Philosophy and theory of education Books
Rutgers University Press There Has to Be a Better Way Lessons from Former
Book SynopsisThere Has to be a Better Way offers an essential voice in understanding the dynamics of teacher attrition from the perspective of the teachers themselves. Drawing upon in-depth qualitative research with former teachers, the authors identify several themes that uncover the rarely-spoken reasons why teachers so often willingly leave the classroom. Trade Review"Mawhinney and Rinke's focus on teachers who have voluntarily left classroom teaching prior to retirement is unique. This well-crafted study fills a void in the current literature." -- Tachelle Banks * coeditor of Teaching Students Who are Disturbed and Disturbing: An Integrative Approach *"How real is ‘Abbott Elementary?’ A former Philadelphia school teacher weighs in" * The Conversation *Table of ContentsContents Foreword Introduction: Walking in Through the Out Door: Professional Trajectories of Urban Teachers PART I: The Dynamics of Teacher Attrition 1 Push and Pull in Career Development PART II: Structural Factors in Teacher Attrition 2 The Struggle is Real: Administrators, Teachers, and The System 3 Wading Through the Waters: Exhaustion, Stress, and Disillusionment with Teaching 4 Where Has All the Job Security Gone? PART III: The Personal and the Professional in Teacher Attrition 5 You Don’t Fit Here: Teachers of Color Coping with Racial Microaggressions in Schools 6 Negotiating Gendered and Cultural Expectations on a Teacher’s Salary: The Mediating Role of Identity 7 I Just Feel So Guilty: The Role of Emotions in Leaving PART IV: Addressing Teacher Attrition 8 Closing the Revolving Door: Teacher Leavers’ Final Lesson for the Profession Acknowledgments Bibliography Index
£25.19
Rutgers University Press There Has to Be a Better Way Lessons from Former
Book SynopsisThere Has to be a Better Way offers an essential voice in understanding the dynamics of teacher attrition from the perspective of the teachers themselves. Drawing upon in-depth qualitative research with former teachers, the authors identify several themes that uncover the rarely-spoken reasons why teachers so often willingly leave the classroom. Trade Review"Mawhinney and Rinke's focus on teachers who have voluntarily left classroom teaching prior to retirement is unique. This well-crafted study fills a void in the current literature." -- Tachelle Banks * coeditor of Teaching Students Who are Disturbed and Disturbing: An Integrative Approach *"How real is ‘Abbott Elementary?’ A former Philadelphia school teacher weighs in" * The Conversation *"Mawhinney and Rinke's focus on teachers who have voluntarily left classroom teaching prior to retirement is unique. This well-crafted study fills a void in the current literature." -- Tachelle Banks * coeditor of Teaching Students Who are Disturbed and Disturbing: An Integrative Approach *"How real is ‘Abbott Elementary?’ A former Philadelphia school teacher weighs in" * The Conversation *Table of ContentsContents Foreword Introduction: Walking in Through the Out Door: Professional Trajectories of Urban Teachers PART I: The Dynamics of Teacher Attrition 1 Push and Pull in Career Development PART II: Structural Factors in Teacher Attrition 2 The Struggle is Real: Administrators, Teachers, and The System 3 Wading Through the Waters: Exhaustion, Stress, and Disillusionment with Teaching 4 Where Has All the Job Security Gone? PART III: The Personal and the Professional in Teacher Attrition 5 You Don’t Fit Here: Teachers of Color Coping with Racial Microaggressions in Schools 6 Negotiating Gendered and Cultural Expectations on a Teacher’s Salary: The Mediating Role of Identity 7 I Just Feel So Guilty: The Role of Emotions in Leaving PART IV: Addressing Teacher Attrition 8 Closing the Revolving Door: Teacher Leavers’ Final Lesson for the Profession Acknowledgments Bibliography Index
£105.40
Rutgers University Press Schooling Democracy and the Quest for Wisdom
Book SynopsisA tremendous amount of energy has been expended by organizations to coordinate “partner schools” for teacher education. Bullough and Rosenberg examine the concept of partnering through various lenses and they address what they think are the major issues that need to be, but rarely are, discussed by thousands of educators. Trade Review"Bullough and Rosenberg’s new book is a passionate plea for society to reclaim the moral purpose of public schools and universities. By advocating for robust school-university partnerships, they give us hope and remind us that to care is human. Their book is a timely, must-read for those who care about the future of our democratic society." -- Rebecca West Burns * University of South Florida *"Selected New Books on Higher Education," compiled by Ruth Hammond * Chronicle of Higher Education *"Schooling, Democracy, and the Quest for Wisdom resets the focus of school reform, re-centers the purpose of partnership, and reassesses the very basis of education itself. Enough cannot be said about Bullough and Rosenberg's impressive intellectual range and their artful and engaging writing." -- Bernard J. Badiali * coauthor of Teacher Leader *"Bullough and Rosenberg’s new book is a passionate plea for society to reclaim the moral purpose of public schools and universities. By advocating for robust school-university partnerships, they give us hope and remind us that to care is human. Their book is a timely, must-read for those who care about the future of our democratic society." -- Rebecca West Burns * University of South Florida *"Selected New Books on Higher Education," compiled by Ruth Hammond * Chronicle of Higher Education *"Schooling, Democracy, and the Quest for Wisdom resets the focus of school reform, re-centers the purpose of partnership, and reassesses the very basis of education itself. Enough cannot be said about Bullough and Rosenberg's impressive intellectual range and their artful and engaging writing." -- Bernard J. Badiali * coauthor of Teacher Leader *Table of ContentsIntroduction: Being Human 1 The Architecture of Partnership 2 Associates and Associating I: Our Story 3 Commons and the Manner of Hospitality 4 From Conversation to Dialogue 5 Talking and Listening: Dialogic Democracy and Education 6 Gifts Access to the Human Conversation Through Pedagogical Nurturing 7 Associates and Associating II: A Case Study Conclusion: Stewardship and Moral Posture Appendix: Moral Dimensions, Commitments and Postulates Bibliography Index
£105.40
University of Arizona Press Teaching Gloria E. Anzaldúa
Book Synopsis
£24.71
University of Arizona Press Teaching Gloria E Anzalda Pedagogy and Practice for Our Classrooms and Communities
£80.25
University of Minnesota Press Educated in Whiteness
Book SynopsisTrade Review"Angelina E. Castagno's up-close look at how whiteness operates in actual schools, and within one school district, offers a rare, ethnographic portrait of how policies ostensibly aimed at effecting educational equity actually end up reinforcing the status quo. We still have much to learn about how whiteness and racism function in everyday life, and Educated in Whiteness is unusual in the field, offering an important way of seeing how whiteness operates across the system." —Thea Abu El-Haj, Rutgers UniversityTable of ContentsContentsIntroduction: Whiteness, Diversity, and Educators’ Good Intentions1. “Equity Has to Be a Priority”: Converging Interests and Displacing Responsibility2. Engaging Multicultural Education: Safety in Sameness or Drawing Out Difference?3. Practicing Politeness through Meaningful Silences4. “It Isn’t Even Questioned”: Equality as Foundational to Schooling and Whiteness5. Obscuring Whiteness with Liberalism: Winners and Losers in Federal School ReformConclusion: Engagement and Struggle within the “Culture of Nice”AcknowledgmentsNotesBibliographyIndex
£19.79
University of Minnesota Press Compulsory
Book SynopsisA groundbreaking look at America's public education system through the lens of prison schoolingTrade Review"Fiercely rendered, Compulsory is the book for our moment. This book requires readers to remap the circuits that bind schools to prisons and the state and centers how communities—including young men who are locked up and their loved ones—negotiate, and often shatteringly resist, these powerlines. Situating the ‘prison classroom’ within a carceral landscape punctuated by deeply racialized and heteropatriachal practices of removal and premature death, Sabina E. Vaught’s necessary and poetic writing moves activist scholarship into needed and new terrains and pushes readers to mourn, to analyze, and to build struggles for radical freedom that leave no one behind."—Erica R. Meiners, Northeastern Illinois University"Compulsory is a critical ethnography that examines the institution of public education through the lens of the Lincoln prison school at Lincoln Treatment Center, a high-security detention center for males. Observations and interviews with prisoners, their families, teachers, the security staff, and the prison administration offer a vivid look into the specific lives of those at Lincoln and the institutional setting. "—American Journal of Sociology"A highly original, masterful look at the inner workings and logic of the American juvenile justice system. This is the single best book to date on juvenile justice in the age of mass incarceration. Compulsory is an instant classic."—CHOICETable of ContentsContentsIntroduction: Take No PrisonersPart I. Outside1. with its institutions: The Education State2. Keys: Lockup and Juvenile Prison3. The Street: Arterials of the White State4. Second Possession: Racial Property and Removal5. Home: A Story in Three PartsPart II. Inside6. Compulsory Schooling: Inside the Education State7. The Architecture of Discipline: Personal Safety and Prison Security8. Guilty by Association: Kinship and TreatmentConclusion: FutilitiesAcknowledgmentsNotesIndex
£21.59
University of Minnesota Press Juárez Girls Rising
Book SynopsisThrough the voices of high school girls in Ciudad Juarez, understanding how education can promote self-empowerment and resistance against injustice and violenceTrade Review"Rarely do we read about the on-the-ground liberatory work of teachers and youths in schools and the agency of young women to live meaningful and joyous lives. In Juárez Girls Rising, the stories of the women and the school are beautifully interwoven, providing a powerful, nuanced, and compelling ethnography that neither victimizes nor romanticizes young, working-class women as they form meaningful identities and future possibilities in the context of gender-, race- and class-based violence."—Sofia Villenas, Cornell University"An important and unique insider's perspective on the city of Juárez, Juárez Girls Rising provides a complex, detailed, and nuanced lens to better understand the multiple barriers young women in the city encounter."—Gilda L. Ochoa, author of Academic Profiling: Latinos, Asian Americans, and the Achievement Gap"The nuance with which Cervantes-Soon reflexively offers insights as an insider/outsider in ways that are deeply reflective of humanizing research make it an ideal fit for courses on ethnography, qualitative methods, critical pedagogy, or culturally sustaining pedagogies."—Teachers College Record "Cervantes-Soon provides the reader with an understanding that moves beyond the often stigmatizing or pathologizing discourses constructing the city. This engages the reader in the compassionate empathy that characterizes the school ethos." —American Journal of SociologyTable of ContentsContentsPrefaceIntroduction: Countering Despair and Stigma through Autogestión1. Border Paradoxes, Dystopia, and Revolutionary Education 2. Through Girls’ Eyes: Coming of Age in Ciudad Juárez 3. Enacting a Pedagogy of Autogestión4. Building a Mujerista Space at Altavista5. Mujeres Autogestivas: Young Women Authoring Their Identities Epilogue: Life after AltavistaAcknowledgmentsNotesBibliographyIndex
£75.65
University of Minnesota Press Juárez Girls Rising
