion Sheri M. McConnell, Julie L. Drolet, and Grant Charles List of Contributors Index

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Book SynopsisShortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This book brings together some of the most innovative thinking on curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curricula and can it be undone? How is the project of curricula decolonisation similar to or different from the quest for post-colonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting? Strong conceptual analyses are combined with case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. This comparative perspective enables reasonable judgments to be made about the prospects for institutional take-up within the curriculum of century-old universities. Decolonisation in Universities is essential reading for undergraduate teaching, postgraduate research and advanced scholarship in the field of curriculum studies.Trade ReviewThis outstanding collection by some of South Africa’s foremost thinkers will add clarity to the challenges facing our universities … In sharp and interesting ways the contributors remind us of the complexity of the historical moment as we try to fathom the role of universities as social institutions in a severely unequal, deeply divided society. — Ahmed Bawa, Professor and Chief Executive Officer of Universities South Africa This is a long-awaited, incisive and insightful book on decolonising knowledge in university curricula, drawing on key thinkers in the area. It will have immense impact on theory and practice beyond the borders of South Africa. — Shirley Anne Tate, Professor of Race and Education and Director of the Centre for Race, Education and Decoloniality, Carnegie School of EducationTable of Contents Introduction and Overview: The Politics of Curriculum – Jonathan D Jansen Part 1: The arguments for decolonisation Chapter 1 Decolonising universities – Mahmood Mamdani Chapter 2 The curriculum case for decolonization – Lesley Le Grange Part 2: The politics and problems of decolonisationisation Chapter 3 Knowledge, authority and the settled curriculum – Jonathan D Jansen Chapter 4 The institutional curriculum, pedagogy and the decolonisation of the South African university – Lis Lange Chapter 5 What counts and who belongs? Current debates in decolonising the curriculum – Ursula Hoadley and Jaamia Galant Part 3: Doing decolonizationChapter 6 Scaling decolonial consciousness? The reinvention of ‘Africa’ in a neoliberal university – Jess Auerbach, Mlungisi Dlamini and Janice Ndegwa Chapter 7 Testing transgressive thinking: The “Learning Through Enlargement” Initiative at UNISA – Crain Soudien Chapter 8 Between higher and basic education in South Africa: What does decolonisation mean for teacher education? – Yusuf Sayed and Shireen Motala Part 4: Reimaging colonial inheritances Chapter 9 Public Art and/as Curricula: Seeking a new role for monuments associated with oppression – Brenda Schmahmann Chapter 10 The Plastic University: knowledge, disciplines and the decolonial turn – André Keet Chapter 11 Decolonising knowledge: can ubuntu ethics save us from coloniality? – Piet Naude Part 5: Decolonisation and the future Chapter 12 Future knowledges and their implications for the decolonisation project – Achille Mbembe Afterword: Minds via Curricula? – Grant Parker References List of abbreviations Index

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Book SynopsisAcross the world, universities are grappling with the colonial legacies that have shaped them. That struggle is especially vital in South Africa where the Rhodes Must Fall and Fees Must Fall movements have catalysed decolonial activism and discourse against the legacy of apartheid in higher education. This collection asks what epistemic justice might look like in teaching, learning and research across multiple academic disciplines. Each author writes from first-hand experience of teaching at the University of Cape Town, an institution that was and remains a key site of complicity with and resistance against settler colonialism, apartheid, and their ongoing oppressions. The contributors trace power relations that are embedded in various teaching and learning spaces at UCT, asking critical questions about the kinds of subjects and objects of knowledge that are produced by their disciplines. Further, they explore new ideas, texts, and intellectual and pedagogical practices that can help academics interrogate, challenge and transform the dominant power relations in the South African academy. Collectively, these chapters work to imagine new subjects of knowledge in the postcolonial university through an ethic of epistemic justice. At a time when debates on decolonisation have gained urgency in academic, civic and public spaces, this interdisciplinary collection serves as a valuable archive documenting and reflecting on a turbulent period in South African higher education. It is an important resource for academics looking to grasp debates on decoloniality both in South Africa, and in university and teaching spaces further afield. Calling for concerted and collaborative work towards greater epistemic justice across diverse disciplines, the book puts forward a new vision of the postcolonial university as one that enables excellent teaching and learning, undertaken in a spirit of critical consciousness and reciprocity.Table of Contents Introduction Epistemic Justice and the University of Cape Town: Thinking Across Disciplines – Ruchi Chaturvedi, Shari Daya and Amrita Pande Part I: Aesthetics, Politics and Languages Chapter 1 Ukuhamba Ukubona/Travelling to Know: Mobility as Counter-Curriculum Across Africa – Nomusa Makhubu Chapter 2 Publics, Politics, Place and Pedagogy in Urban Studies – Rike Sitas Chapter 3 Imagining Southern Cities: Reflections on an Interdisciplinary Pedagogical Space – Shari Daya and Rike Sitas Chapter 4 Invoking Names: Finding Black Women’s Lost Narratives in the Classroom – Athambile Masola Part II: Justice, Curriculum and the Classroom Chapter 5 Decolonising Psychology in Africa: The Curriculum as Weapon – Shose Kessi and Hal Cooper Chapter 6 The Shards Haven’t Settled: Contesting Hierarchies of (Teaching) History – Koni Benson and Kerusha Govender Chapter 7 Heavy-handed Policing: Teaching Law and Practice to LLB Students in South Africa – Jameelah Omar Part III: Contested Histories and Ethical Spaces Chapter 8 African Studies at UCT: An Interview with Lungisile Ntsebeza – Sepideh Azari Chapter 9 The African Gender Institute: A Journey of Place-making – Kealeboga Mase Ramaru Chapter 10 The Ethic of Reconciliation and a New Curriculum – Ari Sitas Afterword – Amrita Pande, Ruchi Chaturvedi, Shari Daya

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Book SynopsisWhy do some universities seem to be in a constant state of turmoil and dysfunction? Jonathan Jansen explores the root causes of chronic instability in a sample of South African universities. Through scrutiny of investigatory reports and interviews with more than 100 university managers and government officials, Jansen finds that at the heart of the dysfunction in universities is an intense and sometimes deadly competition for resources especially on campuses located in impoverished communities. It is not the lack of institutional resources but their concentration in a university that draws a mix of corrupt actors from local politicians and taxi operators to members of council and management into a never-ending run on the material (such as money for infrastructure) and symbolic (namely, graduation certificates for sale) assets of these institutions. Jansen argues that the problem won’t be solved through investments in ‘capacity building’ alone because the combination of institutional capacity and institutional integrity contributes to serial instability in universities. Jansen makes an important intervention to understanding the root causes and offers interventions to produce stabilities such as the depoliticisation of university councils and appointing academics of integrity and capacity in the management and leadership of these fragile institutions. This groundbreaking and long overdue study will offer a promising way forward for universities to better serve their communities and the country more broadly.Table of Contents Acknowledgements Acronyms and Abbreviations Map of South African Universities Chapter 1 A study of chronic dysfunction in universities Chapter 2 Historical roots of dysfunction: Shaping the South African university Chapter 3 Dysfunctionality in universities: A political economy perspective Chapter 4 A personal journey through the political economy of universities Chapter 5: Casting long shadows: How history shapes the politics of universities in South Africa Chapter 6 The university as a concentrated and exploitable resource Chapter 7 The university as a criminal enterprise Chapter 8 The micropolitics of corruption in universities Chapter 9 The twin roots of chronic dysfunctionality in universities Chapter 10 Rethinking and rebuilding dysfunctional South African universities Appendices References Index

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