Philosophy and theory of education Books
Columbia University Press The Great Civilized Conversation
Book SynopsisThe world-renowned scholar suggests a new approach to education that can sustain humanistic learning in a globalized culture.Trade ReviewThough it is a collection of previously published articles, it attains a coherence and concentration such collections seldom achieve...[a] rich and rewarding book. -- Robert N. Bellah First Things Perhaps [The Great Civilized Conversation's] most striking feature is the care, and indeed passion, with which core concepts from different epochs of the Confucian educational tradition in East Asia are articulated and interpreted for a wider world community... [A] lifetime of sustained and cumulative effort... is represented in this remarkable volume.Sino Western Journal Sino Western JournalTable of ContentsPreface Introduction Part 1. Education and the Core Curriculum 1. Education for a World Community 2. "Starting on the Road" with John Erskine & Co. 3. The Great "Civilized" Conversation: A Case in Point 4. A Shared Responsibility to Past and Future 5. Asia in the Core Curriculum 6. What Is "Classic"? 7. Classic Cases in Point Part 2. Liberal Learning in Confucianism 8. Human Renewal and the Repossession of the Way 9. Zhu Xi and Liberal Education 10. Confucian Individualism and Personhood 11. Zhu Xi's Educational Program 12. Self and Society in Ming Thought 13. The Rise of Neo-Confucianism in Korea 14. Confucianism and Human Rights 15. China and the Limits of Liberalism Part 3. Tributes and Memoirs 16. Huang Zongxi and Qian Mu 17. Tang Junyi and New Asia College 18. Ryusaku Tsunoda Sensei 19. Thomas Merton, Matteo Ricci, and Confucianism Appendix. Wm. Theodore de Bary: A Life in Conversation Index
£26.60
Columbia University Press A Face Drawn in Sand Humanistic Inquiry and
Book SynopsisRey Chow rearticulates the plight of the humanities in the age of global finance and neoliberal mores through a focus on Foucault's concept outside. She foregrounds a nonutilitarian approach, stressing anew the intellectual and pedagogical objectives fundamental to humanistic inquiry.Trade ReviewIn this lucid, concise, and passionate book, Rey Chow theorizes the dire effects of entrepreneurial capitalism in our digital age while showing how a humanistic intellectual should confront the essential problems created and obscured by that capitalism. This recovery of Foucault is brilliant, timely, and liberating. -- Paul A. Bové, author of Love's ShadowIn A Face Drawn in Sand, Rey Chow not only offers a provocative and original reading of Foucault but also mobilizes this reading to analyze some of the most important oppositions in literary studies today: close reading versus distant reading, surface reading with its re-aestheticization of the text versus STEM-inspired social science approaches, identity versus racialization, among others. Rather than attempt simply to adjudicate these conflicts in the interests of compromise, Chow reconstructs their theoretical and historical conditions of possibility to determine how these oppositions came to be posed in their current form. In doing so, she allows us to rethink them and perhaps better articulate the problems they seek to address. This is a much-needed book. -- Warren Montag, coauthor of The Other Adam SmithIf, as Foucault said, we have yet to cut off the head of the king, Chow offers the sharpest blade yet: critique forged in immanence. With the equanimity of a saint and the tenacity of a battle-scarred scholar, she puts a point on Foucault’s productive hypothesis: to denounce power is not to say no to it. The result is a compelling series of interventions into the fields of study that matter most for humanistic inquiry today: critical race studies, sound studies, media studies, transnational and global studies. Chow’s gift is a vision of what these fields might be, beheaded. -- Thomas Lamarre, author of The Anime Ecology: A Genealogy of Television, Animation, and Game MediaA Face Drawn in Sand cuts into the present with breathtaking clarity. Redeploying Foucault’s work in startling new ways, Chow engages everything from humanistic study in the neoliberal university to racism, sound theory, the digitized smart self, and sand painting. As brilliant as it is courageous, this book not only changes how we read Foucault. It teaches us how to think: how to press against the limits of our contemporary order. A tour de force! -- Lynne Huffer, author of Foucault's Strange ErosChow’s text accomplishes something rare these days: an original reading of Foucault that crackles with insight. * Critical Inquiry *Table of ContentsPart I. Humanistic Inquiry in the Era of the Moralist-EntrepreneurIntroduction: Rearticulating “Outside”Part II. Exercises in the Unthought1. Literary Study’s Biopolitics2. “There Is a ‘There Is’ of Light”; or, Foucault’s (In)visibilities3. Thinking “Race” with Foucault4. “Fragments at Once Random and Necessary”: The Énoncé Revisited, Alongside Acousmatic Listening5. From the Confessing Animal to the SmartselfCoda: Intimations from a Series of Faces Drawn in SandAcknowledgmentsNotesIndex
£76.00
University of Illinois Press Disrupting Colonial Pedagogies
Book SynopsisThe impact of conquest and colonialism on identity and the construction of knowledge Jillian Ford and Nathalia E. Jaramillo edit a collection of writings by women that examine womanist worldviews in philosophy, theory, curriculum, public health, and education. Drawing on thinkers like bell hooks and Cynthia Dillard, the essayists challenge the colonizing hegemonies that raise and sustain patriarchal and male-centered systems of teaching and learning. Part One examines how womanist theorizing and creative activity offer a space to study the impact of conquest and colonization on the Black female body and spirit. In Part Two, the contributors look at ways of using text, philosophy, and research methodologies to challenge colonizing and colonial definitions of womanhood, enlightenment, and well-being. The essays in Part Three undo the colonial pedagogical project and share the insights they have gained by freeing themselves from its chokehold. Powerful and interdisciplinary, Disrupting CTrade Review“Inspired by bell hooks’ engaged and transgressive pedagogical discourses, this compelling, informative, ‘disruptive’ anthology captures the powerful reflections of feminist/womanist women of color as they interrogate toxic practices of the white academy in the South. The essays, which cover a rich variety of topics, are candid, brilliant, sobering, informative and inspirational. A must read for strategies to transform higher education during challenging times.”--Beverly Guy-Sheftall, Spelman CollegeTable of ContentsForeword—AnaLouise Keating Acknowledgments Introduction—Nathalia E. Jaramillo and Jillian FordPart I: Disembodying Coloniality 1 Vivisection: Decolonizing Media’s Hidden Curriculum of Black Female Subjectivity through a Mash-Up of Visual Arts and Performance—Khalilah Ali 2 Breath, Spirit, and Energy Transmutation: Womanist Praxes to Counter Coloniality —Jillian FordPart II: Transforming Interventions 3 Discursive Colonialism of Hmong Women in Western Texts: Education, Representation, and Subjectivity—Leena N. Her 4 A Spiritual Infusion: An Anti-Colonial Feminist Approach to Academic Healing and Transformative Education—Angela Malone Cartwright 5 Healing the Soul—Curando el Alma—Na Sanna’e Ini’e Collective: A Feminist BIPOC Migrant Mixtec Serving Leadership and Research Initiative—Lorri J. Santamaría, Adriana Diego, Genevieve Flores-Haro, Silvia García Aguilár, Luisa León Salazár, Claudia Lozáno, Liliana Manriquez, and Alberta SalazárPart III: Undoing Command 6 #CrunkPublicHealth: Decolonial Feminist Praxes of Cultivating Liberatory and Transdisciplinary Learning, Research, and Action Spaces—LeConté J. Dill 7 Activating Space and Spirit: Meditations on Spiritually Sustaining Pedagogies—Sameena Eidoo 8 Dear Doctoral Student of Color: Academic Advising as Anti-Colonial Womanist Pedagogy and Theory—Patricia Krueger-Henney Contributors Index
£77.35
University of Illinois Press Sound Pedagogy
Book SynopsisTrade Review“A direct call for action grounded in the day-to-day work we do as teachers. Inspired by recent work in musicology and related fields, this is the first collection that brings scholars, teachers, and administrators together to think collectively about student wellbeing and the need for instructors to center care in their pedagogy.”--Loren Kajikawa, author of Sounding Race in Rap SongsTable of ContentsForeword William Cheng Introduction: Radical Care Colleen Renihan, John Spilker, Trudi Wright Part I. The Heart of Curricular Interventions Chapter 1. Re-Enchanting Music History Sara Haefeli Chapter 2. Teaching Approaches to Race Through Music: A Timely Example from the American South Molly M. Breckling Chapter 3. Empathy in Opera Colleen Renihan Chapter 4. Integrating Wellbeing and Intersectional Equity Across a Revised Music History and Culture Curriculum John Spilker Chapter 5. Care, Carefully: Caring for the Whole Student from Recruitment through Retention Frederick A. Peterbark Chapter 6. Kindness as Universal Design: Rethinking the College Music Classroom from Within Stephanie Jensen-Moulton Part II. Unmeasured Pedagogical Horizons Chapter 7. Connecting Students and Artistic Communities: Understanding Agency, Fostering Empathy, and Expanding Representation in the Classroom Mark Katz Chapter 8. Towards Socially Responsible Music History Pedagogy: A Rant, Some Theories and A Few Resources Eric Hung Chapter 9. Public Musicology as Care, or How Should We Respond When the Duke of Mantua Tells Us That All Women Are Fickle? William A. Everett and Matteo Magarotto Chapter 10. Listening with Care to Nonhuman Musicality and Material Culture Kate Galloway Part III. Self-Care, the Root of Teaching Chapter 11. Curriculum Changing Culture: Improving the Mental Health of University Music Students Nathan A. Langfitt Chapter 12. Teaching the First-Generation College Student in the Music History Classroom: A Student-to-Professor Perspective Reba A. Wissner Chapter 13. New Waters in Music: Recognizing and Processing Trauma While Trying to Diversify a School of Music’s Curriculum Offerings Amanda Christina Soto Chapter 14. Lessons in Student- and Self-Care from Trauma: A Personal Narrative Laura Moore Pruett Chapter 15. Mental Health and the Pedagogy of Self-Disclosure Mary Natvig Chapter 16. Modeling Cura Personalis: Caring for Our Students and Ourselves Trudi Wright Epilogue: Care for Now Colleen Renihan, John Spilker, Trudi Wright Contributors Index