Book SynopsisThrough the voices of high school girls in Ciudad Juarez, understanding how education can promote self-empowerment and resistance against injustice and violenceTrade Review"Rarely do we read about the on-the-ground liberatory work of teachers and youths in schools and the agency of young women to live meaningful and joyous lives. In Juárez Girls Rising, the stories of the women and the school are beautifully interwoven, providing a powerful, nuanced, and compelling ethnography that neither victimizes nor romanticizes young, working-class women as they form meaningful identities and future possibilities in the context of gender-, race- and class-based violence."—Sofia Villenas, Cornell University"An important and unique insider's perspective on the city of Juárez, Juárez Girls Rising provides a complex, detailed, and nuanced lens to better understand the multiple barriers young women in the city encounter."—Gilda L. Ochoa, author of Academic Profiling: Latinos, Asian Americans, and the Achievement Gap"The nuance with which Cervantes-Soon reflexively offers insights as an insider/outsider in ways that are deeply reflective of humanizing research make it an ideal fit for courses on ethnography, qualitative methods, critical pedagogy, or culturally sustaining pedagogies."—Teachers College Record "Cervantes-Soon provides the reader with an understanding that moves beyond the often stigmatizing or pathologizing discourses constructing the city. This engages the reader in the compassionate empathy that characterizes the school ethos." —American Journal of SociologyTable of ContentsContentsPrefaceIntroduction: Countering Despair and Stigma through Autogestión1. Border Paradoxes, Dystopia, and Revolutionary Education 2. Through Girls’ Eyes: Coming of Age in Ciudad Juárez 3. Enacting a Pedagogy of Autogestión4. Building a Mujerista Space at Altavista5. Mujeres Autogestivas: Young Women Authoring Their Identities Epilogue: Life after AltavistaAcknowledgmentsNotesBibliographyIndex
£19.94
University of Minnesota Press American by Paper How Documents Matter in
Book SynopsisTrade Review"I leave Vieira’s book feeling deeply that ours is a crazy system: Why keep piling documents on top of documents, making of them a wall to the world? Why should migrants—people—have to choose between the time-consuming work of pursuing English or caring for their families? Why make migrant lives any harder than they already are? American by Paper urges us to rethink all that we ask of those who seek a better life."—Catherine Prendergast, University of Illinois at Urbana–Champaign"Relentless in its critique of literacy as a social practice and in its effort to develop a counter-narrative, American by Paper forces open a conversation that has been lingering but has not received the kind of attention it deserves."—Juan Guerra, University of Washington"A riveting account of those pursuing the American Dream."—CHOICE "Vieira aims to contribute to the social history of literacy with American By Paper, informing pedagogy and practice through a comprehensive consideration of literacy, documents, and bureaucracy in ordinary life." —PoLARTable of ContentsContentsPreface: An American with PapersAcknowledgmentsIntroduction. How Documents Matter in Migrants’ Lives1. Literacy and Assimilation in an Age of Papers: The View from South Mills2. “American by Paper”: Azorean and Azorean American Literacy Lives3. Undocumented in a Documentary Society: Brazilian Literacy Lives4. “It’s Not Because of the English”: Literacy Lives of the YoungConclusion. Lessons Learned from Transnational Lives: Toward a Sociomaterialist LiteracyEpilogueNotesBibliographyIndex
£61.20
University of Minnesota Press A Curriculum of Fear Homeland Security in U.S.
Book SynopsisTrade Review"A Curriculum of Fear offers unique and engaging insight on the intersections of education, securitization, and militarism in the United States. It makes an important contribution to research in each of these fields."—Emily Gilbert, University of Toronto"A Curriculum of Fear provides a valuable contribution to the literature on the militarization and corporatization of schools, situating the topic in terms of the broader ideological and economic constellation of neoliberalism and militarism. Nicole Nguyen offers an expansive view that addresses school governance and policy, curriculum and cultural politics, and subjectivity formation."—Kenneth Saltman, University of Massachusetts, Dartmouth"A must-read."—H-Net"Nguyen demonstrates tremendous abilities as a writer that bode well for the quality of intellectual work we can expect from her in the future. A Curriculum of Fear, however, might be a tough act for her to follow."—American Journal of SociologyTable of ContentsContents Introduction: Welcome to Milton High 1. Teaching War and Feeling Fear: Public School Reform during the Global War on Terror 2. The Covert Researcher: The Ethics of a School Ethnography 3. This Is Your Future: Militarizing the Dreams of Students 4. Teaching Terrorism: Inside the Homeland Security Program 5. Student, Terrorist, or Patriot? Learning to Fear, Mourn, and Love after September 11 Conclusion: Thinking Differently while under Siege Acknowledgments Notes Bibliography Index
£18.89
LUP - University of Georgia Press Imprisoned Interlocking Oppression in Law
Book SynopsisDemonstrates how foundational policies in American history continue to work to the detriment of Black Americans - tying the racist foundations of America to discrimination in our criminal justice system and neighbourhoods.Trade ReviewA significant contribution to the study of racial and ethnic relations, Imprisoned will greatly assist readers in understanding the complexity of race relations in the United States. It also demonstrates that U.S. policing reform would need to consider entanglements with historically labeling black bodies as ‘criminal’ and the practice of segregating and patrolling black bodies very differently than any other racial and ethnic group in America." - Cameron D. Lippard, coeditor of Protecting Whiteness: Whitelash and the Rejection of Racial Equality"Imprisoned makes an important contribution to the sociological literature on race and ethnicity, the criminal justice system, urban sociology, and racial residential segregation." - Rachelle J. Brunn-Bevel, coeditor of Intersectionality and Higher Education
£138.17
LUP - University of Georgia Press Imprisoned
Book SynopsisDemonstrates how foundational policies in American history continue to work to the detriment of Black Americans - tying the racist foundations of America to discrimination in our criminal justice system and neighbourhoods.Trade ReviewA significant contribution to the study of racial and ethnic relations, Imprisoned will greatly assist readers in understanding the complexity of race relations in the United States. It also demonstrates that U.S. policing reform would need to consider entanglements with historically labeling black bodies as ‘criminal’ and the practice of segregating and patrolling black bodies very differently than any other racial and ethnic group in America." - Cameron D. Lippard, coeditor of Protecting Whiteness: Whitelash and the Rejection of Racial Equality"Imprisoned makes an important contribution to the sociological literature on race and ethnicity, the criminal justice system, urban sociology, and racial residential segregation." - Rachelle J. Brunn-Bevel, coeditor of Intersectionality and Higher Education
£27.92
Duke University Press The Politics of Liberal Education
Book SynopsisControversy over what role "the great books" should play in college curricula and questions about who defines "the literary canon" are at the forefront of debates in higher education. This study offers a defence of educational reform in response to attacks by academic traditionalists.Table of ContentsAcknowledgments vii Introduction: The Public, the Press, and the Professors / Barbara Herrnstein Smith 1 Humanities for the Future: Reflections on the Western Culture Debate at Stanford / Mary Louise Pratt 13 The Extraordinary Convergence: Democracy, Technology, Theory, and the University Curriculum / Richard A. Lanham 33 Teach the Conflicts / Gerald Graff 57 Cult-Lit: Hirsh, Literacy, and the "National Culture" / Barbara Herrnstein Smith 75 The Master's Pieces: On Canon Formation and the African-American Tradition / Henry Louis Gates, Jr. 95 Liberal Arts Education and the Struggle for Public Life: Dreaming about Democracy / Henry A. Giroux 119 Pedagogy in the Context of an Antihomophobic Project / Eve Kosofsky Sedgwick 145 Serious Watching / Alexander Nehamas 163 From Ivory Tower to Tower of Babel? / Elizabeth Kamarck Minnich 187 The Emergence of the Humanities / Bruce Kuklick 201 The Academy and the Public / Phyllis Franklin 213 Classics and Canons / George A. Kennedy 223 Two Cheers for the Cultural Left / Richard Rorty 233 The Common Touch, or, One Size Fits All / Stanley Fish 241 Against Nostalgia: Reflections on Our Present Discontents in American Higher Education / Francis Oakley 267 Notes on Contributors 291 Index 295
£80.10
Duke University Press The Futures of American Studies
Book SynopsisA state-of-the-art portrait of the field of American studies -- its interests and methodologies, its interactions with the social and cultural movements it describes and attempts to explain, and a compendium of likely directions the field will take in the future.Trade Review“The Futures of American Studies shapes a farsighted and richly provocative argument about the intellectual space, time, and politics of the cultures of American studies. It's a millennial work.”—Laura Wexler, author of Tender Violence: Domestic Visions in an Age of U.S. Imperialism“Fascinating and provocative, this collection is sure to attract wide attention as the latest collective statement of the major directions in which ‘New Americanist’ scholarship is heading.”—Lawrence Buell, author of Writing for an Endangered World: Literature, Culture, and Environment in the U.S. and BeyondTable of ContentsAcknowledgments vii Futures / Donald E. Pease and Robyn Wiegman 1 Posthegemonic What’s in a Name? / Jan Radway 45 The International within the National: American Studies and Asian American Critique / Lisa Lowe 76 The Future in the Present: Sexual Avant-Gardes and the Performance of Utopia / Jose Esteban Munoz 93 Manifest Domesticity / Amy Kaplan 111 C. L. R. James, Moby-Dick, and the Emergence of Transnational American Studies / Donald E. Pease 135 Comparativist Postnationalism, Globalism, and the New American Studies / John Carlos Rowe 167 Salesman in Moscow / Dana Heller 183 The Humanities in the Age of Expressive Individualism and Cultural Radicalism / Winfried Fluck 211 Autobiographies of Ex-White Men: Why Race is Not a Social Construction / Walter Benn Michaels 231 Color Blindness and Acting Out / Carl Gutierrez-Jones 248 Differential Whiteness Studies and the Paradox of Particularity / Robyn Wiegman 269 Identities and Identity Studies: Reading Toni Cade Bambara’s “The Hammer Man” / Lindon Barrett 305 Hemispheric Vertigo: Cuba, Quebec, and Other Provisional Reconfigurations of “Our” New America(s) / Ricardo L. Ortiz 327 Marriage as Treason: Polygamy, Nation, and the Novel / Nancy Bentley 341 Litigious Therapeutics: Recovering the Rights of Children / Gillian Brown 371 American Studies in the “Age of the World Picture”: Thinking the Question of Language / William V. Spanos 387 Counterhegemonic Work and Culture in American Studies / Michael Denning 419 “Sent for You Yesterday, Here You Come Today”: American Studies Scholarship and the New Social Movements / George Lipsitz 441 Toward a Dialogics of International American Culture Studies: Transnationality, Border, Discourses, and Public Culture(s) / Gunter H. Lenz 461 American Studies, American Politics, and the Reinvention of Class / Paul Lauter 486 The End of Academia: The Future of American Studies / Eric Cheyfitz 510 Nation dot com: American Studies and the Production of the Corporatist Citizen / Russ Castronovo 536 Afterword ConsterNation / Dana D. Nelson 559 Bibliography 581 Contributors 609 Index 613
£100.80
University of Pittsburgh Press Academic Discourse and Critical Consciousness
a huge range and FREE tracked UK delivery on ALL orders.
