"Public Universities and the Public Sphere" argues that two crises facing America - a crisis of public discourse and a crisis of public higher education - are closely connected. The center of significant public discussion in the United States is located in a core public sphere consisting of publications, associations, and universities that was consciously constructed in the nineteenth century. The modern American university originated in the process that created the core public sphere. Public universities essentially democratized the core public sphere in the twentieth century. Part of the solution, Smith argues in this timely work, to both crises lies in understanding and building on the connection.

With the limited availability of related foci in the area of critical educational studies, Critical Theorizations of Education is timely in both its topical relevance and time-space-themed discursive interventions. With its overall scope, constructed as both a counter-and-forward looking critical reflections and analysis of some of the most salient and contemporaneously active platforms of education, it prospectively and relatively comprehensively expands on dynamically intersecting learning and teaching contexts and relationships. As such, the volume's contents by both established and emerging scholars, selectively locate the interplays of knowledge, learning and attendant power relations, which either transform or reproduce the status quo. Contributors are: Levonne Abshire, Claire Alkouatli, David Anderson, Neda Asadi, N'Dri Therese Assie-Lumumba, Gulbahar Beckett, Jose Cossa, Ratna Ghosh, Shibao Guo, Yan Guo, Carl E. James, Dip Kapoor, Festus Kelonye Beru, Ginette Lafreniere, Qing Li, Oliver Masakure, Magnus Mfoafo-M'Carthy, Greg William Misiaszek, Dolana Mogadime, Samson Nashon, Selline Ooko, Bathseba Opini, Amy Parent, Thashika Pillay, Edward Shizha, Kimberley Tavares, Alison Taylor, and Stacey Wilson-Forsberg.

This book was first published in 1985.

This book was first published in 1966.

Toward the end of his life, the Russian psychologist L.S. Vygotsky turned away from his earlier work that he has become famous for only to sow the seeds for a new theory. In this theory, affect was to play a central role, there was to be a primacy of social relations, and anything mental (mind, thought, self, other, knowledge) was an event rather than a thing. This is essentially a transactional perspective. In this book, the author articulates a transactional psychology of education drawing on the works of G.H. Mead, J. Dewey, G. Bateson, F. Mikhailov, and E. Il'enkov. All theoretical positions are developed out of videotaped exchanges, thereby giving concrete character to every psychological concept articulated.

The college experience is increasingly positioned to demonstrate its value as a worthwhile return on investment. Specific, definable activities, such as research experience, first-year experience, and experiential learning, are marketed as delivering precise skill sets in the form of an individual educational package. Through ethnography-based analysis, the contributors to this volume explore how these commodified "experiences" have turned students into consumers and given them the illusion that they are in control of their investment. They further reveal how the pressure to plan every move with a constant eye on a demonstrable return has supplanted traditional approaches to classroom education and profoundly altered the student experience.

"Providing an overview and Marxist assessment of Tony Blair and New Labour's UK education policies, structures, and processes, the contributors in this exciting new collection discuss specific aspects of education policy and practices. This examination is set against the changing political and economic contexts of the British state's responses to global and neo-liberal pressures. Central themes include: New Labour and the education market state; New Labour, education, and ideology; and totality and open Marxism. Green's work marks a timely contribution to Marxist analysis and Left critical assessment and is the first such collection addressing New Labour education policy"--

Since 2013, the Annual Review of Comparative and International Education has covered significant developments in the intersecting fields of comparative education, international education, and comparative and international education. The Annual Review of Comparative and International Education 2021, Part A, begins with a collection of discussion essays about comparative and international education trends and directions, followed by studies that focus on new developments in comparative and international education by regional area. Topics covered in this volume include diversity in research trends in comparative and international education; refugee education programs; the syndemic of race, gender, and Covid-19; the impact of Covid-19 in schools; the right to education in South American countries; the effects and challenges of online learning during the pandemic in China; and a comparison of racial and ethnic inequalities in South Africa. With contributions from leading scholars and professionals across the field of comparative and international education, this edition will be of use to education researchers and professionals alike.