£87.55
University of Illinois Press Disrupting Colonial Pedagogies
Book SynopsisTrade Review“Inspired by bell hooks’ engaged and transgressive pedagogical discourses, this compelling, informative, ‘disruptive’ anthology captures the powerful reflections of feminist/womanist women of color as they interrogate toxic practices of the white academy in the South. The essays, which cover a rich variety of topics, are candid, brilliant, sobering, informative and inspirational. A must read for strategies to transform higher education during challenging times.”--Beverly Guy-Sheftall, Spelman CollegeTable of ContentsForeword—AnaLouise Keating Acknowledgments Introduction—Nathalia E. Jaramillo and Jillian FordPart I: Disembodying Coloniality 1 Vivisection: Decolonizing Media’s Hidden Curriculum of Black Female Subjectivity through a Mash-Up of Visual Arts and Performance—Khalilah Ali 2 Breath, Spirit, and Energy Transmutation: Womanist Praxes to Counter Coloniality —Jillian FordPart II: Transforming Interventions 3 Discursive Colonialism of Hmong Women in Western Texts: Education, Representation, and Subjectivity—Leena N. Her 4 A Spiritual Infusion: An Anti-Colonial Feminist Approach to Academic Healing and Transformative Education—Angela Malone Cartwright 5 Healing the Soul—Curando el Alma—Na Sanna’e Ini’e Collective: A Feminist BIPOC Migrant Mixtec Serving Leadership and Research Initiative—Lorri J. Santamaría, Adriana Diego, Genevieve Flores-Haro, Silvia García Aguilár, Luisa León Salazár, Claudia Lozáno, Liliana Manriquez, and Alberta SalazárPart III: Undoing Command 6 #CrunkPublicHealth: Decolonial Feminist Praxes of Cultivating Liberatory and Transdisciplinary Learning, Research, and Action Spaces—LeConté J. Dill 7 Activating Space and Spirit: Meditations on Spiritually Sustaining Pedagogies—Sameena Eidoo 8 Dear Doctoral Student of Color: Academic Advising as Anti-Colonial Womanist Pedagogy and Theory—Patricia Krueger-Henney Contributors Index
£18.89
University of Illinois Press Sound Pedagogy Radical Care in Music
Book SynopsisTrade Review“A direct call for action grounded in the day-to-day work we do as teachers. Inspired by recent work in musicology and related fields, this is the first collection that brings scholars, teachers, and administrators together to think collectively about student wellbeing and the need for instructors to center care in their pedagogy.”--Loren Kajikawa, author of Sounding Race in Rap SongsTable of ContentsForeword William Cheng Introduction: Radical Care Colleen Renihan, John Spilker, Trudi Wright Part I. The Heart of Curricular Interventions Chapter 1. Re-Enchanting Music History Sara Haefeli Chapter 2. Teaching Approaches to Race Through Music: A Timely Example from the American South Molly M. Breckling Chapter 3. Empathy in Opera Colleen Renihan Chapter 4. Integrating Wellbeing and Intersectional Equity Across a Revised Music History and Culture Curriculum John Spilker Chapter 5. Care, Carefully: Caring for the Whole Student from Recruitment through Retention Frederick A. Peterbark Chapter 6. Kindness as Universal Design: Rethinking the College Music Classroom from Within Stephanie Jensen-Moulton Part II. Unmeasured Pedagogical Horizons Chapter 7. Connecting Students and Artistic Communities: Understanding Agency, Fostering Empathy, and Expanding Representation in the Classroom Mark Katz Chapter 8. Towards Socially Responsible Music History Pedagogy: A Rant, Some Theories and A Few Resources Eric Hung Chapter 9. Public Musicology as Care, or How Should We Respond When the Duke of Mantua Tells Us That All Women Are Fickle? William A. Everett and Matteo Magarotto Chapter 10. Listening with Care to Nonhuman Musicality and Material Culture Kate Galloway Part III. Self-Care, the Root of Teaching Chapter 11. Curriculum Changing Culture: Improving the Mental Health of University Music Students Nathan A. Langfitt Chapter 12. Teaching the First-Generation College Student in the Music History Classroom: A Student-to-Professor Perspective Reba A. Wissner Chapter 13. New Waters in Music: Recognizing and Processing Trauma While Trying to Diversify a School of Music’s Curriculum Offerings Amanda Christina Soto Chapter 14. Lessons in Student- and Self-Care from Trauma: A Personal Narrative Laura Moore Pruett Chapter 15. Mental Health and the Pedagogy of Self-Disclosure Mary Natvig Chapter 16. Modeling Cura Personalis: Caring for Our Students and Ourselves Trudi Wright Epilogue: Care for Now Colleen Renihan, John Spilker, Trudi Wright Contributors Index
£19.79
Indiana University Press Levinas and the Crisis of Humanism
Book SynopsisDelves deeply into Levinas's works to understand the grounding of this ethical subjectTrade Review[I]n addition to its excellent readings of many texts and its helpful contextualizing of Levinas's project, Katz's book is a very good one indeed and one to be highly recommended. * AJS REVIEW *The great achievement of Claire Katz's new book, Levinas and the Crisis of Humanism, is to explain the meaning of Levinas's ethics in a way that makes it relevant for everyday life without either simplifying it or resorting to the paraphrase that is so often the pitfall of Levinas scholarship. . . . Katz's book succeeds in transmitting a deep sense of how Levinas's philosophy is important and relevant in a world in crisis. * Notre Dame Philosophical Reviews *Table of ContentsPrefaceAcknowledgementsList of AbbreviationsIntroduction1. The Limits of the Humanities2. Solitary Men3. The Crisis of Humanism4. Before Phenomenology5. The Promise of Jewish Education 6. Teaching, Fecundity, Responsibility7. Humanism FoundNotesBibliographyIndex
£19.79
Indiana University Press Values and Music Education
Book SynopsisWhat values should form the foundation of music education? And once we decide on those values, how do we ensure we are acting on them?In Values and Music Education, esteemed author Estelle R. Jorgensen explores how values apply to the practice of music education. We may declare values, but they can be hard to see in action. Jorgensen examines nine quartets of related values and offers readers a roadmap for thinking constructively and critically about the values they hold. In doing so, she takes a broad view of both music and education while drawing on a wide sweep of multidisciplinary literature. Not only does Jorgensen demonstrate an analytical and dialectical philosophical approach to examining values, but she also seeks to show how theoretical and practical issues are interconnected. An important addition to the field of music education, Values and Music Education highlights values that have been forgotten or marginalized, underscores those that seem perennial, and illustrates howTrade Review"No contemporary philosopher of the arts and education can write with the depth of insight and the breadth of vision that Estelle R. Jorgensen can, as achieved in Values and Music Education."—Randall Everett Allsup, author of Remixing the Classroom"There are few scholars taking an iterative approach to their work, circling back to the primary ideas with greater depth, focus, and with the insight provided by time spent in the process of inquiry. . . . This is an approach that renders the manuscript both accessible and meaningful to music teachers who work daily with young people in classrooms and rehearsal halls."—Patrick K. Freer, author of TIPS: The First Weeks of Middle School ChorusTable of ContentsPrefaceAcknowledgments1. Culture, Humanity, Transformation, and Value2. Artistry, Taste, Skill, and Style3. Reverence, Humility, Awe, and Spirituality4. Dignity, Dispassion, Restraint, and Discipline5. Love, Friendship, Desire, and Devotion6. Joy, Happiness, Pleasure, and Celebration7. Fidelity, Persistence, Patience, and Loyalty8. Curiosity, Imagination, Wonder, and Open-mindedness9. Wisdom, Understanding, Knowledge, and Mastery10. Justice, Equality, Fairness, and Inclusion11. Commonalities, Resonances, Applications, and DecisionsEpilogueNotesIndex
£21.59
Indiana University Press Values and Music Education
Book SynopsisWhat values should form the foundation of music education? And once we decide on those values, how do we ensure we are acting on them?In Values and Music Education, esteemed author Estelle R. Jorgensen explores how values apply to the practice of music education. We may declare values, but they can be hard to see in action. Jorgensen examines nine quartets of related values and offers readers a roadmap for thinking constructively and critically about the values they hold. In doing so, she takes a broad view of both music and education while drawing on a wide sweep of multidisciplinary literature. Not only does Jorgensen demonstrate an analytical and dialectical philosophical approach to examining values, but she also seeks to show how theoretical and practical issues are interconnected. An important addition to the field of music education, Values and Music Education highlights values that have been forgotten or marginalized, underscores those that seem perennial, and illustrates howTrade Review"No contemporary philosopher of the arts and education can write with the depth of insight and the breadth of vision that Estelle R. Jorgensen can, as achieved in Values and Music Education."—Randall Everett Allsup, author of Remixing the Classroom"There are few scholars taking an iterative approach to their work, circling back to the primary ideas with greater depth, focus, and with the insight provided by time spent in the process of inquiry. . . . This is an approach that renders the manuscript both accessible and meaningful to music teachers who work daily with young people in classrooms and rehearsal halls."—Patrick K. Freer, author of TIPS: The First Weeks of Middle School ChorusTable of ContentsPrefaceAcknowledgments1. Culture, Humanity, Transformation, and Value2. Artistry, Taste, Skill, and Style3. Reverence, Humility, Awe, and Spirituality4. Dignity, Dispassion, Restraint, and Discipline5. Love, Friendship, Desire, and Devotion6. Joy, Happiness, Pleasure, and Celebration7. Fidelity, Persistence, Patience, and Loyalty8. Curiosity, Imagination, Wonder, and Open-mindedness9. Wisdom, Understanding, Knowledge, and Mastery10. Justice, Equality, Fairness, and Inclusion11. Commonalities, Resonances, Applications, and DecisionsEpilogueNotesIndex