£46.10
University of Pittsburgh Press Composition In The University
Book SynopsisComposition in the University examines the required introductory course in composition within American colleges and universities.
£42.63
Fordham University Press The Gleam of Light Moral Perfectionism and
Book Synopsis"... Exemplifies a vision of education as cooperative inquiry in which heterogenous voices resound yet experiential authority in its full force operates."-Journal of Philosophy of EducationTrade Review"Saito's elegantly written book is a meditation on what she regards as a crisis of nihilism affecting modern democratic life, especially education." -Educational Studies in Japan: International Yearbook "... Exemplifies a vision of education as cooperative inquiry in which heterogenous voices resound yet experiential authority in its full force operates." -Journal of Philosophy of Education "Saito has written an important book with a remarkable educational implication: We should educate every individual to grow by recognizing their unique gleam of light in self-transcendent relation with others different from ourselves while recognizing the Over-Soul sustains us all." -Teachers College Record "A provocative book that will be of value to all who care about Emerson, Dewey, and what they have to say about education." -- -David Hansen Philosophy of Education Society " [A] spirited inquiry ..." -Studies in Philosophy and Education
£25.19
Fordham University Press CounterInstitutions Jacques Derrida and the
Book SynopsisProvides an account of Jacques Derrida's involvement in debates about the university. Derrida has long argued that philosophy simultaneously belongs and does not belong to the university. This book asks whether a broader tension between "belonging" and "not belonging" also forms the basis of Derrida's political thinking and activism.Trade Review"A profound book for all who hope to find an opening to the future in the fast-closing contemporary university." -- -John Schad Lancaster University "...admirably penetrating and comprehensive..." -- -J. Hillis Miller "An important contribution to thinking about the university, teaching, the humanities, and cultural studies." -- -Peggy Kamuf University of Southern California
£27.90
Fordham University Press The Politics of Survival
Book SynopsisBrings Peirce and social criticism into conversationTrade Review"This is a brave book balancing strong scholarship, clear organization, and a provocative reading of Peirce." -- -Roger Ward Georgetown College "Examines what is termed a neglected element of embodiment in the philosophy of Charles Sanders Pierce." -The Chronicle of Higher Education "The Politics of Survival provides a lucid, compelling, and exceptionally accessible account of the relevance of Peirce and pragmatism to contemporary discussions of social justice. Trout demonstrates how Peirce's philosophy rises above his personal prejudices to provide a unique set of tools for analyzing and criticizing the nonconscious biases of those who believe that they are free from prejudice. The Politics of Survival is unmatched in the manner in which it makes Peirce and pragmatism relevant to recent literature on racism and sexism." -- -Mitchell Aboulafia The Juilliard School
£22.79
Fordham University Press Stanley Cavell and the Education of Grownups
Book SynopsisFirst book to address directly the importance of education in Cavell's workTrade Review"Questions about education -- about what it means to learn, as well as to teach -- lie at the very heart of Cavell's revolutionary conception of philosophy, yet until the publication of this superb collection of essays, no book on Cavell has focused squarely on the importance of the theme of education in his work. Anyone interested in Cavell, and not only those who work in the philosophy of education, will want to read, and will have much to learn from, this thought-provoking and illuminating collection." -- -Bernie Rhie Williams College "...I do believe that this book will inspire many educational researchers to investigate further the relationship between their disciplines and their 'parent' disciplines, thereby adding a new set of voices to those 'parent' disciplines and expanding the possibilities of educational studies as well as of the concept of education itself." -Koichiro Misawa, Educational Studies in Japan International Yearbook
£70.20
Fordham University Press Transforming Ourselves Transforming the World
Book Synopsis"Tomorrow's 'whole person' cannot be whole without an educated awareness of society and culture with which to contribute socially, generously, in the real world.Trade Review"Each contributor to this volume has much to say that is important, interesting, and helpful, especially for those searching for how they themselves might proceed. The point of reference is obviously Jesuit schools, but the content can be helpful and usable for anyone working on justice issues. Editors Combs and Schmidt illustrate the importance of faculty taking the lead in pursuing a faith that does justice on campus." -Charles L. Currie, S.J.,American Catholic Studies "It is refreshing to see that these essays are attentive to some of the deeper matters that pertain to the education of the whole person; the deliberate on what is required and necessary for such an education." -- Mario O. D'Souza, University of Toronto -Journal of Jesuit Studies 2 "It must be stressed that Transforming Ourselves, Transforming the World: Justice in Jesuit Higher Education is one of a few books that approaches social justice in such an informative, honest, and mission-centered fashion." -Journal of Catholic EducationTable of ContentsIntroduction: "A Fruitful New Branch" Rev. Dean Brackley, S. J., Part I: Formation and Learning Introduction to Formation and Learning, "Tomorrow's Whole Person': David J. O'Brien "Beauty Limmed in Violence: Experimenting with Protest Music in the Ignatian Classroom." Christopher Pramuk "Teaching Poverty in America Through the Arts." Carol Kelly "Encuentro Dominicano: Creighton University's Commitment to Education for Transformation." Tom Kelly "Bringing More than Good Intentions to New Orleans after Katrina: Teaching Social Analysis through an Academic Immersion Experience." Gary Perry, and Madeline Lovell "An Uncertain Journey: Adopting the Mission of Social Justice in A Political Science Department." John F. Freie and Susan M Behuniak Part II: Research and Teaching Introduction to Research and Teaching, 'An Active Hope': Lisa Sowle Cahill "Social Justice Themes in the Foreign Language Classroom: Successes and Challenges." Mary Zampini "Coffee for Justice: Chemistry and Engineering in Service to the Jesuit Mission with Small-holder Coffee Farmers of Nicaragua." Susan, Jackels, Charles Jackels, Carlos Vallejos, and Michael Marsolek "Personal Transformation and Curricula Change" Suzanne Hetzel Campbell, Philip Greiner, Sheila Grossman, Alison Kris, Laurence Miners, and Joyce Shea "Doing Well by Doing Good: The Application of Ignatian Principles to Legal Education." David Koelsch, "The Promotion of Social Justice: Closing the Gap Between Rhetoric and Reality." Molly B. Pepper, Raymond Reyes, and Linda Tredennick Part III: Our Way of Proceeding Introduction to Our Way of Proceeding, 'Humanly in Today's World': Rev. Stephen A. Privett, S.J. "Jesuit Justice Conference, June 18 2009, Opening Remarks," Rev. Jeffrey von Arx, S.J. "Transforming Ourselves in Order to Transform the World: A Local Immersion Program for Faculty and Staff in Jesuit Universities." Kent Koth "Nonviolently Transforming the Road to Jericho: How Can We Live This Work at Jesuit Colleges and Universities?" Anna Brown "The Ethic of Environmental Concern and the Jesuit Mission." Jennifer Tilghman-Havens "Companions, Prophets, Martyrs: Jesuit Education as Justice Education." Jeannine Hill Fletcher Conclusion: "Further and Deeper: The Future of the Commitment to Justice in Jesuit Higher Education." David McMenamin
£52.20
ME - Fordham University Press The End of the World and Other Teachable Moments
Book SynopsisThe End of the World and Other Teachable Moments follows the remarkable itinerary of Jacques Derrida’s final seminar, The Beast and the Sovereign (2001-2003), as the explicit themes of the seminar, namely, sovereignty and the question of the animal, come to be supplemented and interrupted by questions of death, mourning, survival, the archive, and, especially, the end of the world.Trade Review"With his luminous and generous intelligence, Michael Naas makes the task of reading Derrida look easy. But that's only because, like the finest of teachers, he takes us patiently through the difficulties and countenances bravely the disconcerting turns taken by this final seminar, what he calls its teachable moments. Naas's clarity of thought, the acuteness of his ear, and the deftness of his writing are gifts that readers appreciate on every page. This book will be indispensable reading from now on for whoever attends to Derrida's seminars." -- -Peggy Kamuf University of Southern California "The End of the World and Other Teachable Moments is a striking tribute to the end of the world that was Derrida, and it lives up to the responsibility of carrying forward what remains." -- -Kelly Oliver Vanderbilt University "Naas solidifies his singular place as our most brilliant and incisive scholar of Derrida's work." -- -Jeffrey Nealon Pennsylvania State University "Michael Naas is one of the most authoritative interpreters anywhere of Jacques Derrida's work. Naas's writing about Derrida is characterized by a remarkable intellectual generosity. The End of the World and Other Teachable Moments is a brilliant reading of Derrida's last seminar, The Beast and the Sovereign (2001-2003). Naas provides an exegesis of that seminar both in itself and in the light of an amazing in-depth knowledge of all Derrida's previous work, back to its beginning in the 1960's. This distinguished book is an essential guide for all those who are perplexed in one way or another by Derrida's writings." -- -J. Hillis Miller UCI Distinguished Professor Emeritus of Comparative Literature and English at the University of California, IrvineTable of ContentsAbbreviations of Works by Jacques Derrida Acknowledgments Introduction: Derrida's Other Corpus 1 1. Derrida's Flair (For the Animals to Follow ...) 2. "If you could take just two books ...": Derrida with Heidegger and Robinson Crusoe at the Ends of the World 3. To Die a Living Death: Phantasms of Burial and Cremation in Derrida's Final Seminar 4. Reinventing the Wheel: Of Sovereignty, Autobiography, and Deconstruction 5. Pray Tell: Derrida's Performative Justice 6. Derrida's Preoccupation with the Archive 7. "World, Finitude, Solitude": Derrida's Walten Conclusion: Desormais Notes Name and Subject Index
