The debate over the proper approach to educating our youth on the postsecondary level has never been more contentious than now. On one side are traditionalists who argue for preservation of the canon of timeless classics as the indispensable foundation for a good education. On the other side are reconstructionists who criticize the classics as the vestiges of a wealthy, powerful elite, which do not reflect the diversity of today's multicultural society. As a result the campus has become polarized in a sometimes heated power struggle that calls into question core educational values and academic freedom.
Unlike other works offered today in the philosophy of education, this anthology combines classic and contemporary approaches to educational theory. It thus takes a first step toward integrating the major contributions found in both traditional and nontraditional scholarship. The selections not only provide an introduction to some of the major trends of thought in contemporary educational theory, but also suggest provisional solutions to some of the problems that have fueled the quarrel between the two camps. These solutions, argues editor Edmund Wall, depend both on historical texts and on a broad range of contemporary contributions.
Divided into three main sections-classics, politics and education, and free speech on campus-the collection includes the famous names of history-Plato, Aristotle, John Locke, John Stuart Mill, Karl Marx, and John Dewey, as well as contemporary contributors-Allan Bloom, Sidney Hook, Mortimer Adler, Paulo Freire, Michael W. Apple, Nobuo Shimahara, Robert L. Simon, Henry David Aiken, Amy Gutman, Thomas C. Grey, Alan L. Keyes, Charles R. Lawrence, III, and Nadine Strossen.
This timely collection of important essays on a conflict that deeply divides the academic community is a must for educators and students alike.

Despite the declaration that we are living in a "post-racial America," multiple recent events in which Black lives were prematurely ended have sparked a racial reckoning within the United States. Historically Black Colleges and Universities (HBCUs) are institutions with a long history of addressing racial disparities and injustices whose relevance is being recognized in light of these recent events. It is essential to give voice to those who represent the ongoing challenges, aspirations, and impact of HBCUs in the 21st century in upholding their collective mission to educate students of color who were historically excluded from institutions of higher education. Contributions of Historically Black Colleges and Universities in the 21st Century focuses on the role of HBCUs in contemporary American society as diverse and inclusive environments that continue to positively impact historically excluded students. The voices of faculty, students, and administration are included to highlight the innovations and contributions of HBCUs in the areas of scholarship, teaching, and service. Covering topics such as BlaQ Lives Matter, community activism, and self-advocacy, this premier reference source is a valuable resource for sociologists, higher education administration, graduate programs, faculty and administrators at HBCUs, students and educators of higher education, libraries, government officials, activists, non-profit organizations, researchers, and academicians.

This book explores learning outcomes for low-income rural and township youth at five South African universities. The book is framed as a contribution to southern and Africa-centred scholarship, adapting Amartya Sen’s capability approach and a framework of key concepts: capabilities, functionings, context, conversion factors, poverty and agency to investigate opportunities and obstacles to achieved student outcomes. This approach allows a reimagining of ‘inclusive learning outcomes’ to encompass the multi-dimensional value of a university education and a plurality of valued cognitive and non-cognitive outcomes for students from low-income backgrounds whose experiences are strongly shaped by hardship.

Based on capability theorising and student voices, the book proposes for policy and practice a set of contextual higher education capability domains and corresponding functionings orientated to more justice and more equality for each person to have the opportunities to be and to do what they have reason to value. The book concludes that sufficient material resources are necessary to get into university and flourish while there; the benefits of a university education should be rich and multi-dimensional so that they can result in functionings in all areas of life as well as work and future study; the inequalities and exclusion of the labour market and pathways to further study must be addressed by wider economic and social policies for ‘inclusive learning outcomes’ to be meaningful; and that universities ought to be doing more to enable black working-class students to participate and succeed.

Low-Income Students, Human Development and Higher Education in South Africa makes an original contribution to capabilitarian scholarship: conceptually in theorising a South-based multi-dimensional student well-being higher education matrix and a rich reconceptualisation of learning outcomes, as well as empirically by conducting rigorous, longitudinal in-depth mixed-methods research on students’ lives and experiences in higher education in South Africa. The audience for the book includes higher education researchers, international capabilitarian scholars, practitioners and policy-makers.

This book charts new territory both theoretically and methodologically. Drawing on MacDougall's notion of social aesthetics, it explores the sensory dimensions of privilege through a global ethnography of elite schools. The various contributors to the volume draw on a range of theoretical perspectives from Lefebvre, Benjamin, Bourdieu, Appadurai, Kress and van Leeuwen to both broaden and critique MacDougall's original concept. They argue that within these elite schools there is a relationship between their 'complex sensory and aesthetic environments' and the construction of privilege within and beyond the school gates. Understanding the importance of the visual to ethnography, the social aesthetics of these elite schools are captured through the inclusion of a series of visual essays that complement the written accounts of the aesthetics of privilege. The collection also includes a series of vignettes that further explore the sensory dimension of these aesthetics: touch, taste-though metaphorically understood- sight and sound. These varying formats illustrate the aesthetic nature of social relations and the various ways in which class permeates the senses. The images from across the different schools and their surroundings immerse the reader in these worlds and provide poignant ethnographic data of the forces of globalisation within the context of elite schooling.