£56.10
Indiana University Press Frontiers of Belonging
Book SynopsisTrade Review"This book makes important contributions to scholarship in the fields of anthropology and refuge/migration studies. Most ethnographies of forced migration tend to focus on adult refugees. Lems provides an intimate, close-up look into the experiences of teenage unaccompanied minors."—Nell Gabiam, Iowa State University"Frontiers of Belonging beautifully and tragically renders the concept of 'exclusive inclusion' by exploring the stories of several unaccompanied refugee youth in Switzerland. . . . It calls our attention to the vast discrepancy between who refugees know themselves to be and what the Swiss bureaucracy, and the pedagogical agents (pedagogues) who come into everyday contact with refugees believes they are. . . . It is emotionally evocative and thought provoking."—Jennifer Riggan, Arcadia UniversityTable of ContentsAcknowledgmentsIntroduction1. On Doing "Being Normal"2. The Model(led) Pupil3. The Poster Child of Integration4. The Unlucky Many5. The Integration Pilot6. Existential Balancing ActsBibliographyIndex
£52.70
Indiana University Press Education Transformation in Muslim Societies
Book Synopsis1. The book brings an action-oriented framework to hope. 2. The book is timely post pandemic. 3. It focuses on educators in Muslim communities. 4. Addresses k-16 education systems. 5. Authors are all experienced scholars and academicians in institutions in Muslim societies. 6. The book shifts the educational discourse in Muslim societies from deficiency to a strength-based orientation.Trade ReviewEducation Transformation in Muslim Societies: A Discourse of Hope edited by Ilham Nasser is both poetic and practical. Focusing on the idealism of hope, this timely volume is a powerful book in these uncertain times. Grounding it in the context of the Muslim societies, the book centers the value and virtue of hope with one of the world's most diverse population's that are often misunderstood and misrepresented. Taking a global approach prompts us to remember that hope should be a vital component of education in every corner of the world. The book also reminds readers to remember and celebrate the transformative power of education as a force for good. A critical, thoughtful, and much-needed volume! -- Supriya Baily, George Mason UniversityThis book contributes to deconstructing the current educational paradigm in Muslim societies, which is based on a discourse of deficit, to reconstructing one which builds on, and integrates, the existing strengths of youth knowledge, emotions and faith. As such, this is both pathbreaking and necessary, innovative as well as wise. A must-read. -- Azza Karam, Religions for PeaceThis is an educationally significant book on Muslim education that brings not only notions of transformation, critical action, and hope into dialogical conversation but it equally advances a non-instrumental idea of education. The central thoughts on Muslim education espoused throughout this book exemplify education as dynamic, flexible, and open-ended by inviting readers to experiment with ideas that may inspire innovative, changed, and hope-full ways of thinking and doing with/in education. Ilham Nasser and her colleagues should be commended for expanding a vision of Muslim education beyond the personal, social, and political towards forms of educational life unconstrained by the dominant outcome-driven approach to education. In many ways, the anthology of essays in this book not only questions current understandings of Muslim education but urges its readers to (re)think more radically what it means to bring critical hope to societies. -- Yusef Waghid, Stellenbosch University, Cape Town, South AfricaTable of ContentsAcknowledgmentsPrefacePart 1: Education, Hope, and Muslim Societies1. Advancing Education in Muslim Societies Through a Discourse of Hope: An Introduction, by Ilham Nasser2. Transcending Human Ruptures Through a Hopeful Muslim Education, by Nuraan DavidsPart 2: Contexts of Hope in Higher Education3. The Power of Hope and Transformative Teaching: How to Frame an Educational Vision by Means of the Most Beautiful Names of Allah (al-Asma' al-Husna), by Mualla Selcuk4. Fusion of Horizons: A Case Study of the Pedagogy of Transformative Hope for Muslim Women's Empowerment in Malaysia, by Suhailah HossienPart 3: Initiatives in Teacher Development5. Teacher Professional Development in Palestine: Hope Despite All, by Ilham Nasser, Bassam Abu Hamad, and Sulieman Mleahat6. Schooling Culture in Public Schools: Reform for Equity (A'dl) in Education, by Nora El-BilawiPart 4: Infusing Hope in K-12 Education7. Positive Futures and Hope for a Better Life: A Transdisciplinary Approach for Imagining a Flourishing and Sustainable World, by Andreas M. Krafft8. Hope for Developing Compassionate Relations with Humans and Machines: Emotional Cognition and Islamic Education in North America, by Sher Afgan Tareen9. Intentional and Mindful Religious Studies to Develop a Holistic Identity in Young Muslims: A Case Study from North America, by Afeefa SyeedPart 5: Final Critical Reflections10. 21st Century Prospects for Hope in Transforming Education: Advancing the Dialogue, by Shelley Wong and Tyron PittsAuthors' BiographiesIndex
£16.14
University of Notre Dame Press School Sector and Student Outcomes
Book SynopsisThis empirical study compares different school sectors—public, private religious, and private nonreligious—on issues such as school organization, governance, curriculum, and pedagogy in U.S. elementary and secondary schools.Trade Review“Empirical research on student performance in the public, private, and private religious school sectors in the United States.” —The Chronicle of Higher Education"School Sector and Student Outcomes is an important work for policy makers and social scientists alike. This research is critically important for anyone concerned with educational policy and the academic future of our children." —Teresa A. Sullivan, Provost and Executive Vice President for Academic Affairs, The University of Michigan, Ann Arbor.
£25.19
University of Notre Dame Press Everyone a Teacher
Book SynopsisAll of us teach, begins Mark Schwehn's anthology of readings on teaching and learning. Teaching is woven into the fabric of our everyday lives. It includes training children, forming habits and characters, witnessing to a way of life, nurturing reflection and imagination, and imparting goals as well as facts and skills. Teachers are parents, grandparents, spouses, friends, neighbors, pastors, siblings, and co-workers, as well as professional educators. Most people know good teaching when they encounter it, Schwehn argues, and few would identify it with a list of techniques. Although good teaching often seems closer to an art than a skill, teaching is not an occult practice, but a public activity that can be improved by practice and questioning and demonstrated by good examples. Through Schwehn's choice of examples and deft introductions, Everyone a Teacher is an argument for a rich account of good teaching. It invites reflection yet avoids the abstractions of psychology and eTrade Review“If you know someone who’s about to become a teacher, a very suitable present might be Everyone a Teacher, edited by Mark Schwehn. Mr. Schwehn has a deep and sound knowledge of important works about education and every reader will encounter something new in his book. The book will be the ideal graduation present for anyone who has completed a master’s degree and is about to start a teaching career.” —The Washington Times“Schwen is to be commended for compiling a stimulating book of primary texts about teaching and learning. I benefited from the balance of gender, race/ethnicity in the selection—a testament to a conscientious editor. One could use Everyone a Teacher as an outline for a faculty development workshop, where each section could be read, discussed and applications could be made for institution. Or perhaps the book can be better used in a mentoring relationship between a senior and junior faculty member. Or even as a gift for summer reading and reflection. Whatever the context, Everyone a Teacher reminds us that being a teacher should always be the foundation of teaching.” —Teaching Theology and Religion
£18.99
University of Notre Dame Press School Sector and Student Outcomes
Book SynopsisThis empirical study compares different school sectors—public, private religious, and private nonreligious—on issues such as school organization, governance, curriculum, and pedagogy in U.S. elementary and secondary schools.Trade Review“Empirical research on student performance in the public, private, and private religious school sectors in the United States.” —The Chronicle of Higher Education"School Sector and Student Outcomes is an important work for policy makers and social scientists alike. This research is critically important for anyone concerned with educational policy and the academic future of our children." —Teresa A. Sullivan, Provost and Executive Vice President for Academic Affairs, The University of Michigan, Ann Arbor.