£999.99
Fordham University Press How to Be an Intellectual
Book SynopsisThis book sheds academic obscurity to tell the story of trends in contemporary literary and cultural criticism and the state of the American university. It collects noted and new essays by Jeffrey J. Williams, who regularly publishes in Dissent, the Chronicle of Higher Education, and LARB, as well as major academic venues.Trade Review"This is a book full of shrewd insights, illuminating and suggestive histories of how the intellectual has been and could be. The criticism without footnotes approach helps bring the crucial questions into a much clearer and open light than is usual. In short, it helps to make its reader an intellectual. This is a vital and necessary book." -- -Thomas Docherty Left History: A Interdisciplinary Journal of Historical Inquiry and Debate "Jeffrey Williams has provided ample evidence here of a passionate and principled intellectual engagement with the political and financial interests that are combining forces to gut higher education. There could not be a better time for all of us working in the academy to follow his example." -Academe "No one has chronicled the lives and times of modern intellectuals as astutely as Jeff Williams. The breadth and depth of this brilliant guidebook to the shifting landscape of the last quarter-century showcases his unparalleled talents as a critic, reporter, editor, scholar, and independent thinker." -- -Andrew Ross New York University "Jeff Williams makes the case that the university, thanks in part to the dramatic loss of job security for faculty, is no longer marginal to American life, but central to it. His book is compulsively readable, lucid without being populist. It makes you see that while being an intellectual is hard in all sorts of ways, old and new, it's still worth giving it a try." -- -Bruce Robbins Columbia University "'How to Be an Intellectual' can best be recommended because of Williams scathing and fact-filled indictment of colleges, in concert with the politicians, who have decided that the education biz is just that: a business." -- Irving Spivak -RALPH & The Folio "The book's 32 essays cover a vast stretch of territory, from profiles of prominent critics to the impacts of student debt to an analysis of how universities are portrayed in film... The book thus draws connections between 'post-welfare state university' and everything from the importance of being 'smart' to the 'conceptual shrinkage' in literary theory." -InSide Higher Ed "For more than twenty years, Jeff Williams has been one of the indispensable critics of the politics of American higher education, and one of the most reliable and perceptive commentators on the intellectual trajectory of cultural studies. Since taking over the minnesota review in the early 1990s (when he was what, maybe twenty years old?), he has also become something else: the most astute and rigorous interviewer in the business. No one has even attempted to perform the kind of interlocutor/archaeologist role Jeff has defined for himself-and I am not sure anyone could. Every essay here, and every interview, offers an invaluable demonstration of how to be a responsible, engaged, and organic intellectual." -- -Michael Berube Director, Institute for the Arts and Humanities, Pennsylvania State University "The 'criticism without footnotes' that Jeffrey Williams proposes and enacts in How to Be an Intellectual makes for lively and engaging reading. His shrewd assessments of contemporary critical pashas, schools, and fashions are necessary reading for anyone involved in the literary and cultural issues of our times." -- -Laura Kipnis "The scope of this book is astonishing, and Williams in one of the very few academic writers who could have pulled it off." -- -Frank Donoghue The Ohio State University "Critics, books, journals, institutions, money: Jeffrey Williams takes on the many faces of the humanities in this engaging book. If only more scholars wrote with such verve and clarity! How to be an Intellectual is the perfect guide to the idiosyncrasies of academic life." -- -Rita Felski University of VirginiaTable of ContentsAcknowledgments Introduction Part One: The Politics of Criticism 1. How to Be an Intellectual: Rorty v. Ross 2. The Retrospective Tenor of Recent Theory 3. The Rise of the Theory Journal 4. How Critics Became Smart 5. Publicist Intellectuals 6. The Ubiquity of Culture 7. Credibility and Criticism: On Walter Benn Michaels 8. The Statistical Turn in Literary Criticism Part Two: Profiles in Criticism 9. Prodigal Critics: Bloom, Fish, and Greenblatt 10. A Life in Criticism: M. H. Abrams 11. Bellwether: J. Hillis Miller 12. The Political Theory License: Michael Walzer 13. The Critic as Wanderer: Terry Eagleton 14. From Cyborgs to Animals: Donna Haraway 15. Intellectuals and Politics: Stefan Collini 16. The Editor as Broker: Gordon Hutner 17. Gaga Feminism: Judith "Jack" Halberstam 18. Book Angst Part Three: The Predicament of the University 19. The Pedagogy of Debt 20. Student Debt and the Spirit of Indenture 21. The Academic Devolution 22. The Neoliberal Bias of Higher Education 23. The University on Film 24. The Thrill Is Gone 25. Unlucky Jim 26. Academic Opportunities Unlimited Part Four: The Personal and the Critical 27. The Pedagogy of Prison 28. Shelf Life 29. Teacher: Remembering Michael Sprinker 30. My Life as Editor 31. Other People's Words 32. Long Island Intellectual
£21.59
Fordham University Press Theory for Beginners
Book SynopsisTheory for Beginners explores how philosophy and theory draw on children’s literature while also coming to resemble such in their strategies for cultivating the child and/or the beginner. Topics include the Philosophy for Children (P4C) movement, graphic guides such as Freud for Beginners, and children’s literature and/as queer theory.Table of ContentsIntroduction: Children’s Literature Otherwise | 1 1. Philosophy for Children | 25 2. Theory for Beginners | 58 3. Literature for Minors | 92 Acknowledgments | 135 Notes | 137 Works Cited | 163 Index | 185
£85.50
Fordham University Press Theory for Beginners
Book SynopsisTheory for Beginners explores how philosophy and theory draw on childrenâs literature while also coming to resemble such in their strategies for cultivating the child and/or the beginner. Topics include the Philosophy for Children (P4C) movement, graphic guides such as Freud for Beginners, and childrenâs literature and/as queer theory.Table of ContentsIntroduction: Children’s Literature Otherwise | 1 1. Philosophy for Children | 25 2. Theory for Beginners | 58 3. Literature for Minors | 92 Acknowledgments | 135 Notes | 137 Works Cited | 163 Index | 185
£24.69
Fordham University Press Class Acts Derrida on the Public Stage
Book SynopsisClass Acts looks at two often neglected aspects of Derrida’s work as a philosopher, his public lectures and his teaching, along with the question of the “speech act” that links them, that is, the question of what one is doing when one speaks in public in these ways.Table of ContentsAbbreviations of Works Cited | xi Introduction: The Program | 1 Part I: Derrida in Montreal (A Play in Three Speech Acts ) Argument and Dramatis Personae | 13 Act 1. The Context (1971) | 15 Intermission 1: Glyph 1 | 41 Act 2. The Signature (1979) | 45 Intermission 2: Glyph 2 | 55 Act 3. The Event (1997) | 59 Encore: Cocoon | 69 Part II: The Open Seminar The Counter-Program (Syllabus) | 75 Class 1. Agrégations: The Chance of Life Death (1975–76) | 93 Class 2. Education in Theory and Practice (1976–77) | 111 Class 3. Grace and the Machine: Perjury and Pardon (1997–98) | 127 Conclusion: Actes de naissance | 149 Acknowledgments | 157 Notes | 159 Index | 183
£71.10
University of Hawai'i Press Globalization and Higher Education
Book SynopsisPost-secondary education is a massive globalizing industry with a potential for growth that cannot be overestimated. Here, a panel of scholars and educational administrators comment on the complexities of globalized higher education from their positions of concern and expertise and then engage in a dialogue.
£23.16
University of Hawai'i Press China in the World
Book SynopsisConfucius Institutes have given rise to contentious public debate in host countries, where they have been both welcomed as a source of educational funding and feared as spy outposts. China in the World turns an anthropological lens on this controversial globalization project to provide fresh insight into China's shifting place in the world.
