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Books > Social sciences > Education > Higher & further education > General
Higher education is in a time of crisis--diminishing funds,
rising costs, lack of student preparation for college work, low
morale among students and faculty, strained relations between
faculty and administration, and confusion about curriculum and
educational goals. Tierney believes that the problems are moral. He
suggests that by following principles used by Gandhi and Martin
Luther King, institutions of higher learning can model themselves
on communities of brotherly love and service to humanity. Tierney
presents several case studies of postsecondary institutions and
shows how academic structures give privilege to some ideas and
constituencies, and silence others. He weds critical theory to
postmodernism to derive a workable orientation toward
multiculturalism on campus.
Tierney's rare book embraces critical theory and honors
postmodernism simultaneously. It is about academe but it is
accessible by the layman. Through a series of ethnographic case
studies of postsecondary institutions, the author uses critical
postmodernism to offer a series of practical solutions to some of
the most vexing problems of education. Tierney's goal is to orient
college life toward multiculturalism.
Tierney takes the essence of critical theory and distills the
core ingredients of postmodernism. He makes them work together in
order to identify the difficulties in perceiving and reacting to
the inner and outer workings of the human psyche. Critical
postmodernism addresses five axes of contention: boundaries versus
border zones, individual constraints versus pluralist possibility,
political versus apolitical, hope versus nihilism, and difference
versus agape, or generalized love. Ethnographic studies follow the
theory: Deep Springs College in the California desert, a school
with 26 students and seven faculty; gay faculty in academe; a
private liberal arts college with a student body of 2,000 and a
faculty of 150 cast in the traditional mode of higher education;
private college engaged in strategic planning in the Northeast; and
the creation of the San Marcos campus of California State
University. The study concludes with a discussion of cultural
citizenship and educational democracy and endorses the methods of
ethnography as essential to refining perception and suggesting ways
of improving the college experience.
This book informs readers and expands their understanding about
specific challenges, issues, strategies, and solutions that are
associated with women academics during mid-career and later. The
book includes a variety of emerging evidence-based professional
practice and narrative personal accounts as written by
administrators, faculty, staff, and/or students - anyone keenly
aware of the challenges faced by women in the academy. This book is
ideal for instructors, administrators, professional staff, and
graduate students. Perhaps most importantly, the current
publication is both critical and timely given that there is a
paucity of literature on the challenges and opportunities for
mid-career women in higher education.
![Pine Needles [serial]; 1945 (Hardcover): North Carolina College for Women, Woman's College of the University of,...](//media.loot.co.za/images/x80/3498609570170179215.jpg) |
Pine Needles [serial]; 1945
(Hardcover)
North Carolina College for Women, Woman's College of the University of, University of North Carolina at Green
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The International Handbook on Teaching and Learning Economics
provides a comprehensive resource for instructors and researchers
in economics, both new and experienced. This wide-ranging
collection is designed to enhance student learning by helping
economic educators learn more about course content, pedagogic
techniques, and the scholarship of the teaching enterprise. The
internationally renowned contributors present an exhaustive
compilation of accessible insights into major research in economic
education across a wide range of topic areas including: - Pedagogic
practice - teaching techniques, technology use, assessment,
contextual techniques, and K-12 practices. - Research findings -
principles courses, measurement, factors influencing student
performance, evaluation, and the scholarship of teaching and
learning. - Institutional/administrative issues - faculty
development, the undergraduate and graduate student, and
international perspectives. Teaching enhancement initiatives -
foundations, organizations, and workshops. Grounded in research,
and covering past and present knowledge as well as future
challenges, this detailed compendium of economics education will
prove an invaluable reference tool for all involved in the teaching
of economics: graduate students, new teachers, lecturers, faculty,
researchers, chairs, deans and directors.
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