£74.70
University of Notre Dame Press Why Choose the Liberal Arts
Book SynopsisIn a world where the value of a liberal arts education is no longer taken for granted, Mark William Roche lucidly and passionately argues for its essential importance. Drawing on more than thirty years of experience in higher education as a student, faculty member, and administrator, Roche deftly connects the broad theoretical perspective of educators to the practical needs and questions of students and their parents. Roche develops three overlapping arguments for a strong liberal arts education: first, the intrinsic value of learning for its own sake, including exploration of the profound questions that give meaning to life; second, the cultivation of intellectual virtues necessary for success beyond the academy; and third, the formative influence of the liberal arts on character and on the development of a sense of higher purpose and vocation. Together with his exploration of these three valuesintrinsic, practical, and idealisticRoche reflects on ways to integrate them, intTrade Review“A wise and inspiring meditation on the value of an education in the liberal arts, one that is informed by long experience, enriched by mature reflection, and not neglectful of commonsense practicalities. It beckons as a kindly light amid the encircling gloom of so much contemporary commentary on American higher education.” —Francis Oakley, President Emeritus, Williams College“In a resistant country in a resistant age, Mark Roche dares to make the case for education in the liberal arts in terms both broad and deep. He makes forcefully the obligatory case for the practical value of a liberal arts education as a preparation for whatever profession—a case that must continue to be made, especially in these times. But on the basis of wide reading and long experience as a scholar, teacher, and administrator in institutions large and small, he straightforwardly makes the case for the inherent value of study in the liberal arts and for the intimate relationship between that study and what life might actually be about. He foregrounds the truly big questions that are so often avoided in pursuit of the professional by both students and faculty. Unlike so many commentators, he is not a scold. He is a thoughtful advocate for an education in which young and old alike explore together what it means to be a human being and how one might be a better one.” —Don Michael Randel, President, The Andrew W. Mellon Foundation“I love this book. Mark Roche lays out a fascinating and accurate case for the liberal arts.” —Donald R. Keough, Former President of The Coca-Cola Company“With grace and passion, Mark Roche makes the compelling case—as timeless as the Greek poets and as timely as tomorrow’s headlines—for studying the liberal arts.” —Mark Shields, Columnist and Commentator, PBS NewsHour“Explaining the value of a liberal arts education to someone who does not have one can be difficult. First, one must explain what liberal arts education means and then explain its value. Roche does an admirable job of explaining both. . . . The book is clearly written, nicely crafted into four thematically organized chapters, well argued in a reasonable and balanced manner, and convincingly supported by a substantial body of research. It will prove valuable reading for anyone concerned with the state of the modern university and the future of the liberal arts.” —Choice“Writing with students, parents, faculty members, and administrators in mind, Roche argues for the importance of a liberal arts education and outlines its three important values: intrinsic, practical, and idealist. He shows how this education is valuable for learning for its own sake, cultivates intellectual virtues necessary for success beyond college, and has a formative influence on character and the development of a sense of higher purpose and vocation.” —Book News Inc.“Can a liberal arts education be defended in a time of economic decline? Mark William Roche thinks so and that’s what he explores in this book. . . . Roche includes personal reflections to illustrate and personalize his points on the enduring value of a liberal arts education.” —Catholic Library World“Why Choose the Liberal Arts? argues for the essential importance of a liberal arts education—beyond the practical value of a degree as the gateway to employment after graduation. . . . The Association of American Colleges and Universities recently named Roche . . . the winner of the 2012 Frederic W. Ness Book Award. . . . given to the book that best illuminates the goals and practices of a contemporary liberal education.” —ND Works“Roche has written a very thoughtful and fair apologia for the liberal arts that speaks to many contemporary challenges. Not only prospective students but current faculty can richly benefit from the author’s extensive administrative and teaching experience. The creative teaching methods he cites as examples throughout the book can serve as valuable models for teachers in almost any field.” —Anglican and Episcopal History“Mark William Roche contends in Why Choose the Liberal Arts? that holistic education, vibrant residential community, and ardent engagement with great questions are the enduring traits of liberal arts learning. . . . The liberal arts indeed have pragmatic benefits, more so now than ever. Roche taps into survey data to show that the very intellectual and practical virtues prized by liberal arts proponents are also esteemed by most employers. . . .” —Journal of Interdisciplinary Studies
£70.55
Pennsylvania State University Press Dewey for a New Age of Fascism Teaching
Book SynopsisDrawing from the writings of John Dewey, identifies the core attitudes of fascism, sets forth an idea of democracy as communicative practice, and defines the values and methods of humanistic logic, aesthetics, and rhetoric.Trade Review“A wide audience should read this excellent volume, especially teacher educators, administrators, and teachers. Highly recommended.”—J. C. Agnew-Tally Choice“As the prospects of contemporary democracy are uncertain, readers may appreciate Nathan Crick’s nuanced discussion of Dewey’s critique of individualism, which weakened community bonds and constricted political engagement. Further, as our environment faces an existential threat, readers may glean insights from Dewey’s views of naturalism, which affirmed connections between humans and the planet. In many ways, this is a timely book.”—Robert Asen,author of Democracy, Deliberation, and Education“Grounded on a careful reading of Dewey’s social thought and philosophy of education, this book shows the relevance of Dewey’s ideas on the true ‘national emergency’ today in the USA: we are sliding into fascism and away from democratic communication. Crick lays out the habits needed for a more democratic culture and the means to obtain it via teaching logic, rhetoric, and aesthetics in a certain way. Dewey for a New Age of Fascism will be of interest to teachers and scholars in American philosophy, communication studies, pedagogy, and political theory.”—Gregory Fernando Pappas,author of John Dewey’s Ethics: Democracy as Experience“By deconstructing fascism’s fundamental antihumanist pillars while providing humanist counters, Crick offers educators, and through them, students, hope to thwart dangerous evolving societal trends that may at times seem unstoppable.”—Justin Patrick Philosophy in ReviewTable of ContentsAcknowledgmentsIntroductionPart 1 The Challenge of Fascist Antihumanism1 Ragged Individualism2 Animist Nationalism3 Totalitarian PropagandaPart 2 The Politics of Democratic Humanism4 The Art of Individuality5 Renascent Liberalism6 Intelligence and Social MovementsPart 3 The Pedagogy of Democratic Humanism7 Logic8 Aesthetics9 RhetoricConclusion: Teaching Democratic HumanismNotesBibliographyIndex
£30.56
MP-WIS Uni of Wisconsin Education for Democracy Renewing the Wisconsin
Book SynopsisArgues that public higher education institutions remain a bastion of collaborative problem solving. The contributors to this volume restore the value of state universities and humanities education as a public good, contending that they deserve renewed and robust support.Trade ReviewGoldberg situates the Wisconsin Idea in its historical, educational, institutional, and political context in ways that enlighten its original impulses, illuminating its significant contributions to rural and urban areas and to the very nature of the University of Wisconsin as a university of the people." - Michael Apple, University of Wisconsin-Madison"An important look back at the progressive Wisconsin Idea and a look forward to its possible renewal. The authors take us through numerous ideas and practices that came to be known as the Wisconsin Idea and chart out a civic vision of higher education that is badly in need of being reinvented today." - Kevin Mattson, Ohio University
£35.62
Yale University Press Preschool in Three Cultures Japan China the
Book SynopsisA comparison of Japanese, Chinese and American preschools, discussing how these schools both reflect and affect philosophies of child-rearing and early childhood education and larger social patterns and beliefs in each society.Trade Review"A vivid and persuasive picture of cultural variation in attitudes toward young children."—William Kessen, author of Childhood in China "This book informs the reader that the behavioral and attitudinal traits educators and parents hope to develop in the next generation can be observed in the way children are treated in preschool. While this is hardly a revolutionary idea, the evidence presented to support this proposition make this book extremely valuable. By videotaping typical events in Chinese, U.S. and Japanese preschools the authors were able to get the reactions of educators and parents to what they saw on the tapes. Their reactions show that while Americans value individuality, Japanese value the ability to get along with others. The Chinese, on the other hand, value discipline and selflessness. The differences in class size and pedagogical methods of the teachers are rendered understandable given the differences in values among the three societies. Tobin, Wu,. and Davidson make a convincing case for their argument that schools reflect the ideology and beliefs of the society in which they are located. All those who criticize American schools for their shortcomings should read this book. According to these authors, American schools are what they are because they reflect our society's values."—Yoshimitsu Takei, Associate Professor of Education and Sociology, Pennsylvania State University "Preschool in Three Cultures is a beautifully layered book in which the authors, beginning with 20-minute video tapes of three preschools, create an intricate set of commentaries. As we react ourselves to the preschools the authors describe, and as we read the reactions of Chinese, Japanese, and U.S. educators, the familiar become strange. Self-evident principles in American schools—for example the importance of close adult supervision—become less self-evident, less 'natural.' We come to see our preschools less as 'child-centered' havens and more as institutions that clearly reflect ou0r culture's image of childhood."—Thomas Newkirk, University of New Hampshire "A profound and totally unique comparative culture book. We hope that it is widely read; the video is a must too. Tobin et al, have proposed a new strategy for the American preschool constituency, one which will enable us to create a new synthesis of Old World and New World values."—Emily Firlik, Director of YWCA's Children Center, and Russell Firlik, Sacred Heart University "It is an excellent teaching tool, providing students with opportunities not only to learn about other cultures but to reflect on their own."—Kathleen Hulbert, University of Lowell
£22.50
WW Norton & Co Words No Bars Can Hold Literacy Learning in
Book SynopsisIncarcerated bodies, liberated minds: a narrative of literacy education behind bars.
£18.04
WW Norton & Co Everyday Advocacy
Book SynopsisAn exporation into what counts as professionalism for teachers today.
£24.50
LUP - University of Michigan Press The Troubadour of Knowledge
Book SynopsisIn this wide-ranging meditation on learning and difference, Michel Serres explores numerous pathways in philosophy, science, and literature to argue that the best contemporary education requires knowledge of both science's general truths and literature's singular stories.
£19.90
LUP - University of Michigan Press Punishing Schools
Book SynopsisPresents an argument that the educational system is the subject of legislative punishment and the instrument of punishment for children. This book analyzes the connections between a culture of economic punishment of schools and the imposition of punitive controls as a vicious cycle that creates fear and develops passive and dependent citizens.