£60.00
Emerald Publishing Limited Places of Curriculum Making Narrative Inquiries
Book SynopsisFocusing on school as place where curriculum is made to realizing the ways children and families are engaged as curriculum makers in homes, in communities, and in the spaces in-between, outside of school, this book investigates the tensions experienced by teachers, children and families as they make curriculum attentive to lives.Table of ContentsChapter 1. Interrupting Understandings of Curriculum Making Chapter 2. Narrative Inquiry As Relational Multiperspectival Inquiry Chapter 3. Loyla's Familial Curriculum Making in the Home and Community Chapter 4. Ji-Sook's and Brent's Stories to Live By Chapter 5. The School Curriculum Making of Ji-Sook and Brent Chapter 6. The Familial Curriculum Making of Ji-Sook, Brent, and Their Families Chapter 7. Living in Two Worlds of Curriculum Making: Children as World Travellers Chapter 8. Conceptualizing Curriculum Making as Interwoven With Identity Making and Assessment Making Chapter 9. Worlds and, of Necessity, World Travel: Conversations With Curriculum Theorists, Parents, Others, and Teacher Educators
£90.99
Temple University Press,U.S. Ideology Culture and the Process of Schooling
Book SynopsisLays bare the ideological and political character of the positivist rationality that has been the primary theoretical underpinning of educational research in the United States. The author is the co-editor of "Curriculum and Instruction: Alternatives in Education" and "The Hidden Curriculum and Moral Education".Trade Review"Giroux is an articulate, sensitive and balanced spokesperson [who] presents a thoughtful analysis of the relationship between knowledge and power and between social context and the school curriculum." --Norman Henchey, Journal of Educational Thought "...a useful and important contribution to the area of curriculum theory. Giroux has articulated well some of the major tensions in radical educational theory and practice without abandoning the concern to establish a foundation for emancipatory cage." --Walter Feinberg, Journal of Education "Graduate students, as well as their professors, can learn a great deal from studying Ideology, Culture, and the Process of Schooling; furthermore, the excellent system of notes and references at the end of each chapter will introduce the reader into the world of ideas from which Giroux has taken his lessons." --Educational StudiesTable of ContentsPreface Introduction 1. Schooling and the Culture of Positivism: Notes on the Death of History 2. Beyond the Limits of Radical Educational Reform: Toward a Critical Theory of Education 3. Beyond the Correspondence Theory: Notes on the Dynamics of Educational Reproduction and Transformation 4. Dialects and the Development of Curriculum Theory 5. Paulo Freire's Approach to Radical Educational Theory and Practice 6. Teacher Education and the Ideology of Social Control Index
£22.49
Getty Trust Publications The Role of Imagery in Learning Occasional papers
Book SynopsisThis series supports scholarship in the field of art education and disseminates ideas about the theory and practice of discipline-based art education.
£16.14
Getty Trust Publications Perspectives on Education Reform Arts Education
Book Synopsis
£7.37
Social Science Research Council Transitional Justice and Education Learning
Book SynopsisTrade ReviewThis edited volume provides a rich set of case studies from some of the world's most intractable conflicts and makes an important contribution to the literature on education, conflict, and peacebuilding. It provides practical examples of the ways that education can contribute to transitional justice-through reparations and by addressing educational inequalities, by engaging children and young people in nonformal education, and, the most difficult challenge of all, by helping successive generations learn about the violent conflicts that have affected their own societies. Essential reading for education and development practitioners. -- Alan Smith, Alan Smith, UNESCO Chair in Pluralism, Human Rights and Democracy, Ulster University A crucial addition to work on cultural rights, truth, justice, reconciliation, and nonrecurrence, this collection illustrates the vitality of ensuring multivoice narratives, as stressed in my UN special rapporteur reports on history teaching and memorialization processes. Case studies exploring how education policies can mitigate past injustices or set the pattern for further injustices provide invaluable new insights. -- Farida Shaheed, executive director, Shirkat Gah-Women's Resource Centre, Pakistan, and former UN special rapporteur in the field of cultural rights Transitional justice processes seek to promote social healing in the aftermath of armed violence and authoritarian repression. Transitional Justice and Education: Learning Peace shows the decisive role that schools can play in that healing process through the transformation of our values and our moral imagination. This book presents a deep understanding of the connection between education and peace and provides a rich variety of examples that will undoubtedly strengthen our capacity to build peace upon truth, memory, and justice. -- Salomon Lerner Febres, executive president, Institute for Democracy and Human Rights, Pontifical Catholic University of Peru, and former president of the Truth and Reconciliation Commission of PeruTable of ContentsIntroduction, by Clara Ramirez-Barat and Roger DuthiePart I: Post-conflict Education Reconstruction and Transitional Justice 1. Teaching about the Recent Past and Citizenship Education during Democratic Transitions, by Ana Maria Rodino 2. Education Reform through a Transitional Justice Lens: The Ambivalent Transitions of Bosnia and Northern Ireland, by Karen Murphy 3. History, Memory, and Education: Is It Possible to Consolidate a Culture of Peace in Guatemala?, by Gustavo Palma MurgaPart II: Reparations, Redress, and Education 4. Education for Overcoming Massive Human Rights Violations, by Cristian Correa 5. Education as a Form of Reparation in Chile, by Lorena Escalona Gonzalez 6. Access to Education as Redress for Victims in South Africa, by Teboho MojaPart III: Outreach, Education, and Sustainability 7. Outreach to Children in the Transitional Justice Process of Sierra Leone, by Zoe Dugal 8. Building a Legacy: The Youth Outreach Program at the ICTY, by Nerma Jelacic 9. Outreach and Education at the Liberation War Museum in Bangladesh, by Mofidul Hoque 10. Historical Commissions and Education Outreach: Challenges and Lessons for Transitional Justice, by Alexander KarnPart IV: Civil Society, Education, and Transitional Justice 11. Facing the Past-Transforming Our Future: A Professional Development Program for History Teachers in South Africa, by Dylan Wray 12. Addressing the Recent Past in Schools: Reflections from Cote d'Ivoire, by Virginie Ladisch and Joanna Rice 13. Grappling with Lebanon's Enduring Violence: Badna Naaref, an Intergenerational Oral History Project, by Lynn Maalouf and Christalla YakinthouContributors
£22.50
Edward Elgar Publishing Ltd Assessing the Contributions of Higher Education
Book SynopsisTrade Review‘The debate about the contributions of higher education for individuals and societies has been dominated by those aspects associated with the labour market's participation of more qualified individuals and the expansion of wealth and income derived from the creation and dissemination of knowledge. Despite their importance, the excessive attention to those benefits has induced a tropism that has narrowed academic and policy debates about the multiple and complex roles that higher education institutions can play in the betterment of their communities. The authors of this volume should be commended for their important effort to develop a broader and more fruitful dialogue among social scientists and policy-makers about those contributions. Their achievement is also a reminder of the need for more interdisciplinary approaches to understand complex social phenomena.’ -- Pedro Nuno Teixeira, University of Porto, Portugal and former Director of CIPES – Center for Research in Higher Education Policies‘If the legitimacy of higher education is to be maintained in the face of increasingly hostile questioning, it is essential that its contributions to societies are opened up to critical scrutiny so that they can be enhanced and more widely recognised. This engaging and insightful book does a great service to the field by beginning this important work.’ -- Paul Ashwin, Lancaster University, UK‘This book takes readers on a world tour to make a compelling case that higher education has made a significant difference and for some countries, the contributions have been underestimated. The set of authors who are situated across different national contexts present fresh data and analyses to recognize and conceptualize both local and global contributions of higher education. At the same time, the authors are aware that the full potential of higher education has not yet been fully realized and make clear the challenges moving forward for both policymakers and scholars of higher education. Readers will appreciate the deep analyses and insightful observations offered here on a global scale not just for celebrating the contributions of higher education to justify future investment but also for offering different paths forward to account for and address global challenges to maximize the return on that investment.’ -- Mitchell J. Chang, University of California, Los Angeles, USTable of ContentsContents: Preface x List of contributors xiii 1 Introduction: higher education and the contributions problem 1 Simon Marginson, Brendan Cantwell, Daria Platonova and Anna Smolentseva PART I CONCEPTS AND PERSPECTIVES 2 Intrinsic and extrinsic outcomes of higher education 12 Simon Marginson, Brendan Cantwell, Daria Platonova and Anna Smolentseva 3 Contributions of higher education to society: towards conceptualisation 38 Anna Smolentseva 4 Higher education as student self-formation 61 Simon Marginson PART II GLOBAL CONTRIBUTIONS AND COMPARISONS 5 Higher education, science and the climate crisis 89 Johanna Witte 6 Opportunities and challenges for open higher education systems in global context 112 Marijk van der Wende 7 A comparison of Chinese and Anglo-American ideas about higher education and public good 131 Simon Marginson and Lili Yang 8 US–China collaboration in science for the global common good 158 John P. Haupt and Jenny J. Lee PART III CONTRIBUTIONS TO ECONOMY, POLITY, GOVERNMENT AND CULTURE 9 Graduate employability and employment 178 James Robson 10 UNESCO’s common good idea of higher education and democracy 198 Rita Locatelli and Simon Marginson 11 Understanding the contributions of higher education through the politics of reform 219 Brendan Cantwell, Daria Platonova and Isak Froumin 12 The professoriate and public policy 244 Glen A. Jones 13 Cultural contributions of higher education 263 Jussi Välimaa, Terhi Nokkala and Ksenia Romanenko 14 Higher education and regional elite formation in Russia 287 Aleksei Egorov and Sergey Malinovskiy Index
£115.00
Edward Elgar Publishing Ltd Perceptually Enhanced Learning for Literacy
£85.00
Edward Elgar Publishing Ltd Rethinking Educational Theory
Book SynopsisThe theory of education as expanding dialogue outlined in this insightful book shows how education can be designed to support the collective intelligence and global citizenship we need in response to the challenges of the Anthropocene and the rise of AI.
