InYou Can't Make This Up! the author invites both emerging educational leaders and practicing school administrators to read a series of short stories recounted by principals and vice principals employed in schools across the United States, in Germany and Cyprus. This collection of present-day stories highlights the types of challenges school leaders encounter on a daily basis, all of which demand informed decisions, but none of which are easily resolved. Each story is presented in a case study format, and aligned with selected elements within one of the ten Professional Standards for Educational Leadership (PSEL). At a critical juncture in each case, a series of "questions to ponder" is presented, followed by a segment describing "what actually occurred?"

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.

The university today is a postmodern, neo-liberal, competitive, boundary-less knowledge conglomerate, a far cry from its historical traditional classical and collegial roots. There is a body of literature on deanship that points to its evolving nature in the contemporary academe characterised by complexity and change. Balancing academic demands simultaneously with the requirements for effective performance, leadership and management, lies at the heart of this very challenging bridging role nowadays. Deans are generally former academics, emerging from a traditional collegial space and often catapulted into the relatively unknown domain of executive management, with its related problems. Deans nowadays are required to be more than collegial, intellectual leaders. They are also meant to be fiscal and human resource experts, fundraisers, politicians, and diplomats. Deanship in the Global South: Bridging Troubled Waters is about the deans' lived reality, as they try to balance the demands of both the academe from which they emerge, and the administration to whom they now need to account. Their lack of preparation and inadequate support points to the need for a more strategic, integrated approach to leadership development within their critical bridging roles between the academe and administration.

The COVID-19 pandemic has exacerbated inequities and inequalities in accessing educational opportunities among different social groups. Consequently, the idea of inclusivity in education has become an abstract phenomenon that widens the digital divide and creates social injustice. This calls for an immediate coordinated response from all stakeholders of education and government to ensure that no one will be left behind as we navigate the so-called new normal. Without an appropriate intervention and sound policy guidance, negative repercussions may be so widespread that they will remain a problem in the education sector far into the future. Socioeconomic Inclusion During an Era of Online Education aims to bring together the school-wide pedagogies, practices, and policies that have been implemented or will be proposed to ensure inclusive education in online learning environments. Best practices and innovative approaches from various educational institutions serve as models to ensure everyone has access to a quality online education. Covering topics such as academic policies, educational technology, and curriculum development, this reference work is ideal for academicians, practitioners, researchers, scholars, instructors, and students seeking to adjust and adapt with teaching and learning online not only during a pandemic (i.e., emergency remote education) but also during "normal times.

Education is a social practice that poses ethical questions of policy and practice at every level and at almost every turn - what we teach, how we teach, how we organise educational provision, how we research it, who controls it, and what principles drive policy nationally and internationally. This collection is rooted in the author's experience in the education system nationally and internationally over half a century, and reflects both the educational history of this period and the author's experience as a teacher, parent, school governor, teacher trainer, educational researcher, senior leader in higher education, and advisor to governments in many parts of the world. It is, then, historically located, but the approach to ethical questions is primarily in the tradition of analytic philosophy, and applied and situated ethics.