£23.70
The University of Michigan Press Power Ties
Book Synopsis
£65.50
Harvard University Press The Trials of Academe
Book SynopsisAs Amy Gajda shows in this witty yet troubling book, litigation is now common on campus, and perhaps even more commonly feared. This book explores the origins and causes of the litigation trend, its implications for academic freedom, and what lawyers, judges, and academics themselves can do to limit the potential damage.Trade ReviewRun, do not walk, to get this book--a great read on a wonderful topic. Amy Gajda is a terrific writer, generous but with real critical bite. For all her irreverent and funny style, her case that academic decisions are increasingly out of academic hands is persuasive and provocative. -- Michael Olivas, author of The Law and Higher EducationNo other book tells us so much about the range of legal disputes facing the academy, and certainly not in such an engaging style, with lots of stories about real cases. Looking at disputes in such disparate areas as defamation, intellectual property, civil rights, and contract, Gajda makes a compelling argument that professors, students, and the courts have lost their traditional deference to academic judgment and principles of academic freedom. It's a valuable and fascinating history of the increasingly litigious academic climate we see today. -- Corynne McSherry, author of Who Owns Academic Work?[A] terrific new book. -- Stanley Fish * New York Times online *Gajda considers how the more general litigation revolution has affected academia, with students and professors turning increasingly to the courts to resolve issues over grades, claims made in research and scholarship, teacher evaluations, etc...[A] lively, readable book. -- D. Yalof * Choice *Table of Contents* An Introduction * A World Apart: A Short History of the Rise of Academic Deference * Battles Over Bias: Anti-Discrimination Law on Campus * Free Speech Free-for-All: The First Amendment on Campus * Prerogative and Profit: Battles over Intellectual Property * Privacy in Peril: Peer Review Meets Judicial Review * War of the Words: The Rise of Academic Defamation * Of Injuries and Insults: Tort Law on Campus * Promises, Promises: Contracts on Campus * Looking Forward
£37.36
Harvard University Press Learning a New Land
Book SynopsisOne child in five in America is a child of immigrants, and their numbers increase each year. Based on an interdisciplinary study that followed 400 newly arrived children from the Caribbean, China, Central America, and Mexico for five years, this book details the lives, dreams, academic journeys, and frustrations of these youngest immigrants.Trade ReviewIn the fierce national debate about immigration, too many ignore the millions of children trying to find their way in a society that wants their parents' work, does not want to give them rights, but expects them to meet intense academic demands in a language they don't command, in communities from which their families may be expelled. The Suárez-Orozcos' remarkable study of immigrant students on both coasts challenges us to think about the consequences and to help these children realize their potential. -- Gary Orfield, Co-Director, Civil Rights Project/Proyecto Derechos Civiles, University of California, Los AngelesThis is a compelling report on a groundbreaking study of immigrant adaptation to America. The authors offer a comprehensive overview of the possibilities and challenges immigrant children face in public schools, and make a strong case for practical strategies and new policies to enable them to become successful students and citizens. This is a must-read for teachers, policymakers, and educators who are invested in the future of our nation's increasingly multicultural schools. -- Kathleen McCartney, Harvard Graduate School of Education[Learning a New Land] examines how the children of immigrants are doing in American schools. It's a discouraging picture, and should be a wake-up call to anyone who cares about education. -- Josh Green * San Francisco Chronicle *This book offers the results of a five-year study that followed 400 children from China, Central America, the Caribbean, and Mexico, all newly arrived in the United States. These kids' struggles are so poignant. The statistics are amazing, too: One of every five children in America is the child of an immigrant, and one in five immigrant children has only one native English-speaking friend. -- Nell Casey * Cookie *Table of ContentsIntroduction: The Long View on Immigrant Students 1. Academic Engagement and Performance 2. Networks of Relationships 3. Less-Than-Optimal Schools 4. The Challenge of Learning English 5. Portraits of Declining Achievers 6. Portraits of Low Achievers 7. Portraits of Improvers 8. Portraits of High Achievers Conclusion: Immigration Policy Dilemmas Notes References Acknowledgments Index Tables and Figures
£20.66
Harvard University Press Promotion and Tenure Confidential
Book SynopsisA practical book, which shows that P and T is not just about research, teaching, and service but also about human relations and political good sense. It includes topics such as: making the transformation from student and protege to teacher and mentor; seeking out and holding onto lifelong allies; and, how to manage your online reputation.Trade ReviewThis will be an indispensable guidebook for all sorts of young academics—from graduate students bent on high-powered research careers to newly hired professors at liberal arts colleges. Whether it’s about safeguarding your internet profile, dealing with irascible colleagues, or building your tenure case, Perlmutter has great suggestions for managing the fine points of a successful academic career. -- James Lang, author of Life on the Tenure Track: Lessons from the First YearThis invaluable book asks all the important questions for people starting out on an academic career, and gives thoughtful guidance for arriving at practical, effective answers. I’m buying one for every graduate student and young faculty member I care about. -- C. K. Gunsalus, author of The College Administrator’s Survival GuideThis is a great decoder of a book. David Perlmutter explains what’s meant by those mysterious glances, those strange academic terms, the intricacies of teaching and publishing that can baffle and terrify newbies (and even the most seasoned academics). He helps you recognize what’s typical, what’s terrific, and what’s toxic, with understanding and sense of humor—and great stories from the trenches. -- Emily Toth, author of Ms. Mentor’s New and Ever More Impeccable Advice for Women and Men in Academia
£32.36
Harvard University Press Liberal Arts at the Brink
Book SynopsisLiberal arts colleges represent a tiny portion of the higher education market, yet produce a stunning percentage of America’s leaders. But the demand for career-related education has pressured them to become vocational, distorting their mission and core values. This book is a wake-up call for everyone who values liberal arts education.Trade ReviewWell researched and well written, Victor Ferrall's warning of the demise of the liberal arts in American higher education should remind us of the difference between intellectually nurtured education for thinking, and occupational training. If we abandon the former for the latter, what happens to American intellectual leadership in an unpredictable future? -- Donald M. Stewart, Former President & CEO Chicago Community TrustVictor E. Ferrall, Jr. has written a timely book with passion, details, and insights on the factors contributing to the decline in demand for liberal arts education, the crisis facing the liberal arts colleges, and the way forward for arresting the decline...This book is must reading for those who want to know about liberal arts education and care about the survival of liberal arts colleges in general and in America in particular. -- Edward K. Y. Chen * Hong Kong Economic Journal *
£32.36
Harvard University Press Information Incentives and Education Policy
Book SynopsisDerek Neal writes that economists must analyze public education policy in the same way they analyze other procurement problems. He shows how standard tools from economics research speak directly to issues in education. For mastering the models and tools that economists of education should use in their work, there is no better resource available.Trade ReviewInformation, Incentives, and Education Policy provides an interesting and original overview of some of the most important ideas from economics concerning the design and performance of education systems. Neal’s main contribution is to provide a conceptual framework for thinking about how to best assess the performance of teachers and schools, how to attract, assess, and motivate good educators, and how to design and assess school choice within public school systems as well as charter schools and voucher programs. -- Joseph G. Altonji, Yale UniversityDerek Neal’s wisdom in returning to first principles in this book generates a unique perspective that ties together economic theory and evidence in a way that will help advance the scientific foundation for education policy and move it in new directions. -- Parag Pathak, Massachusetts Institute of TechnologyIn this book, Derek Neal lays out an economics framework for constructing and evaluating education policy. I recommend this book to those teaching graduate courses and advanced undergraduate courses. Even established researchers have much to gain from this book, which reminds us to keep economics front and center in the study of the economics of education. -- Diane Whitmore Schanzenbach, Northwestern UniversityNeal has his economist lenses firmly in place as he considers issues in education that range from the fundamental reasons for government investment in schools to the role that parental choice can and should play in determining where kids go to school. He succeeds in showing that the economic perspective offers plenty of instructive insights about American education…A valuable book from which readers stand to learn a lot. -- Michael McPherson * Education Next *Most education researchers will find, as I have, that they can learn a great deal from the book. -- Dennis Epple * Journal of Economic Literature *
£34.81
Harvard University Press Someone Has to Fail
Book SynopsisShows how the very organization of the locally controlled, administratively limited school system makes reform difficult. This title argues that the choices of educational consumers have always overwhelmed top-down efforts at school reform.Trade ReviewWhy do American schools keep failing? As David Labaree shows, the real question is why we expect them to succeed, given the enormous demands we make of them. Labaree's answers won't please anyone looking for a big quick fix for American education. But they will fascinate anyone who wants to understand our enduring faith in the public schools. -- Jonathan Zimmerman, author of Small Wonder: The Little Red Schoolhouse in History and MemoryThe book is only 280 pages long, but so rich in contrarian assaults on cherished American assumptions I cannot adequately summarize it...[Labaree's] candor and depth encourage humility. All of us arguing about how to improve schools could use some of that. -- Jay Mathews * Washington Post *Labaree is perceptive and lucid in presenting his view that individual self-interest is a driving force in schooling and school reform. Parents are, in principle, committed to equal education for all, but in practice pursue educational advantages for their child. This pursuit of advantage often blunts the common good. Indeed, Labaree's skeptical realism is well taken in this continuing age of consumerism. -- J. L. DeVitis * Choice *In this important book, the skeptical, contrarian, and cheerfully pessimistic Stanford education professor Labaree trenchantly exposes the true purposes behind the establishment and the reforms of American public schools and explains why the institution can never fulfill the dreams of those who use it or those who attempt to improve it...Americans want an egalitarian democracy, but they prize individualism; they demand utility, but they are forever socially optimistic. Our school system manifests these contradictory values in abundance, so no matter how often it's reformed, it must perpetually thwart itself. -- Benjamin Schwarz * The Atlantic *
£19.76
Harvard University Press Cultivating Humanity A Classical Defense of