Uniting Mississippi applies a new, philosophically informed theory of democratic leadership to Mississippi's challenges. Governor William F. Winter has written a foreword for the book, supporting its proposals. The book begins with an examination of Mississippi's apparent Catch-22, namely the difficulty of addressing problems of poverty without fixing issues in education first, and vice versa. These difficulties can be overcome if we look at their common roots, argues Eric Thomas Weber, and if we practice virtuous democratic leadership. Since the approach to addressing poverty has for so long been unsuccessful, Weber reframes the problem. The challenges of educational failure reveal the extent to which there is a caste system of schooling. Certain groups of people are trapped in schools that are underfunded and failing. The ideals of democracy reject hierarchies of citizenship, and thus, the author contends, these ideals are truly tested in Mississippi. Weber offers theories of effective leadership in general and of democratic leadership in particular to show how Mississippi's challenges could be addressed with the guidance of common values. The book draws on insights from classical and contemporary philosophical outlooks on leadership, which highlight four key social virtues: wisdom, courage, moderation, and justice. Within this framework, the author approaches Mississippi's problems of poverty and educational frustration in a novel way that is applicable in and beyond the rural South. Weber brings to bear each of the virtues of democratic leadership on particular problems, with some overarching lessons and values to advance. The author's editorial essays are included in the appendix as examples of engaging in public inquiry for the sake of democratic leadership.

Critical pedagogy refers to the means and methods of testing and attempting to change the structures of schools that allow inequities. It is a cultural-political tool that takes seriously the notion of human differences, particularly those related to race, class, and gender. Critical pedagogy seeks to release the oppressed and unite people in a shared language of critique, struggle, and hope, to end various forms of human suffering. In this revised edition, Kanpol takes the pre- and in-service educators along some initial steps to becoming critical pedagogists. As before, university professors and public school teachers alike will learn how to address their own prophetic commitments to belief and faith in the fight against despair, institutional chaos, oppression, death of spirit, and exile.

This book proposes an approach to values education centered on an analysis of the relationship between thinking and valuing and focused on strategies for nurturing the capacity for sustained, disciplined, and informed reflection on the issues of moral decision and religious belief.

Robert T. Sandin contends that there is an urgent need for education at the present time to effect a return to the traditional ideals of intellectual and moral virtue. Supporting observations include recent evaluations of values education in American schools and colleges, a review of several well-known theories of values-related education, and an account of the development of the philosophy of value in the late nineteenth and early twentieth centuries. Sandin is committed to the concept that virtue is compatible with the ideals of learning, and further demonstrates why the role of religion in modern culture depends on the effectiveness of a program of education that nurtures an authentic spirituality, free from illusion.

In The Rise of Neoliberal Philosophy: Human Capital, Profitable Knowledge, and the Love of Wisdom, Brandon Absher argues that the neoliberal transformation of higher education has resulted in a paradigm shift in philosophy in the United States, leading to the rise of neoliberal philosophy. Neoliberal philosophy seeks to attract investment by demonstrating that it can produce optimal return. Further, philosophers in the neoliberal paradigm internalize and reproduce the values of the prevailing social order in their work, reorienting philosophical desire toward the production of attractive commodities. The aim of philosophy in the neoliberal university, Absher shows, has become the production of human capital and profitable knowledge.

Diversified schools, in which students of various racial, ethnic, and socioeconomic characteristics are balanced, have a positive contextual effect on achievement for all groups compared to schools with homogeneous student bodies that tend to help affluent, white students and harm poor students and students of color. The authors advise school districts convicted for operating segregated schools on how to make all schools schools of choice that must compete for students who enroll in them. And it discusses ways of being fair and just in the distribution of educational resources to affluent as well as poor students and to white students as well as students of color.

School systems that are reluctant to use racial fairness guidelines in the enrollment process are advised to use socioeconomic fairness guidelines, because the absence of any enrollment fairness guidelines tends to result in the return to segregation and a dual school system helpful to a few but harmful to many students. This book suggests ways of empowering parents and professional educators and it discusses how to achieve a good outcome for urban as well as rural school districts and for large as well as small school systems. Among communities mentioned in this study are Cambridge, Boston, Brockton MA; St.Lucie County, Lee County, Hillsborough County (including Tampa) FL; Santa Rosa County CA; Seattle WA; New Haven CT; Rockford IL; Milwaukee WI; and Charleston County SC.

