This edited volume will be an important and key resource for managers, researchers, and policy makers in the field of Higher Education and Further Education.
A thought-provoking textbook written for students enrolled in graduate Higher Education and Student Affairs Masters and PhD programs, College Organization and Professional Development focuses on the framing of critical issues in organization practice, the gaps between moral beliefs and actions, and improving equity within organizations.
A thought-provoking textbook written for students enrolled in graduate Higher Education and Student Affairs Masters and PhD programs, College Organization and Professional Development focuses on the framing of critical issues in organization practice, the gaps between moral beliefs and actions, and improving equity within organizations.
In the colorblind era of Post-Civil Rights America, race is often wrongly thought to be irrelevant or, at best, a problem of racist individuals rather than a systemic condition to be confronted.
In the colorblind era of Post-Civil Rights America, race is often wrongly thought to be irrelevant or, at best, a problem of racist individuals rather than a systemic condition to be confronted.
While racism continues to be a persistent and pervasive issue in our schools nationwide, the professionals charged with creating safe and nurturing educational environments have few resources available to address racism directly.
While racism continues to be a persistent and pervasive issue in our schools nationwide, the professionals charged with creating safe and nurturing educational environments have few resources available to address racism directly.
In this timely and important new book, Gary Anderson provides a devastating critique of why a managerial role for educational leaders is counterproductive, especially for improving opportunities for low-income students and students of color, and instead proposes ways of re-theorizing educational leadership to emphasize its advocacy role.
In this timely and important new book, Gary Anderson provides a devastating critique of why a managerial role for educational leaders is counterproductive, especially for improving opportunities for low-income students and students of color, and instead proposes ways of re-theorizing educational leadership to emphasize its advocacy role.
This report synthesizes two approaches to a topical problem: the concern with social deviancy and crime which focuses on failure; and research on educational development which focuses on success.
This report synthesizes two approaches to a topical problem: the concern with social deviancy and crime which focuses on failure; and research on educational development which focuses on success.
The need to belong is a fundamental and human motivation yet many children and young people's experiences of belonging are ruptured across many domains.
This text presents evidence of the work and action of feminists in academia and shows that there is still much to be done before academia is a safe and welcoming environment for women.
After more than twenty years of feminist education research, policy development and innovative school practice, it seems appropriate to evaluate the impact and significance of this world wide struggle for social justice in education.
After more than twenty years of feminist education research, policy development and innovative school practice, it seems appropriate to evaluate the impact and significance of this world wide struggle for social justice in education.
The final volume of four, the authors, all specialists in the areas of the curriculum, consider how the concerns of ethnic groups may be addressed within the framework of the National Curriculum.
The final volume of four, the authors, all specialists in the areas of the curriculum, consider how the concerns of ethnic groups may be addressed within the framework of the National Curriculum.
Examining common assumptions and routines through the lens of critical theory, the authors question several aspects of graduate education, including the conception of graduate students as institutional capital; institutionalized prejudice based on age, gender, sexual orientation, race and class; and competing power and value systems.
Examining common assumptions and routines through the lens of critical theory, the authors question several aspects of graduate education, including the conception of graduate students as institutional capital; institutionalized prejudice based on age, gender, sexual orientation, race and class; and competing power and value systems.
This book aims to bring together two movements - multiculturalism and anti- racism - which, though having aims in common, have been at arms length in the past.
This book aims to bring together two movements - multiculturalism and anti- racism - which, though having aims in common, have been at arms length in the past.
'Lifelong Learning' is a hot issue for educators across the world, as societies everywhere are concerned with developing a literate, skilled and flexible workforce and to widen participation in education at all levels and for all age-groups.
'Lifelong Learning' is a hot issue for educators across the world, as societies everywhere are concerned with developing a literate, skilled and flexible workforce and to widen participation in education at all levels and for all age-groups.
Volume 1 is concerned with the theoretical and conceptual framework for reflecting about values, culture and education and thus provides an introduction to the series as a whole.
Volume 1 is concerned with the theoretical and conceptual framework for reflecting about values, culture and education and thus provides an introduction to the series as a whole.
Brings together in one volume the perspectives of teachers, practitioners, researchers and important external bodies such as the LEA, and national organisations like the RNIB.
Brings together in one volume the perspectives of teachers, practitioners, researchers and important external bodies such as the LEA, and national organisations like the RNIB.
The Least Restrictive Environment: Its Origins and Interpretations in Special Education examines issues of ethical leadership and clarifies instructional placement decisions that provide a full educational opportunity for students with disabilities.