Book SynopsisHow can higher education today create a community of critical thinkers that transcends the boundaries of class, gender, and nation? Martha Nussbaum, philosopher and classicist, argues that contemporary curricular reform is already producing such “citizens of the world” in its advocacy of diverse forms of cross-cultural studies.Trade ReviewThe best answer to attacks on multiculturalism can be found in Martha C. Nussbaum’s Cultivating Humanity. The book is a passionate, closely argued and classical defense of multiculturalism: drawing on the ideas of Socrates, the Stoics and Seneca (from whom she derives her title), she steers a narrow course between cranky traditionalists and anti-Western radicals who would reject her Socratic method out of hand… [The] book is a formidable, perhaps definitive defense of diversity on American campuses. -- James Shapiro * New York Times Book Review *Nussbaum provides an accessible examination of recent curricular reforms. Her assessments are enriched by a detailed discussion of the development of specific courses at a wide range of ‘test case’ colleges and universities. Extreme partisans in the ‘culture wars’ will take little comfort in Nussbaum’s dispassionate defense of Socratic education and citizenship. But general readers, those interested in thinking about the larger purpose of higher education and how this country’s colleges and universities are both fulfilling and failing that mission, will find Nussbaum’s assessment both reassuring and challenging. Perhaps most important, her articulation of the classical ideal of ‘cultivating humanity’ will serve as a valuable guidepost for directing future reforms. -- Timothy P. Duffy * Washington Post *[A] judicious and empirically grounded defence of recent curricular innovations… Martha Nussbaum’s book moves beyond the wars over PC and the curriculum, transcending the terms in which they were fought… [H]er report should end the tired brandishing of caricatures that has marked the academic culture wars. -- Dennis Wrong * Times Literary Supplement *Cultivating Humanity is the most potent salvo yet in the academic culture wars launched back in 1987 by Allan Bloom’s Closing of the American Mind. Nussbaum reveals herself to be an expert practitioner of intellectual judo, taking the most powerful thrusts of the opposition and using them to stake out an eminently sensible defense of ongoing reform in higher education. -- Scott Stossel * Boston Phoenix *Nussbaum has succeeded in saying something fresh, forceful, and interesting about curricular reform and the culture wars. Cultivating Humanity is persuasively argued, philosophically well-grounded, and firmly based on Nussbaum’s own experiences as a visitor, lecturer, and teacher at a wide range of colleges and universities. She draws upon the best elements of current work in feminism and the study of race and ethnicity even as she calls attention to excesses and errors in new pedagogy and scholarship that need to be remedied… Throughout Cultivating Humanity (the title adapts a phrase from the Stoic philosopher Seneca), Nussbaum emphasizes reason, careful argument, logical analysis, self-questioning, the pursuit of truth and objectivity, and critical inquiry. -- William E. Cain * Boston Sunday Globe *Over the last decade or so, Nussbaum’s work has gone off in a new…direction and one that once again draws on her remarkable feeling for the ancient world. She started reading the Stoics… Nussbaum discovered in Cicero, Seneca and Marcus Aurelius a much richer and more subtle moral and political theory than they are usually given credit for. More importantly, perhaps, they prompted her to start thinking about what the Stoics’ ideals of global citizenship—their belief in the fundamental equality of all people—would look like in practice. The results can be seen in her insistence, in Cultivating Humanity, on the importance of a multi-cultural liberal education which opens its students to alternative values and traditions. -- Ben Rogers * Independent on Sunday *One of the strengths of Cultivating Humanity is that it explores the conflict between authority and reason explicitly—even if it doesn’t entirely resolve it. Nussbaum’s untrammeled confidence in both the universality of reason and the diversity of human life makes hers a challenging and novel book, one that strongly endorses multicultural study while distancing itself from nearly everything typically associated with it, including postmodernism, identity politics, and the critique of philosophical universalism… If her book is read as carefully and as sympathetically as it was written, it just might give humanism a good name in the academy again… For secular intellectuals who agree that the unexamined life is not worth living, it seems only human to hope that Nussbaum’s vision of higher education will guide American universities in the twenty-first century. -- Michael Bérubé * Lingua Franca *Nussbaum’s wide ranging discussion of liberal education and its evolution at the end of the century is both thoughtful and concrete. She supports the idea of liberal education, suggesting that it should be shaped by institutional realities at individual colleges and universities, and by broader intellectual trends in American and world society… Nussbaum does not have a specific program to promote. Rather, she reflects on the state of American undergraduate education and advocates continued change and reform as part of a commitment to the core values of liberal education. -- P. G. Altbach * Choice *Nussbaum is a culture warrior who earned her stripes defending universities from charges of caving in to the demands of politically correct multiculturalists. In this vigorous response to critics, Nussbaum adopts an unusual approach in her defense of the college-level multicultural curriculum. Instead of casting multicultural instruction as a type of payback for the sins of Western racism and sexism, she artfully argues how the Western philosophical tradition itself leads directly to a multicultural agenda… Nussbaum’s arguments are convincing. She is careful to avoid the pitfalls of cultural relativism, and there is no debating the cosmopolitan effects of the educational process she supports. Her work is a welcome addition to the ongoing debate about culture and curriculum. * Publishers Weekly *Martha Nussbaum defends a Socratic view of education, which places the examined life at its heart. Her vision also has elements rooted in Stoic cosmopolitanism and stresses the centrality of the ability to think what it might be like to be in the shoes of a person different from oneself. Because she is not only a fine philosopher but also a distinguished classicist, Nussbaum roots her argument in a serious defense of the deep continuing relevance of classics. This is a marvelous book, which should be read by all who care about the present and the future of the university. -- K. Anthony Appiah, Professor of Afro-American Studies and Philosophy, Harvard UniversityCultivating Humanity is as important a book on the nature and needs of higher education as I have read in the past decade. Deeply grounded in classical thought, it demonstrates a remarkable openness to the ongoing experience of human history and culture. This is a book not only of luminous intelligence, but of compassion and love. -- J. Robert Barth, S.J., Dean of the College of Arts and Sciences, Boston CollegeIf Socrates had come back to help us think through the culture wars, he would have written Martha Nussbaum’s brilliant, grounded book. -- Vartan Gregorian, President Emeritus, Brown UniversityMartha Nussbaum has skillfully used her familiarity with the classics of Western philosophy, particularly the ideas of Socrates and Seneca, to demonstrate both the educational aptness and the imperative importance of the study of non-Western cultures, gender, and race in liberal education today. Her study provides an excellent refutation of the views of those who would mummify the great authors of the past instead of learning and teaching in their true and timeless spirit. This is a valuable guidebook for educating ‘citizens of the world.’ -- Nannerl O. Keohane, President, Duke UniversityThis is a vital, timely, and much needed contribution to the debate on the nature of undergraduate education. Few people are more qualified than Martha Nussbaum to write on this topic. Here she manages to combine a fine appreciation of what the past teaches us, and what we need to create for the future of liberal education. -- Walter E. Massey, President, Morehouse CollegeTable of Contents* Preface * Introduction: The Old Education and the Think-Academy *1. Socratic Self-Examination *2. Citizens of the World *3. The Narrative Imagination *4. The Study of Non-Western Cultures *5. African-American Studies *6. Women's Studies *7. The Study of Human Sexuality *8. Socrates in the Religious University * Conclusion: The New Liberal Education * Notes * Index
£27.86
Harvard University Press Right Where We Belong
Book SynopsisRefugee children have among the fewest educational opportunities, their formal schooling having been disrupted; their futures, beset by exclusion and uncertainty. Dryden-Peterson describes displaced students’ and teachers’ novel techniques to accomplish learning goals and build relationships, showing the way for policymakers, NGOs, and communities.Trade ReviewDespite the progress made in the past years, I see every day how refugee children are at a grave disadvantage when it comes to education. Through decades of careful research, Dryden-Peterson shows us why education for refugees matters, both now and for their futures, and what we can do about it. -- Filippo Grandi, United Nations High Commissioner for RefugeesThis magisterial volume lifts the voices of refugees around the world to advance the future of learning in an age of crisis and displacement. Based on decades of research, Dryden-Peterson highlights the ways that governments, civil society, scholars, and global agencies alike can learn from refugee communities to build more inclusive and humane education systems. -- Hirokazu Yoshikawa, New York University‘What do you need the most?’ I often ask refugees in war zones. ‘Better food, water, or health care?’ ‘Give us education for our children,’ they answer. Dryden-Peterson’s excellent and must-read book tell us why parents and grandparents prioritize schools above all else: Education is hope. -- Jan Egeland, Secretary General, Norwegian Refugee Council and Former Under-Secretary-General for Humanitarian Affairs, United NationsHow can the refugee learn what she needs to stay, to migrate, or to return to her homeland? In Dryden-Peterson’s Right Where We Belong, the need for and definition of refugee education is made more meaningful and urgent through her telling of important human stories—of struggle, witness, and growth. -- Min Jin Lee, author of Free Food for Millionaires and PachinkoI went to school during a war. Now I train teachers of refugees. This well-researched, inspiring book is a must-read for all teachers and policymakers, as we create ways to support our students to learn and have hope, even in the most challenging situations. -- Suha Tutunji, Director of Refugee Education, Jusoor, LebanonA rare book of immense depth, wisdom, and beauty. Millions of children are growing up amid the grave crises of our times: war and terror, unchecked climate change, and malignant kleptocratic states. Dryden-Peterson tells their story with empathy and heart but also with a keen eye for the details that point to the greater truths of refugee lives in cities and camps, in schools, and at homes around the world. This is the book for our times: urgent, brilliant, indispensable. -- Marcelo M. Suárez-Orozco, Chancellor, University of Massachusetts, BostonRight Where We Belong is a rich painting of the human stories of refugees woven together with the factual context needed to understand, and feel, their world. Few authors could maintain the intellectual rigor necessary to tackle a topic of such emotional concern while also being fair to the international actors we urgently need to act. If you want to understand how to vividly describe complex social science research with humanity, read this book. If you want a master class on using cross-disciplinary methods of analysis for multifaceted problems, read this book. And, most critically, if you want to feel these young people’s yearning for a better future and understand the barriers to reaching that future, read this book. -- Benjamin Piper, Senior Director of Africa Education for RTI InternationalPertinent and urgent. It makes a compelling case for rethinking refugee education in ways that foster belonging for refugees and reinforce the duties and commitments of states, organizations, communities, and individuals toward them. -- Zachary Agele Lomo, St. Augustine International University, UgandaAn engaging read…The connections made between the curriculum and access to education and the resulting possibilities that refugee pupils have in their futures are unique, suggesting further ways that education can influence where individual refugees may be able to live, work, and belong in future. -- Ellen Bishop * Educational Review *
£27.86
Harvard University Press Minds Online
Book SynopsisFor the Internet generation, educational technology designed with the brain in mind offers a natural pathway to the pleasures and rewards of deep learning. Drawing on neuroscience and cognitive psychology, Michelle Miller shows how attention, memory, critical thinking, and analytical reasoning can be enhanced through technology-aided approaches.Trade ReviewIf you teach with technology in any form, at any level, I recommend you put this book at the top of yourtottering pile of required reading on higher education. It’s an outstanding book that provides a road map for truly effective online teaching. What distinguishes [Miller’s] book from much of the research available on teaching with technology, and pushes it beyond arguments about improving access, is her emphasis on the ways in which online teaching tools can actually improve learning for all students—not just those who have no access to traditional face-to-face classrooms. -- James Lang * Chronicle of Higher Education *As an expert in the cognitive science of learning and an award-winning educator, Miller is well-poised to bridge the gap between science and practice. Minds Online translates principles and findings from cognitive science into concrete, actionable tips and recommendations for educators trying to incorporate technology into their teaching. This is a terrific book. -- Sean Kang, Dartmouth CollegeMinds Online is important and relevant for teachers, instructional designers, and the general public. The book is written in a friendly, conversational style, and Miller brings together a broad knowledge of the field, grounded in her experiences as an instructor and cognitive scientist. -- Richard E. Mayer, University of California, Santa Barbara
£17.06
Harvard University Press The University in Ruins Paper
a huge range and FREE tracked UK delivery on ALL orders.