Many in the mathematics community in the U.S. are involved in mathematics education in various capacities. This book highlights the breadth of the work in K-16 mathematics education done by members of US departments of mathematical sciences. It contains contributions by mathematicians and mathematics educators who do work in areas such as teacher education, quantitative literacy, informal education, writing and communication, social justice, outreach and mentoring, tactile learning, art and mathematics, ethnomathematics, scholarship of teaching and learning, and mathematics education research. Contributors describe their work, its impact, and how it is perceived and valued. In addition, there is a chapter, co-authored by two mathematicians who have become administrators, on the challenges of supporting, evaluating, and rewarding work in mathematics education in departments of mathematical sciences. This book is intended to inform the readership of the breadth of the work and to encourage discussion of its value in the mathematical community. The writing is expository, not technical, and should be accessible and informative to a diverse audience. The primary readership includes all those in departments of mathematical sciences in two or four year colleges and universities, and their administrators, as well as graduate students. Researchers in education may also find topics of interest. Other potential readers include those doing work in mathematics education in schools of education, and teachers of secondary or middle school mathematics as well as those involved in their professional development.

Rethinking Children's Rights explores attitudes towards and experiences of children's rights. Phil Jones and Sue Welch draw on a wide range of thought, research and practice from different fields and countries to debate, challenge and re-appraise long held beliefs, attitudes and ways of working and living with children. This second edition contains updated references to legislation and research underpinning children's rights, reflecting on recent scholarship and on the current world context. New research and examples are discussed around: - online protection and privacy - evaluating UK progress and the children's rights review by the United Nations - recent insights on the implementation of the United Nations Convention on the Rights of the Child (UNCRC) - new debates about the construction and development of children's rights - new debates about the relationships between social exclusion and children's rights Recent developments in the definition of rights are considered from a variety of perspectives and in relation to different arenas of children's lives. This second edition brings an increased focus on exploring the notion of disjunction between the rhetoric of policy and legislation and the enacted and perceived experiences of children's rights. Themes discussed include power relations between adults and children, the child's voice, intercultural perspectives, social justice, gender and disability. Examples of research, activities, interviews with researchers and guidance on further reading make this an essential text for those studying childhood.

In recent decades, globalization and regional integration have brought significant economic and demographic changes in East Asia, including rising economic inequality, growing population movements within and across borders, and the emergence or renewed geopolitical significance of cultural and linguistic minority populations. These trends have coincided with significant changes in family formation, dissolution, and structures. How have these changes played out in the diverse educational systems of East Asia? In what innovative ways are East Asian governments addressing the new demographic realities of their student populations? This volume offers a snapshot of key educational stratification issues in East Asian nations, and their evolution in conjunction with changing student populations. Scholars of Japan, China, and Korea in this volume address issues ranging from curricular adaptations to globalization, to persisting and new forms of educational stratification, to new multiculturalism in educational policy. In addition, authors consider the ways that migration is shaping education in the city-states of Hong Kong and Singapore. Collectively, the pieces in this volume represent a first attempt to investigate national responses to critical regional trends.

This book's most important goal is to explore styles of teaching and learning that can promote resiliency among women from disadvantaged backgrounds. These findings can be useful in affecting policy decisions as professionals begin the process of restructuring our educational system to meet the needs of a diverse student population. Higher education is now attempting to attract and encourage varied students and this book will provide educators with information not only about how to educate women from difficult backgrounds, but how women in this population have felt about their past, their success, and their schooling. The author provides insights into what disadvantaged women need and want from schools.

The author conducted in-depth interviews with 21 academically high achieving women who were also disadvantaged as children, having faced multiple risk factors. Qualitative measures were used to explore how our education system has either assisted these women in their achievement or set up barriers to their success. The interpretations, however, go beyond simply listing what was good and bad in these women's education experiences. The results suggest patterns in their psychology and in the traditional social structures that discourage learning among certain populations. The author discusses the sociological and psychological barriers to education (especially higher education) for women who have experienced disadvantages.