£28.45
John Wiley and Sons Ltd Philosophy of Education
Book SynopsisPhilosophy of Education: An Anthology brings together the essential historical and contemporary readings in the philosophy of education. The readings have been selected for their philosophical merit, their focus on important aspects of educational practice and their readability. Includes classic pieces by Plato, Aristotle, Isocrates, Locke, Rousseau, Mill, and Dewey. Addresses topical issues such as teacher professionalism and accountability, the commercialization of schooling, multicultural education, and parental choice. Trade Review"Philosophy of Education: An Anthology is a major contribution to philosophy of education. There are now quite a few large volumes on the subject. All have their virtues, but none of them lend themselves easily to introductory and mid-level courses in philosophy of education. This new anthology, edited with wisdom, judgment and deep knowledge of the field by Randall Curren, is perfect for this purpose. In virtue of its excellent content, range, accessibility, and flexibility, it will quickly become the standard anthology for the field." Harvey Siegel, University of MiamiTable of ContentsPreface. Acknowledgements. A Note to Instructors on the Classics. General Introduction.. Part I: The Nature and Aims of Education. Introduction.. What is Education?. 1. Turning the Psyche (Plato). 2. Knowing How to Rule and be Ruled as Justice Demands (Plato). 3. An Educated Person Can Speak Well and Persuade (Isocrates). 4. The Exercise of Reason (John Locke). 5. The Education of Nature (Jean-Jacques Rousseau). 6. The Democratic Conception of Education (John Dewey). 7. Education as Initiation (R. S. Peters). 8. Banking v. Problem-solving Models of Education (Paulo Freire). Liberal Education and the Relationship between Education and Work. 9. Liberal v. "Mechanical" Education (Aristotle). 10. Learning the Value of Work (Jean-Jacques Rousseau). 11. Education for Labor and Leisure (John Dewey). 12. Education and Standards of Living (Amartya Sen). 13. The Liberal Studies in a Global World (Otfried Höffe). Autonomy and Exit Rights. 14. The Child’s Right to an Open Future (Joel Feinberg). 15. Justice, Autonomy, and the Good (Eamonn Callan). 16. "Mistresses of their Own Destiny": Group Rights, Gender, and Realistic Rights of Exit (Susan Moller Okin). Part II: Educational Authority. Introduction.. The Boundaries of Educational Authority. 17. Education and the Limits of Stata Authority (John Stuart Mill). 18. Democracy and Democratic Education (Amy Gutmann). 19. Justice, Inequality, and Home Schooling (Charles L. Howell). 20. Is Teaching a Profession: How Would We Know? (Kenneth A. Strike). 21. The Crisis in Education (Hannah Arendt). The Commercialization of Schooling. 22. The Role of Government in Education (Milton Friedman). 23. Commercialization or Citizenship: The Case of Education (Colin Crouch). 24. Channel One, the Anti-Commercial Principle, and the Discontinuous Ethos (Harry Brighouse). Part III: Educational Responsibilities. Introduction.. Educational Adequacy and Equality. 25. The Law of Zero-correlation (Thomas Green). 26. Interpreting Equal Educational Opportunity (Amy Gutmann). 27. Whom Must We Treat Equally for Educational Opportunity to be Equal?: (Christopher Jencks). Diversity and Nondiscrimination. 28. Culture, Subculture, Multiculturalism: Educational Options (K. Anthony Appiah). 29. The Promise of Racial Integration in a Multicultural Age (Lawrence Blum). 30. "Getting Religion": Religion, Diversity, and Community in Public and Private Schools (Meira Levinson and Sanford Levinson). Impairment, Disability, and Excellence. 31. The Myths of Learning Disabilities (G. E. Zuriff). 32. A Capability Perspective on Impairment, Disability, and Special Needs (Lorella Terzi). 33. Educating Gifted Children (Laura Purdy). 34. Perfectionism and Educational Policy (Joel Kupperman). Part IV: Teaching and Learning. Teaching. 35. Real Teaching (Philip W. Jackson). 36. The Teacher’s Grasp of Subject-Matter (Israel Scheffler). 37. Understanding Students (David T. Hansen). 38. Beyond the Reflective Teacher (Terence H. McLaughlin). Discipline and Care. 39. Social Control (John Dewey). 40. The One-Caring as Teacher (Nel Noddings). 41. School Sexual Harassment Policies: The Need for Both Justice and Care (Elizabeth Chamberlain and Barbara Houston). Inquiry, Understanding, and Constructivism. 42. Learning by Discovery (Jean-Jacques Rousseau). 43. The Good, the Bad, and the Ugly: The Many Faces of Constructivism (D.C. Phillips). 44. Constructivisms and Objectivity (Richard E. Grandy). 45. Education and the Advancement of Understanding (Catherine Z. Elgin). Critical Thinking and Reasoning. 46. Reasoning with Children (John Locke). 47. Against Reasoning with Children (Jean-Jacques Rousseau). 48. Education for Critical Thinking (Matthew Lipman). 49. The Reasons Conception of Critical Thinking (Harvey Siegel). 50. The Value of Reason (Emily Robertson). Grading and Testing. 51. A Discourse on Grading (Robert Paul Wolff). 52. Coercion and the Ethics of Grading and Testing (Randall Curren). 53. What is at Stake in Knowing the Content and Capabilities of Children’s Minds? A Case for Basing High Stakes Tests on Cognitive Models (Stephen P. Norris, Jacqueline P. Leighton, and Linda M. Phillips). Part V: Curriculum and the Content of Schooling. Introduction.. Moral Education. 54. Moral Conventions and Moral Lessons (Robert K. Fullinwider). 55. Cultivating the Moral and Intellectual Virtues (Randall Curren). 56. Motivation by Ideal (J. David Velleman). Curricular Controversies. 57. Should We Teach Patriotic History? (Harry Brighouse). 58. Should Creationism be taught in the Public Schools? (Robert T. Pennock). 59. Conflicting Philosophies of School Sex Education (Michael J. Reiss). 60. The Artistic–Aesthetic Curriculum (Maxine Greene). Index.
£100.65
John Wiley and Sons Ltd A Companion to the Philosophy of Education
Book SynopsisA Companion to the Philosophy of Education is a comprehensive guide to philosophical thinking about education. * Offers a state-of-the-art account of current and controversial issues in education, including issues pertaining to multiculturalism, special education, sex education, and academic freedom.Trade Review "The philosophy of education encompasses problems from many areas of philosophy –epistemology, philosophy of mind, professional ethics, and the theory of distributive justice, to name just a few – and the essays in this useful volume accurately reflect the field's breadth. Randall Curren has done an excellent job of enlisting accomplished and influential authors as contributors. His Companion will set the standard, both as a teaching tool and as a first source of information, for years to come." George Sher, Rice University "Randall Curren has put together an extraordinarily comprehensive collection of essays on the philosophy of education. It should be of value to anyone interested in contemporary issues or historical figures in the field." Catherine Elgin, Harvard Graduate School of EducationTable of ContentsNotes on Contributors ix Preface xvi Introduction 1 Randall Curren Part I Historical and Contemporary Movements 5 1 The Socratic Movement 7 C. D. C. Reeve 2 Stoicism 25 Christopher Gill 3 The Judaic Tradition 33 Hanan A. Alexander and Shmuel Glick 4 The Educational Thought of Augustine 50 Gareth B. Matthews 5 Humanism 62 Craig Kallendorf 6 Enlightenment Liberalism 73 Amy M. Schmitter, Nathan Tarcov, and Wendy Donner 7 Rousseau, Dewey, and Democracy 94 Patrick Riley and Jennifer Welchman 8 Kant, Hegel, and the Rise of Pedagogical Science 113 G. Felicitas Munzel 9 Romanticism 130 Frederick C. Beiser 10 The Past as Future? Hellenism, the Gymnasium, and Altertumswissenschaft 143 Wolfgang Mann 11 Critical Theory 161 Douglas Kellner 12 The Analytical Movement 176 Randall Curren, Emily Robertson, and Paul Hager 13 Feminism 192 Jane Roland Martin 14 Postmodernism 206 David E. Cooper Part II Teaching and Learning 219 15 The Nature and Purposes of Education 221 Paul Standish 16 Theories of Teaching and Learning 232 D. C. Phillips 17 The Capacity to Learn 246 Carol Wren and Thomas Wren 18 Motivation and Classroom Management 260 Richard Ryan and Martin Lynch 19 The Measurement of Learning 272 Andrew Davis 20 Knowledge, Truth, and Learning 285 Jonathan E. Adler 21 Cultivating Reason 305 Harvey Siegel 22 Moral Education 320 Graham Haydon 23 Religious Education 332 Gabriel Moran 24 Teaching Science 342 Michael R. Matthews 25 Teaching Elementary Arithmetic through Applications 354 Mark Steiner 26 Aesthetics and the Educative Powers of Art 365 Noël Carroll 27 Teaching Literature 384 Richard Smith Part III The Politics and Ethics of Schooling 395 28 The Authority and Responsibility to Educate 397 Amy Gutmann 29 Church, State, and Education 412 William Galston 30 Common Schooling and Educational Choice 430 Rob Reich 31 Children’s Rights 443 James G. Dwyer 32 Education and Standards of Living 456 Christian Barry 33 Educational Equality and Justice 471 Harry Brighouse 34 Multicultural Education 487 Robert K. Fullinwider 35 Education and the Politics of Identity 501 Yael Tamir 36 The Ethics of Teaching 509 Kenneth A. Strike 37 Inclusion and Justice in Special Education 525 Robert F. Ladenson 38 Sex Education 540 David Archard Part IV Higher Education 549 39 Ethics and the Aims of American Higher Education 551 Minda Rae Amiran 40 Universities in a Fluid Age 561 Ronald Barnett 41 Academic Freedom 569 Robert L. Simon 42 The Ethics of Research 583 Michael Davis 43 Affirmative Action in Higher Education 593 Bernard Boxill 44 The Professor–Student Relationship and the Regulation of Student Life 605 Peter J. Markie 45 The Role of Ethics in Professional Education 617 Norman E. Bowie Index 627
£40.80
John Wiley and Sons Ltd Postfoundationalist Themes In The Philosophy of
Book Synopsis* A collection of essays focusing on the work of James D. Marshall, who has been active in the philosophy of education for three decades.Trade Review"A New Zealand philosopher of education, Marshall has researched and written widely on the positivist influence on education and the relevance of Wittgenstein and Foucault for education. These essays, by former students, colleagues and acquaintances are an appreciation of and for his work . . . One of the interviews (with Michael Peters) is particularly insightful and suggestive for students of education." Choice Table of ContentsIntroduction: Michael A. Peters and Paul Smeyers. 1. Jim Marshall: Foucault and disciplining the self: Tina Besley. 2. Autonomy, Agency and Education: He tangata, he tangata, he tangata: Nesta Devine and Ruth Irwin. 3. The Paradox of the Excluded Child: Bruce Haynes. 4. Emergencies and Emergent Selves: Felicity Haynes. 5. Education as Liberation: The politics and techniques of lifelong learning: Bert Lambeir. 6. Testing Resistance: Busno-cratic power, standardized tests, and care of the self: Cris Mayo. 7. Foucault, Educational Research and the Issue of Autonomy: Mark Olssen. 8. Marshalling the Self: James D. Marshall as Educational Philosopher: Michael A. Peters. 9. Marshall—Making Wittgenstein Smile: Robert K. Shaw. 10. The Labouring Sleepwalker: Evocation and expression as modes of qualitative educational research: Paul Smeyers. 11. 'What it Makes Sense to Say': Wittgenstein, rule-following and the nature of education: Nicholas C. Burbules and Richard Smith. 12. Lightning and Frenzy: Music education, adolescence, and the anxiety of influence: Paul Standish. 13. Break with Tradition: Marshall's contribution to a Foucauldian philosophy of education: Lynda Stone. 14. Photograph and Curriculum Vitae and Major Works of James D. Marshall. 15. Interview with James Marshall: Paulo Ghiraldelli Jr. 16. James D. Marshall: Philosopher of Education: Michael A. Peters. 17. For Jim: My friend: Kevin Harris. 18. Stone/Marshall Wedding Address: D. C. Phillips. 19. Fragments of Life before Foucault: Colin Lankshear. 20. James D. Marshall Reply. Notes on Contributors. Index.