£26.06
Princeton University Press Whats the Good of Education
Book SynopsisFocusing on the educational system in the United Kingdom, this book offers lessons of international applicability. Offering a compendium on education policy and its impact on educational attainment, it examines numerous large-scale data sources on individual pupils and schools.Trade Review"This is a must-read for anyone interested in the economic analysis of the United Kingdom's education system. It provides a comprehensive summary of key policy issues and clarifies what the data tell us about these issues. Well-written, with helpful cross-references, the book will appeal to readers inside and outside of the UK." - Julian Betts, University of California, San Diego "The authors have taken on a formidable assignment, appealing not only to people who are familiar with the topic, but also to those who ought to know more about economics, but are not easily enticed into it." - Ted Wragg, University of Exeter"Table of ContentsPreface ix List of Contributors xiii Brief Glossary xv PART 1. INTRODUCTION 1 Chapter One: Overview 3 1.1 Introduction 4 1.2 Who Gets More Education? 5 1.3 Economic Outcomes and Education 9 1.4 What Can Policy Do? 12 Chapter Two: The United Kingdom Education System in a Comparative Context by K. Hansen and A. Vignoles 13 2.1 Introduction 13 2.2 Main Features of the UK Education System 13 2.3 How Well Is the System Doing? 23 2.4 The UK Education System and the Labour Market in an International Context 29 2.5 Conclusions 34 PART 2. WHO GETS MORE EDUCATION? 37 Chapter Three: School and Teacher Effectiveness by A. Chevalier, P. Dolton and R. Levacic 39 3.1 Introduction 39 3.2 Features of the UK Schooling System 39 3.3 Incentives and Quasi-Markets 41 3.4 School and Teacher Effectiveness 45 3.5 The Impact of Resources 49 3.6 Selection and Peer Effects 53 3.7 Conclusions 55 Chapter Four: The Labour Market for Teachers by A. Chevalier and P. Dolton 57 4.1 Introduction 57 4.2 Patterns of Change in the Teacher Labour Market 58 4.3 Teacher Pay 62 4.4 Who Becomes a Teacher? 63 4.5 Feminization of Teacher Supply 65 4.6 Incentives and Teacher Rewards 66 4.7 Variations across Space and Subject 67 4.8 Non-Pecuniary Conditions 68 4.9 Conclusions 69 Chapter Five: Post-Compulsory Education and Qualification Attainment by D. Clark, G. Conlon and F. Galindo-Rueda 71 5.1 Introduction 71 5.2 Changing Patterns of Participation in Post-Compulsory Education 71 5.3 Staying On after the Compulsory School Leaving Age of 16 74 5.4 Broader Choices at 16 82 5.5 Post-16 Qualifications in the UK 86 5.6 Higher Education 90 5.7 Conclusions 95 Chapter Six: Educational Inequality and Intergenerational Mobility by J. Blanden, P. Gregg and S. Machin 99 6.1 Introduction 99 6.2 Patterns of Change in Income, Education and Education Policy 100 6.3 Measurement and Data 103 6.4 Evidence on Changes in Intergenerational Mobility and Educational Inequality 106 6.5 Conclusions 113 PART 3. ECONOMIC OUTCOMES AND EDUCATION 115 Chapter Seven: Measuring the Returns to Education by R. Blundell, L. Dearden and B. Sianesi 117 7.1 Introduction 117 7.2 Policy Relevance of the Returns to Education 118 7.3 Methodological Issues 124 7.4 Estimation Methods and Results 127 7.5 Limitations 138 7.6 Conclusions and Policy Discussion 142 7.7 Appendix: Comparing Private Rates of Return and Real Return on Debt and Equity 143 Chapter Eight: Employers' Selection Decisions: the Role of Qualifications and Tests by A. Jenkins and A. Wolf 147 8.1 Introduction 147 8.2 Why Might Employers Use Qualifications for Selection Purposes? 149 8.3 Qualifications in the Labour Market 150 8.4 What Do Employers Think Qualifications Signal? 154 8.5 Changes Over Time 159 8.6 A Heterogeneous Labour Market 162 8.7 Conclusions 166 Chapter Nine: Evidence on the Balance of Supply and Demand for Qualified Workers by S. McIntosh 169 9.1 Introduction 169 9.2 Returns to Education 169 9.3 Overeducation and Undereducation 172 9.4 Skills Shortages 176 9.5 Does Supply Determine Demand? 180 9.6 The Impact of Skills Shortages 184 9.7 Summary and Conclusions 185 PART 4. WHAT CAN EDUCATION POLICY DO? 189 Chapter Ten: Economic Evaluation of Education Initiatives by C. Emmerson, S. McNally and C. Meghir 191 10.1 Introduction: the Evaluation Problem 191 10.2 The Evaluation Problem 192 10.3 Methods of Evaluation 195 10.4 General Equilibrium and Peer Effects 202 10.5 Evaluation in Practice. I. Excellence in Cities 203 10.6 A Summary of Results 208 10.7 Evaluation in Practice. II. Education Maintenance Allowance 210 10.8 Conclusions 215 Chapter Eleven: Education Policy and the Evidence by S. Machin and A. Vignoles 217 11.1 Introduction 217 11.2 Compulsory Schooling 218 11.3 Post-Compulsory Education 221 11.4 Education and the Labour Market 223 11.5 Closing Remarks 225 References 227
£51.00
Princeton University Press A Larger Sense of Purpose
Book SynopsisTakes up topics of debate in higher education: What are the nature and objectives of a liberal education? What are the university's responsibilities for the moral education of students? This book contains essays on ethics, the academic curriculum, and the differences between private and public higher education.Trade Review"Shapiro clearly and persuasively enunciates his major theme—that universities have a responsibility for performing two important social functions. One is to serve existing society, and the other is to challenge it."—Charles T. Clotfelter, Duke University"This book reflects an effort by one of our most distinguished educational leaders to look beneath the surface of existing controversies and ask deeper questions about the role of the university in a modern liberal democracy. Shapiro's analysis is well tuned to the paradoxical character of the modern university as at once loyal servant and stubborn critic of the society that sustains it."—Michael McPherson, President, the Spencer Foundation, and former President of Macalaster CollegeTable of ContentsPrologue ix The University and Society 1 The Transformation of the Antebellum College From Right Thinking to Liberal Learning 40 Liberal Education, Liberal Democracy, and the Soul of the University 88 Some Ethical Dimensions of Scientific Progress 120 Bibliography 163 Index 175
£38.25
Princeton University Press The Flight from Reality in the Human Sciences
Book SynopsisOffers a searing indictment of the many influential practices in the social sciences and humanities. The author best known for his critique of rational choice theory, argues that scholars have fallen prey to inward-looking myopia that results from - and perpetuates - a flight from reality. He also answers many critics of his views.Trade Review"In these probing essays ... Ian Shapiro offers a disturbing portrait of contemporary social science... [He] calls for academics to reconnect the academic enterprise to the real world by returning to problem-driven social inquiry--an urging that scholars of international relations and other fields should indeed ponder."--G. John Ikenberry, Foreign Affairs "Have you ever had difficulty talking to a political scientist about politics? If so, this book is for you. In a searing indictment of over-professionalization in the humanities and social sciences, Yale University's Ian Shapiro argues that across disciplines, academics have abandoned truth, so to speak, for method... The Flight from Reality lays the foundation for reengaging scholarship with the historical world, by reminding us of its necessary role in public life."--Tikkun Magazine "[B]oth political scientists and politicians can learn something from Shapiro's thoughtful reflections on the state of his discipline."--Alan Wolff, Chronicle of Higher Education "Shapiro's book is an important addition to recent debates about the proper practice of social inquiry. Its central thesis is undeniably important, and its engagements with influential thinkers and ideas is consistently stimulating. It therefore merits the careful attention of anyone who is interested in the state of the human sciences today."--Keith Topper, Ethics "Shapiro's book provides a very well annotated and fascinating, although not always easy to read, argument framework with easy to express practical implications."--Armando Geller, JASSSTable of ContentsAcknowledgments ix INTRODUCTION: Fear of Not Flying 1 CHAPTER ONE: The Difference That Realism Makes: Social Science and the Politics of Consent by Ian Shapiro and Alexander Wendt 19 CHAPTER TWO: Revisiting the Pathologies of Rational Choice by Donald Green and Ian Shapiro 51 CHAPTER THREE: Richard Posner's Praxis 100 CHAPTER FOUR: Gross Concepts in Political Argument 152 CHAPTER FIVE: Problems, Methods, and Theories in the Study of Politics: Or, What's Wrong with Political Science and What to Do about It 178 CHAPTER SIX: The Political Science Discipline: A Comment on David Laitin 204 Index 213
£27.00
Princeton University Press Taming the River Negotiating the Academic
Book SynopsisTrade Review"An insightful study of scholastic performance and ethnicity on US campuses... The increasing relative underperformance of US higher education, and especially the variations in academic achievement and persistence between students from different ethnic and socio-economic groups, has recently spawned a plethora of scholarly studies. This book is one of the most important."--Roger Brown, Times Higher Education "Fascinating and important for anyone who cares about managing diversity in higher education."--Stanley Katz, Teachers College Record "Taming the River provides pivotal insights into the experiences of students based on racial differences at elite institutions. Despite its heavy emphasis on quantitative findings, readers can easily understand the data presented in this book. The authors' depiction of the challenges that many students, especially Black and Latino students, face while navigating the first two years of their higher education experience will hopefully inspire readers to develop educational programs to assist these students during this critical phase."--Jennifer S. Cortes, Review of Higher Education "Taming the River is a well written and compelling read that uses sound research and analysis based in strong foundations of sociology and social psychology. The book clearly stimulates thought about institutional, state, and federal policies."--Noah D. Drezner, Journal of College Student RetentionTable of ContentsList of Tables and Figures vii Acknowledgments xi Chapter 1: Entering the Current 1 Chapter 2: Staying Afloat Academically 22 Chapter 3: Staying Afloat Socially 71 Chapter 4: Staying Afloat Financially 99 Chapter 5: Battling Social Undercurrents 119 Chapter 6: The Hidden Rocks of Segregation 150 Chapter 7: The Shoals of Stereotypes 173 Chapter 8: The Wake from Affirmative Action 188 Chapter 9: College at Midstream 205 Appendix A: Questionnaire Used in Spring of Freshman Year 235 Appendix B: Questionnaire Used in Spring of Sophomore Year 252 Appendix C: Construction of Social Scales 273 References 279 Index 295
