For America's children, for students, growing up urban has become a tainted label. By acquiring one simple label, the urban student has become the other, illegitimate, different from the norm. The urban student has indeed been bastardized in America. The constructs of race/ethnicity, socioeconomic status, and social capital combine to oppress the urban student. This text takes the suggestion that urban has become inextricably linked to race one step further and proposes that it has become a socially constructed category in its own right that serves to disempower all those who self-identify or are labeled as such. The structure of this book seeks to give the reader a series of rich contexts in which to understand how the American urban student and urban school came to fruition. Through the use of historical and quantitative data, interviews and observations, Fisher provides a comprehensive view of the many factors at play that merge to create the urban high school.

This book is a comparative study of the endeavors to create a socialist system of higher education in the Soviet Union under Stalin and in China under Mao. It is organized around three themes: the convergence of Maoism with Stalinism in the early 1950s, which induced the transnational transplantation of the Soviet model of higher education to China; historical convergence between Stalinism of the First Five-Year Plan period (1928-1932) and Maoism of the Great Leap period (1958-1960), which was prominently manifested in Soviet and Chinese higher education policies in these respective periods; the eventual divergence of Maoism from Stalinism on the definition of socialist society, which was evinced in the different final outcomes of the Maoist and Stalinist endeavors to create a socialist system of higher learning.

Elgar Research Agendas outline the future of research in a given area. Leading scholars are given the space to explore their subject in provocative ways, and map out the potential directions of travel. They are relevant but also visionary. This far-reaching Research Agenda highlights the main features of entrepreneurial university research over the two decades since the concept was first introduced, and examines how technological, environmental and social changes will affect future research questions and themes. It revisits existing research that tends to adopt either an idealised or a sceptical view of the entrepreneurial university, arguing for further investigation and the development of bridges between these two strands. Offering insights into both mainstream and critical approaches, top international scholars discuss a wide range of studies from various analytical and methodological perspectives. Contributions envision the future development of the 'alternative entrepreneurial university', creating space for more localised and contextualised institutions that can be both responsive to the needs of their societies and proactive in shaping them. Academics and practitioners interested in the entrepreneurial university will find this forward-looking Research Agenda to be crucial reading. It will also be beneficial for PhD researchers in framing key directions and questions for future research.

From the family that brought you the Lena in the Spotlight series and the popular For Girls Like You magazine comes Amber's Song, book three in the Daniels Sisters series. This realistic fiction story of family, friendship, and the challenges that so many young girls face each day growing up will appeal to girls 8-12 looking to express their talents and individuality alongside their faith. In this fun, relatable, and inspiring story, Amber and her sisters Ashton and Ansley head to Christian summer camp at Camp Caracara. With high hopes, the twins meet their cabinmates Gio-an old friend from back home in Texas-and Maxine, a new friend with some challenges to overcome. Amber will have to work hard to practice kindness and patience as she handles teasing from her own sisters and her old and new friends while navigating camp. Amber's Song: Features diverse characters Is an engaging read for girls ages 8-12 Is an addition to the Faithgirlz brand Is a perfect birthday gift from parents and grandparents to tween girls, and is great for Spring Break and summer vacation reading Is written by girls for girls If you enjoy?Amber's Song,?check out books one and two in the Daniels Sisters series of middle grade fiction: Ansley's Big Bake Off Ashton's Dancing Dreams

This book offers new understanding of the implications of pluralism and of transnational movements to higher education and the construct of a "native speaker" within contemporary globalization processes. Theoretically, it calls for a revisioned English as an International Language (EIL) pedagogy and a wider acceptance of EIL and of World Englishes. It challenges the postsecondary education sector to change the discourse around language proficiency to one that engages the "pluralism of English." As for the applied significance, the book contributes to the work on neo-racism which means racism goes beyond color to stereotypic foreign cultures, nationalities, and exotic accents based on cultural distinctions instead of merely skin differences. The book contributes to higher education policy and practice, pushing a revisioning of ESL in conceptual and pedagogical ways, such as designing more culturally oriented curriculum, implementing culturally responsive pedagogy, and valuing the teaching proficiency more than the language proficiency.

This book explores the potential of participatory research and the capability approach to transform understandings of higher education. The editors and contributors illuminate the importance of epistemic in/justice as a foundation to a reflexive, inclusive and decolonial approach to knowledge, as well as its importance to democratic life and participation in higher education. Drawing together eight global case studies, the authors argue for an ecology of knowledge that expands epistemic capabilities in higher education through teaching, research and policy making. Moreover, the chapters illustrate how these epistemic capabilities can be marginalised by both institutions and structural and historical factors; as well as the potential for possibilities when spaces are opened for genuine participation and designed for a plurality of voices. This book will appeal to scholars of social justice and participatory research as well as ongoing debates around decolonising the academy.