£20.66
John Wiley and Sons Ltd The Handbook of Educational Linguistics
Book SynopsisThe Handbook of Educational Linguistics is a dynamic, scientifically grounded overview revealing the complexity of this growing field while remaining accessible for students, researchers, language educators, curriculum developers, and educational policy makers. A single volume overview of educational linguistics, written by leading specialists in its many relevant fields Takes into account the diverse theoretical foundations, core themes, major findings, and practical applications of educational linguistics Highlights the multidisciplinary reach of educational linguistics Reflects the complexity of this growing field, whilst remaining accessible to a wide audience Trade Review“The Handbook of Educational Linguistics will not, and could not, accomplish this alone, but it is an invaluable resource in helping us to move forward in this direction.” (John Benjamins Publishing Company, 2012) "Spolsky and Hult have put together a book that is not only authoritative, but also original and innovative in scope and treatment. The editors have succeeded in combining the extensive experience of a senior scholar and the fresh insights of a junior scholar with those of the international contributors in order to make this a book that transforms our understandings of educational linguistics for today." Ofelia García, Columbia University "This Handbook is a splendid compilation of contributions that takes stock of the major areas that are shaping the emerging discipline of Educational Linguistics as well as identifies research lacunae that are likely candidates for future attention. The editors’ success in attracting contributions from such a diverse group of scholars is particularly welcome." G. Richard Tucker, Carnegie Mellon University "This is not just another handbook! It is a foundational contribution to the entire field of linguistics and to its rapidly proliferating subdisciplines. The range of topics is expansive, comprehensive, and complementary—from linguistic theory and language ideology to linguistically and culturally responsible education and politics. A well-conceived and elegantly constructed collection!" Walt Wolfram, North Carolina State UniversityTable of ContentsIntroduction:. 1. Introduction: What Is Educational Linguistics?: Bernard Spolsky (Bar-Ilan University). 2. The History and Development of Educational Linguistics: Francis M. Hult (University of Texas at San Antonio). Part I: Foundations for Educational Linguistics:. 3. Neurobiology of Language Learning: Laura Sabourin (University of Oregon) and Laurie A. Stowe (University of Groningen). 4. Psycholinguistics: William C. Ritchie (Syracuse University) and Tej K. Bhatia (Syracuse University). 5. Linguistic Theory: Richard Hudson (University College London). 6. Sociolinguistics and Sociology of Language: Rajend Mesthrie (University of Cape Town). 7. Linguistic Anthropology: Stanton Wortham (University of Pennsylvania). 8. The Political Matrix of Linguistic Ideologies: Mary McGroarty (Northern Arizona University). 9. Educational Linguistics and Education Systems: Joseph Lo Bianco (University of Melbourne). Part II: Core Themes:. A. Linguistically and Culturally Responsive Education. 10. The Language of Instruction Issue: Framing an Empirical Perspective: Stephen L. Walter (Graduate Institute of Applied Linguistics). 11. Bilingual and Biliterate Practices at Home and School: Iliana Reyes (University of Arizona) and Luis C. Moll (University of Arizona). 12. Vernacular Language Varieties in Educational Settings: Research and Development: Jeffrey Reaser (North Carolina State University) and Carolyn Temple Adger (Center for Applied Linguistics). 13. Linguistic Accessibility and Deaf Children: Samuel J. Supalla (University of Arizona) and Jody H. Cripps (Towson University). 14. Identity in Language and Literacy Education: Carolyn McKinney (University of Witwatersrand) and Bonny Norton (University of British Columbia). 15. Postcolonialism and Globalization in Language Education: Hyunjung Shin (University of Toronto) and Ryuko Kubota (University of North Carolina). B. Language Education Policy and Management. 16. Levels and Goals – Central Frameworks and Local Strategies: Brian North (Eurocentres). 17. Language Acquisition Management Inside and Outside the School: Richard B. Baldauf Jr (University of Queensland), Minglin Li (Ludong University) and Shouhui Zhao (Nanyang Technological University). 18. Language Cultivation in Developed Contexts: Jiří Nekvapil (Charles University). 19. Language Cultivation in Contexts of Multiple Community Languages: M. Paul Lewis (SIL International) and Barbara Trudell (SIL International). 20. Ecological Language Education Policy: Nancy H. Hornberger (University of Pennsylvania) and Francis M. Hult (University of Texas at San Antonio). 21. Education for Speakers of Endangered Languages: Teresa L. McCarty (Arizona State University), Tove Skutnabb-Kangas (University of Roskilde) and Ole Henrik Magga (Saami University College). 22. The Impact of English on the School Curriculum: Yun-Kyung Cha (Hanyang University) and Seung-Hwan Ham (Michigan State University). C. Literacy Development. 23. Literacy: Glynda A. Hull (University of California, Berkeley) and Gregorio Hernandez (University of California, Berkeley). 24. Vernacular and Indigenous Literacies: Kendall A. King (Georgetown University) and Carol Benson (Stockholm University). 25. Religious and Sacred Literacies: Jonathan M. Watt (Geneva College) and Sarah L. Fairfield (Geneva College). 26. Genre and Register in Multiliteracies: Mary Macken-Horarik (University of Canberra) and Misty Adoniou (University of Canberra). D. Acquiring a language. 27. Order of Acquisition and Developmental Readiness: Kathleen Bardovi-Harlig (Indiana University) and Llorenç Comajoan (University of Vic). 28. Language Socialization: Kathleen C. Riley (Concordia University). 29. Interlanguage and Language Transfer: Peter Skehan (Chinese University of Hong Kong). 30. Second Language Acquisition and Ultimate Attainment: David Birdsong (University of Texas) and Jee Paik (University of Texas). 31. Explicit Form-focused Instruction and Second Language Acquisition: Rod Ellis (University of Auckland). E. Language Assessment. 32. Language Assessments: Gate-keepers or Door Openers?: Lyle F. Bachman (University of California, Los Angeles) and James E. Purpura (Teachers College, Columbia). 33. Diagnostic and Formative Assessment: Ari Huhta (University of Jyväskylä). 34. Accountability and Standards: Alan Davies (University of Edinburgh). 35. Scales and Frameworks: Neil Jones (University of Cambridge) and Nick Saville (University of Cambridge). 36. Nationally Mandated Testing for Accountability: English Language Learners in the U.S: Micheline Chalhoub-Deville (University of North Carolina) and Craig Deville (Measurement Inc.). Part III: Research-Practice Relationships. 37. Task-based Teaching and Learning: Teresa Pica (University of Pennsylvania). 38. Corpus Linguistics and Second Language Instruction: Susan M. Conrad and Kimberly R. LeVelle (Portland State University). 39. Interaction, Output, and Communicative Language Learning: Merrill Swain (University of Toronto) and Wataru Suzuki (University of Toronto). 40. Classroom Discourse and Interaction: Reading Across the Traditions: Lesley Rex (University of Michigan) and Judith Green (University of California, Santa Barbara). 41. Computer Assisted Language Learning: Carol Chapelle (Iowa State University). 42. Ecological-semiotic Perspectives on Educational Linguistics: Leo van Lier (Monterey Institute of International Studies). 43. The Mediating Role of Language in Teaching and Learning: A Classroom Perspective: Frances Bailey (School for International Training), Beverley Burkett (Nelson Mandela Metropolitan University) and Donald Freeman (School for International Training). 44. A Research Agenda for Educational Linguistics: Paola Uccelli (Harvard Graduate School of Education) and Catherine Snow (Harvard Graduate School of Education).