£25.20
Princeton University Press Moving Up without Losing Your Way
Book SynopsisTrade Review"Winner of the Frederic W. Ness Book Award, Association of American Colleges and Universities""Winner of the Grawemeyer Award in Education""For those of us who work with strivers. . . . Moving Up Without Losing Your Way provides an empathetic and clear-eyed analysis of the difficult choices they must make, and the costs of those choices to both themselves and their communities."---James M. Lang, Chronicle of Higher Education"This important and accessible study demonstrates the value of ethical analyses to understand these issues, aimed at strivers, their families, their communities, and the entire higher education community." * Choice *"Morton is not the first person to describe the myths and ordeals of upward mobility. Nor is she the first to call attention to this group of striving students. But where Morton differs—and meaningfully contributes—is in her perspective as a philosopher."---Shaun Ossei-Owusu, Public Books"Morton makes her main argument through an astute and very accessible philosophical analysis. . . . Morton’s book is valuable because it not only focuses on the ethical costs of social mobility but also hints at solutions."---Helen De Cruz, The Philosphers’ Magazine"A good guide to a road not yet well-enough traveled but increasingly important if higher education is to better serve more of the students coming its way."---Mary Taylor Huber, Change: The Magazine of Higher Learning"Compelling and momentous. . . . Morton’s book occasions a critical reflection for strivers, educators, administrators in higher education, and for anyone who wishes to better understand and support strivers they know."---Vikramaditya Joshi, Studies in Philosophy and Education
£27.00
Princeton University Press What School Could Be
Book SynopsisDintersmith offers an inspiring vision of what teachers and students can accomplish if trusted with the challenge of developing the skills and ways of thinking needed to thrive in a world of dizzying technological change.Trade Review"Dintersmith here shows the creative highs and mind-numbing lows of schooling today, contending that 19th-century education pedagogies cannot accommodate 21st century needs. . . . [What School Could Be is] for creative thinkers who are willing to change education with a vision that pushes back against centuries of entrenched value systems." * Library Journal *"Without a doubt, following Dintersmith’s prescription – which is not so much a prescription, but a process which allows our schools and communities to choose something different for their schools – would do a tremendous amount of good. Students would be introduced to a world in which school can be engaging rather than alienating, intellectually and creatively stimulating, rather than stultifying."---John Warner, Inside Higher Education"In his new book, What School Could Be, Dintersmith offers a unique vision about the education system, and the potential accomplishments teachers and students can make together when parents and administrators trust them."---Robyn Shulman, Forbes"This extraordinarily important book results from the author’s field trip visiting schools from all 50 states in a single school year." * Paradigm Explorer *
£18.00
Princeton University Press Keywords
Book Synopsis
£14.24
Princeton University Press Super Courses
Book Synopsis"An exploration of some of the most intriguing college teachers' pedagogy, challenging traditional learning environments"--Trade Review"This book can help change how education is viewed, practiced, and implemented." * Choice Reviews *
£18.04
Princeton University Press The Craft of College Teaching
Book Synopsis
£66.30
Princeton University Press Super Courses
Book Synopsis"An exploration of some of the most intriguing college teachers' pedagogy, challenging traditional learning environments"--Trade Review"This book can help change how education is viewed, practiced, and implemented." * Choice Reviews *
£18.00
Princeton University Press Syllabus
Book SynopsisTrade Review"Germano and Nicholls’s gently polemical, deeply romantic book regards the syllabus, and the work that goes into constructing one, as an opportunity to ponder the possibilities and pathways of the classroom. . . . As such, their book is filled with useful insights about teaching and how, under ideal circumstances, what is transferred isn’t a body of knowledge but a kind of ‘craft,’ a way of reading and taking in the world. . . . The authors of Syllabus come across like fantastic and committed teachers."---Hua Hsu, New Yorker"Germano and Nicholls show how constructing the syllabus can facilitate self-reflection that fuels powerful pedagogy in every subject area. . . . Above all, Syllabus offers prompts for doing the thinking about teaching that will empower readers to create learning communities."---Koritha Mitchell, Public Books"An inspiring exhortation to make the standard college syllabus work harder and better. . . . A thoughtful, provocative collection of well-tested teaching strategies and philosophies that work across the curriculum." * Kirkus, starred review *"A passionate book about teaching well, using the syllabus as a framework within which to discuss how to embark with students on the joint endeavour of learning. I like its philosophy. . . . One for all who value teaching."---Diane Coyle, Enlightened Economist
£18.00
Princeton University Press Leaving Academia
Book SynopsisTrade Review"This book should be an eye-opener for junior researchers and PhD students alike and I would recommend reading it early in graduate school. Leaving Academia can prepare its readers for a potential career change at a later stage."---Eryk Walczak, LSE Review of Books
£18.00
Princeton University Press Higher Expectations Can Colleges Teach Students
Book SynopsisTrade Review"One of Forbes' Best Higher Education Books of 2020""A useful though eminently debatable case for reform in the interest of teaching to today’s needs." * Kirkus Reviews *"In this highly readable and engaging book, he delineates how colleges can better prepare students to gain the skills and develop the habits of mind necessary to succeed in life, especially in a fast-moving, knowledge-based society. . . . Highly recommended for college faculty and administrators, and anyone interested in how college students can find meaning and purpose in life." * Library Journal *"Higher Expectations provides a helpful guide for those who hope to fortify and reform this dwindling but essential collection of institutions. Bok’s vision of the purposes of higher education is unlikely to become the official state religion, but it could serve as a beautiful hymnal in dissenting churches."---Jay P. Greene, Education Next
£34.20
Princeton University Press Moving Up without Losing Your Way The Ethical
Book SynopsisTrade Review"Winner of the Frederic W. Ness Book Award, Association of American Colleges and Universities""Winner of the Grawemeyer Award in Education"
£15.29
MP-KAN Uni Press of Kansas Independent Scholars Meet the World Expanding
Book SynopsisFor too long graduate school was viewed solely as a pipeline to teaching positions at colleges and universities. As MAs and PhDs proliferate and opportunities in the academy narrow, this timely book reminds us that the academy is only one of many venues for satisfying and successful scholarly endeavour.Trade ReviewA comprehensive exploration of the challenges faced by independent scholars—namely lack of time, resources, and affiliation—that are compounded by issues of race, gender, disability, and caring responsibilities. Ten successful independent scholars give honest, pragmatic accounts of creating and maintaining their own academic profile that will surely inspire and guide others. This volume demonstrates that independent does not mean inferior and that high-quality scholarship can indeed be pursued outside the confines of academe."—Amanda J. Haste, PhD, president, National Coalition of Independent Scholars"This important book provides insights into the experiences, talents, flexibility, and persistence of independent scholars. The work gives independent scholars the due recognition they justly deserve and offers motivation and inspiration for those who are committed to forging their own unique paths outside the space of academia." —Gavin Wilk, author of Transatlantic Defiance: The Militant Irish Republican Movement in America, 1923–45"By turns harrowing, enraging, and inspiring, the essays in this collection speak many truths about the why and how of independent scholarship. The authors are open about their experiences and provide useful advice for scholars navigating the job market outside of the academy, the demands of family life, and the identity crises that come with leaving the ivory tower. Independent Scholars Meet the World is essential reading for all scholars, as its authors prove that there is not—and should not be—one standard career path for people pursuing the life of the mind."— Megan Kate Nelson, author of The Three-Cornered War: The Union, the Confederacy, and Native Peoples in the Fight for the West
£999.99
