Between citizens and the state Loss, Christopher P
Princeton University Press,
2012, 2011., 20111107, 2011, 2011-00-00, 2012-01-01, 20120101, Volume:
104
eBook, Book
This book tracks the dramatic outcomes of the federal government's growing involvement in higher education between World War I and the 1970s, and the conservative backlash against that involvement ...from the 1980s onward. Using cutting-edge analysis, Christopher Loss recovers higher education's central importance to the larger social and political history of the United States in the twentieth century, and chronicles its transformation into a key mediating institution between citizens and the state.
Framed around the three major federal higher education policies of the twentieth century--the 1944 GI Bill, the 1958 National Defense Education Act, and the 1965 Higher Education Act--the book charts the federal government's various efforts to deploy education to ready citizens for the national, bureaucratized, and increasingly global world in which they lived. Loss details the myriad ways in which academic leaders and students shaped, and were shaped by, the state's shifting political agenda as it moved from a preoccupation with economic security during the Great Depression, to national security during World War II and the Cold War, to securing the rights of African Americans, women, and other previously marginalized groups during the 1960s and '70s. Along the way, Loss reappraises the origins of higher education's current-day diversity regime, the growth of identity group politics, and the privatization of citizenship at the close of the twentieth century.
At a time when people's faith in government and higher education is being sorely tested, this book sheds new light on the close relations between American higher education and politics.
The book offers an overview of international examples, studies, and guidelines on how to create successful partnerships in education. PPPs can facilitate service delivery and lead to additional ...financing for the education sector as well as expanding equitable access and improving learning outcomes.
Governments are becoming increasingly aware of the important contribution that high performance universities make to competitiveness and economic growth. This book explores what are the challenges ...involved in setting up globally competitive universities, also called elite, or flagship universities.
How Schools Do Policy Ball, Stephen J; Maguire, Meg; Braun, Annette
Routledge, Taylor & Francis Group,
2012, 20120726, 2011, 2011-12-14, 2012-07-26
eBook, Book
Over the last 20 years, international attempts to raise educational standards and improve opportunities for all children have accelerated and proliferated. This has generated a state of constant ...change and an unrelenting flood of initiatives, changes and reforms that need to be ‘implemented’ by schools. In response to this, a great deal of attention has been given to evaluating ‘how well’ policies are realised in practice – implemented! Less attention has been paid to understanding how schools actually deal with these multiple, and sometimes contradictory, policy demands; creatively working to interpret policy texts and translate these into practices, in real material conditions and varying resources – how they are enacted! Based on a long-term qualitative study of four ‘ordinary’ secondary schools, and working on the interface of theory with data, this book explores how schools enact, rather than implement, policy. It focuses on:
contexts of ‘policy work’ in schools;
teachers as policy subjects;
teachers as policy actors;
policy texts, artefacts and events;
standards, behaviour and learning policies.
This book offers an original and very grounded analysis of how schools and teachers do policy. It will be of interest to undergraduate and postgraduate students of education, education policy and social policy, as well as school leaders, in the UK and beyond.
Stephen J. Ball is the Karl Mannheim Professor of Sociology of Education in the Department of Educational Foundations and Policy Studies at the Institute of Education, University of London, UK.
Meg Maguire is Professor of Sociology of Education in the Department of Education and Professional Studies at King’s College London, UK.
Annette Braun is a Lecturer in Sociology in the Sociology Department of City University, London, UK.
Foreword or Introduction 1. Beyond implementation –Towards a Theory of Policy Enactment 2. Taking Context Seriously 3. Doing Enactment: People, Culture and Policy Work 4. Policy into Practice 5. Whatever happened to... 6. Policy Enactments – In Theory and Practice
From the Ballot to the Blackboard provides the first comprehensive account of the political economy of education spending across the developed and developing world. The book demonstrates how ...political forces like democracy and political partisanship and economic factors like globalization deeply impact the choices made by voters, parties, and leaders in financing education. The argument is developed through three stories that track the historical development of education: first, its original expansion from the elite to the masses; second, the partisan politics of education in industrialized states; and third, the politics of higher education. The book uses a variety of complementary methods to demonstrate the importance of redistributive political motivations in explaining education policy, including formal modeling, statistical analysis of survey data and both sub-national and cross-national data, and historical case analyses of countries including the Philippines, India, Malaysia, England, Sweden, and Germany.