£170.06
John Wiley and Sons Ltd Philosophy of Early Childhood Education
Book SynopsisPhilosophy of Early Childhood Education: Transforming Narratives provides an insightful reflection on some contemporary issues and theories underpinning early childhood education. The essays in this volume penned by an international group of educators are both critical and transformative, offering new insights on the practices and policies within early childhood education. Provides a critical reflection on some current issues within early childhood education Offers perspectives outside traditional narratives of early childhood Encourages the emergence of new paradigms for early childhood education Promotes the value of difference, perspective, and otherness Features an international field of contributors from diverse geographical boundaries Trade Review“All the contributors challenge traditional ways of thinking about early childhood. Drawing on many postmodern thinkers such as Foucault, Derrida, Deleuze, Guattari, and Lyotard, they suggest some of the limitations that have emerged from the developmental emphasis that sees children as becoming, rather than being.” (CHOICE, March 2009)Table of ContentsEditorial (Michael A. Peters, University of Illinois at Urbana-Champaign). Introduction (Sandy Farquhar, University of Aukland) and Peter Fitzsimons, University of Aukland). 1. Meetings Across the Paradigmatic Divide (Peter Moss, Institute of Education, University of London). 2. The Gift Paradigm in Early Childhood Education (Genevieve Vaughan, Austin, Texas and Eila Estola, University of Oulu). 3. Conceptions of the Self in Early Childhood: Territorializing identities (Liselott Borgnon, Institute of Education, Stockholm). 4. Deconstructing and Transgressing the Theory – Practice dichotomy in early childhood education (Hillevi Lenz Taguchi, Institute of Education, Stockholm). 5. In Early Childhood: What's language about? (Liane Mozère). 6. The Politics of Processes and Products in Education: An early childhood metanarrative crisis? (Andrew Gibbons, New Zealand Tertiary College, Aukland). 7. (Re)Positioning the Child in the Policy/Politics of Early Childhood (Christine Woodrow, University of Western Sydney and Frances Press, Charles Sturt University). Notes on Contributors. Index.
£19.71
John Wiley and Sons Ltd Complexity Theory and the Philosophy of Education
Book SynopsisWhy is the education system so resistant to change? How does change in education occur? When change does happen, what does it take to make it sustainable? Social scientists, and social and education policy makers, are beginning to frame their understanding of these questions in terms of complexity theory.Table of ContentsNotes on Contributors vii Foreword: Complexity and knowledge systems xi Michael A. Peters 1 Complexity Theory and the Philosophy of Education 1 Mark Mason 2 Educational Philosophy and the Challenge of Complexity Theory 16 Keith Morrison 3 What Is Complexity Theory and What Are Its Implications for Educational Change? 32 Mark Mason 4 Complexity and Education: Vital simultaneities 46 Brent Davis 5 Three Generations of Complexity Theories: Nuances and ambiguities 62 Michel Alhadeff-Jones 6 Re-reading Dewey through the Lens of Complexity Science, or: On the creative logic of education 79 Inna Semetsky 7 Foucault as Complexity Theorist: Overcoming the problems of classical philosophical analysis 91 Mark Olssen 8 Complex Systems and Educational Change: Towards a new research agenda 112 Jay L. Lemke & Nora H. Sabelli 9 Human Research and Complexity Theory 124 James Horn 10 Complexity and Truth in Educational Research 137 Mike Radford 11 ‘Knowledge Must Be Contextual’: Some possible implications of complexity and dynamic systems theories for educational research 150 Tamsin Haggis 12 Complexity and Educational Research: A critical reflection 169 Lesley Kuhn 13 Complexity and the Culture of Curriculum 181 William E. Doll 14 From Representation to Emergence: Complexity’s challenge to the epistemology of schooling 204 Deborah Osberg, Gert Biesta & Paul Cilliers 15 Educating Consciousness through Literary Experiences 218 Dennis Sumara, Rebecca Luce-Kapler & Tammy Iftody Index 231
£19.71
Johns Hopkins University Press Higher Learning Greater Good
Book SynopsisHe offers policy options that can enable state and federal governments to increase investment in higher education.Trade ReviewAn important contribution that not only provides a diagnosis of the main problems facing US higher education but also offers some solutions. Times Higher Education Supplement McMahon has written a serious and important book on the economics of higher education... This book is a must-read for students interested in the economics of higher education and should be included as a required reading in such courses... McMahon's extension and revitalization of human capital theory in higher education should be of interest to a general readership in the field. Journal of Higher Education This extraordinary book patiently, thoughtfully, and thoroughly provides the conceptual framework for understanding the higher education market, the empirical findings about what that market produces and the policy prescriptions needed to make it work better in the future. Review of Higher Education No one else before McMahon has systematically and comprehensively presented the whole picture of higher education benefits and provided a valuation of the private and social non-market benefits. Higher Education This is a significant contribution to both theory and research findings in the study of investment in higher education... Highly recommended. Choice The overwhelming success of this work is that McMahon has articulated clearly and succinctly what students, their families, and governments are getting for their investment in higher education. Journal of Education Finance A timely and insightful text... Academic advisors who want to show their students that a college degree offers benefits beyond starting salaries and career opportunities will find this book to be a valuable resource. NACADA Journal It is not surprising that there is a growing interest in the private and social benefits of higher education and discussion of who should pay for what. Professor McMahon's book... is central to this debate. Academic Matters The first book to systematically identify and develop the evidence necessary to measure comprehensively the benefits of higher education and to estimate their economic value. RorotokoTable of ContentsPreface1. What Is the Problem?2. Challenges Facing Higher Education Policy3. Higher Education and Economic Growth4. Private Non-Market Benefits of Higher Education and Market Failure5. Social Benefits of Higher Education and Their Policy Implications6. University Research7. New Higher Education Policies8. New Strategies for Financing Higher EducationAppendixesA. Correcting for Ability Bias in Returns to Higher EducationB . A Simplified Dynamic Model with Higher Education ExternalitiesC. Valuing the Effects of Higher Education on Private Non-Market OutcomesD. Higher Education and Growth, U.S. and OECD Countries, 1960–2005E. Valuing the External Social Benefi ts of Higher EducationReferencesIndex
£20.42
Johns Hopkins University Press Academic Fault Lines
Book SynopsisHow did public higher education become an industry? This unprecedented account reveals how campus leaders and faculty preserved the vitality and core values of public higher education despite changing resources and expectations. American public higher education is in crisis. After decades of public scrutiny over affordability, access, and quality, indictments of the institution as a whole abound. Campus leaders and faculty report a loss of public respect resulting from their alleged unresponsiveness to demands for change. But is this loss of confidence warranted? And how did we get to this point? In Academic Fault Lines, Patricia J. Gumport offers a compelling account of the profound shift in societal expectations for what public colleges and universities should be and do. She attributes these new attitudes to the ascendance of industry logicthe notion that higher education must prioritize serving the economy. Arguing that industry logic has had far-reaching effects, Gumport shows hoTable of ContentsOnline Materials Preface Acknowledgments Introduction. Points of Departure 1. Conceptual and Empirical Anchors: Studying Institutional Change Part I. The Ascendance of Industry Logic 2. Built to Serve 3. State-Level Expectations 4. Forces Converging to Advance Industry Logic Part II. Community Colleges 5. Beyond the Demand-Response Scenario 6. Harmonizing Educational Identities Part III. Comprehensive State Universities 7. Reconciling Competing Mandates 8. Persevering through Strategic Necessities Part IV. Research Universities 9. In Pursuit of Excellence 10. Pursuing Priorities and Striving for State of the Art Conclusion. Managing for Legitimacy: Moving beyond Academic Fault Lines Notes Works Cited Index
£46.35
Johns Hopkins University Press Whats the Point of College
Book SynopsisBefore we can improve college education, we need to know what it's for. In our current age of reform, there are countless ideas about how to fix higher education. But before we can reconceptualize the college experience, we need to remember why we have these institutions in the first placeand what we want from them. In What's the Point of College?, historian Johann N. Neem offers a new way to think about the major questions facing higher education today, from online education to disruptive innovation to how students really learn. As commentators, reformers, and policymakers call for dramatic change and new educational models, this collection of lucid essays asks us to pause and take stock. What is a college education supposed to be? What kinds of institutions and practices will best help us get there? And which virtues must colleges and universities cultivate to sustain their desired ends? During this time of drift, Neem argues, we need to moor our colleges once again to their core pTable of ContentsPreface. On Education versus DegreesIntroduction. On the Purpose(s) of College Education Part I. ContextChapter 1. On Disruptive InnovationChapter 2. On Two Recent Occasions Chapter 3. On For-Profit Schools Part II. CurriculumChapter 4. On STEM Chapter 5. On the Humanities Chapter 6. On Business Majors Part III. TeachingChapter 7. On Time and Experience Chapter 8. On Online Education Chapter 9. On Critical Thinking Part IV. ScholarshipChapter 10. On the PhD Chapter 11. On Research Chapter 12. On Academic Writing Conclusion. On the Future Epilogue. On Talking with Students Acknowledgments Notes Index
£17.10
Johns Hopkins University Press Transforming HispanicServing Institutions for
Book Synopsis
£26.10
Johns Hopkins University Press Report Cards
Book SynopsisThe definitive history of the report card. Report cards represent more than just an account of academic standing and attendance. The report card also serves as a tool of control and as a microcosm for the shifting power dynamics among teachers, parents, school administrators, and students. In Report Cards: A Cultural History, Wade H. Morris tells the story of American education by examining the history of this unique element of student life. In the nearly two hundred-year evolution of the report card, this relic of academic bookkeeping reflected broader trends in the United States: the republican zealotry and religious fervor of the antebellum period, the failed promises of postwar Reconstruction for the formerly enslaved, the changing gender roles in newly urbanized cities, the overreach of the Progressive child-saving movement in the early twentieth century, andby the 1930sthe increasing faith in an academic meritocracy. The use of report cards expanded with the growth of school buTable of ContentsList of FiguresAcknowledgmentsIntroduction. Civil War, Pandemic, and Report CardsChapter 1. Rousing the Attention of ParentsChapter 2. Unity, Efficiency, and Freed PeopleChapter 3. Overworn Mothers and Unfed MindsChapter 4. The Eye of the Juvenile CourtChapter 5. Mobility, Anxiety, and MeritChapter 6. The Pursuit of Educational DignityConclusion. Pulling Weeds and Foucault FatigueAppendix I. Depiction of African American Parents in American Missionary, 1867–1881Appendix II. Ladies Home Journal and the Defense of TeachersNotesEssay on SourcesIndex
£26.10