Enduring Legacy describes a multifaceted paradox—a constant struggle between those who espouse a message of hope and inclusion and others who systematically plan for exclusion. Structured inequality ...in the nation’s schools is deeply connected to social stratification within American society. This paradox began in the eighteenth century and has proved an enduring legacy. Mark Ryan provides historical, political, and pedagogical contexts for teacher candidates—not only to comprehend the nature of racial segregation but, as future educators, to understand their own professional responsibilities, both in the community and in the school, to strive for an integrated classroom where all children have a chance to succeed. The goal of providing every child a world-class education is an ethical imperative, an inherent necessity for a functioning pluralistic democracy. The challenge is both great and growing, for teachers today will face an evermore segregated American classroom.
After Brown Clotfelter, Charles T
Princeton University Press,
2004, 2004., 20111016, 2011, 2006-00-00, 2004-01-01
eBook, Book
The United States Supreme Court's 1954 landmark decision, Brown v. Board of Education, set into motion a process of desegregation that would eventually transform American public schools. This book ...provides a comprehensive and up-to-date assessment of how Brown's most visible effect--contact between students of different racial groups--has changed over the fifty years since the decision.
Reparation and Reconciliationis the first book to reveal the nineteenth-century struggle for racial integration on U.S. college campuses. As the Civil War ended, the need to heal the scars of ...slavery, expand the middle class, and reunite the nation engendered a dramatic interest in higher education by policy makers, voluntary associations, and African Americans more broadly. Formed in 1846 by Protestant abolitionists, the American Missionary Association united a network of colleges open to all, designed especially to educate African American and white students together, both male and female. The AMA and its affiliates envisioned integrated campuses as a training ground to produce a new leadership class for a racially integrated democracy. Case studies at three colleges--Berea College, Oberlin College, and Howard University--reveal the strategies administrators used and the challenges they faced as higher education quickly developed as a competitive social field.Through a detailed analysis of archival and press data, Christi M. Smith demonstrates that pressures between organizations--including charities and foundations--and the emergent field of competitive higher education led to the differentiation and exclusion of African Americans, Appalachian whites, and white women from coeducational higher education and illuminates the actors and the strategies that led to the persistent salience of race over other social boundaries.
This open access book addresses the complex interrelations between education policy and education practice developed under new ways of governance. It illuminates the nexuses of the interrelated ...fields of education policy and education practice including the characteristics of these relationships. The book offers a selection of cases with varied approaches to the question of how different actors and stakeholders are situated in contemporary policy and practice nexuses. The cases presented includes theoretical and conceptual studies; historical studies; ethnographic studies; and studies combining empirical interview data and quantitative data. The book shows what constitutes the contemporary nexuses in education and discusses the need to re-consider how we in education research approach policy and practice in the interface between structure and agency for the future developments in the education policy-practice nexus.
This open access book offers pioneering insights and practical methods for promoting diversity and inclusion in higher education classrooms and curricula. It highlights the growing importance of ...international education programs in Asia and the value of understanding student diversity in a changing, evermore interconnected world. The book explores diversity across physical, psychological and cogitative traits, socio-economic backgrounds, value systems, traditions and emerging identities, as well as diverse expectations around teaching, grading, and assessment. Chapters detail significant trends in active learning pedagogy, writing programs, language acquisition, and implications for teaching in the liberal arts, adult learners, girls and women, and Confucian heritage communities. A quality, relevant, 21st Century education should address multifaceted and intersecting forms of diversity to equip students for deep life-long learning inside and outside the classroom. This timely volume provides a unique toolkit for educators, policy-makers, and professional development experts.
PDF