Communists on Education and Culture, 1848-1948 is aimed at both a specialist and non-specialist readership. It provides a detailed yet readable account of the attitudes of leading communists, including Marx, Engels, Lenin, Trotsky, Gorky, Gramsci, Lukacs, Mao Zedong and John Maclean, towards education and culture during the first 100 years of the communist movement.

This book traces the journey of two individuals who have spent their lives on both sides of the teacher/professor's desk. Between them, they went from attending kindergarten to being a college president, and in that journey, they held positions ranging from classroom teacher in the New York City public schools, every rank of the professorial ladder, to almost every administrative position available in a university. In their book, Marcus and Vairo are totally candid in relating their experiences in their various roles. They are highly opinionated, but these opinions are based on the realities they encountered with students and colleagues at all levels of education. This book utilizes vignettes as well as commentaries to tell a story of two educators who have worked at every part of the United States. There is little that has happened in education since the 1940's down to the present day that is not touched on in this book. Marcus and Vairo are "insiders" with no ax to grind. They tell the truth as they see it!

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 B, begins with several chapters exploring conceptual and methodological developments in comparative and international education, followed by studies exploring research-to-practice, and new developments in comparative and international education. Topics covered in this volume include major theoretical and methodological developments such as critical realism, the effects of the coronavirus pandemic, and an exploration of white diaspora, anti-blackness and universities in the Global South; research-to-practice reports on education in emergency settings, surveillance studies, the needs of refugee and immigrant students; and new developments involving the internationalisation of community college careers, and educator acculturation in overseas schools. 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.

Andreotti illustrates how postcolonial theory is applied in the contexts of educational research/critique and in pioneering pedagogical projects. She offers an accessible and useful overview and comparison of theoretical debates related to critiques of Western/Northern hegemony.

This new work from Alan Block explores the contemporary discourses of education, scholarship and learning. "Pedagogy, Religion and Practice" offers a strong argument for the centrality of ethics in curriculum, scholarship and the classroom, and presents a powerful argument against the present emphasis on standards and quantitative accountability.

With contributions from around the world, this yearbook on education for 2001 brings together leading international voices on values in education and presents a window on current debates. These include such fundamental issues as who should decide upon the values we adopt, and the key issues raised by the various perspectives on values, be they religious, moral or political.

International schools are widespread throughout the world. This work tackles the issues that staff and management of these schools need to address in order to ensure that their teaching and organization is of a high standard and quality. Based on the editors' work and experience at the Bath University Centre for the Study of Education in an International Context, the book contains a wide range of contributions from international school experts around the world, who examine the issues affecting all international schools, regardless of country.

Peace education includes lessons about conflict sources, transformation and resolution. While featuring field-based examples in multiple disciplines, including political science, anthropology, communication, psychology, sociology, counseling, law and teacher training, this book presents real cases of conflict work. Explained are concepts underlying conflict transformation and strategies that have been adapted for use in professional practice. The contributors describe formal peace education with university students in different fields of study and informal learning of adults in community settings. Comprehensively, this book supports professionals who specialize in conflict work as well as instructors and learners in several disciplines which all respond to conflict.

This volume provides a platform for discussing theoretical and methodological developments in the field of motivation research related to learning and instruction. The combination of socio-cultural, situative and socio-cognitive epistemological traditions underlying the different contributions enables the integration of the motivational, affective and cognitive aspects of learning and the examination of their mutually interacting influences. The methodological implications of these conceptual developments are discussed and a range of innovative research methodologies reported throughout the different chapters. The emphasis on integrative, holistic, systematic and situated approaches to the study of motivation and engagement during the process of learning and over time is in line with contemporary thinking in the discipline of educational psychology as a whole. Overall, this volume highlights how motivation research is reaching out beyond its own traditional domain of study and is taking a leading role in the overall study of learning and instruction.

This book offers a comprehensive overview of research at interface between History, Philosophy and Sociology of Science (HPSS) and Science Teaching in Ibero-America. It contributes to research on contextualization of science for students, teachers and researchers, and explains how to use different episodes of history of science or different themes of philosophy of science in regular science classes through diverse pedagogical approaches. The chapters in this book discuss a wide range of topics under different methodological, epistemological and didactic approaches, reflecting the richness of research developed in Spanish and Portuguese speaking countries, Latin America, Spain and Portugal. The book contains chapters about historical events, topics of philosophy and sociology of science, nature of science, applications of HPSS in the classroom, instructional materials for students and teacher training courses and curriculum.

In a very comprehensible and entertaining way explores the main findings of the first academic research on world scouting, the largest young movement on the planet. The work revisits scouting's origins, analyzing its structure and recognition policy, its role in developing ideas of global citizenship and belonging, and the spirit of scouting.

F MEANS FLOUNDERING aims at traditional and non-traditional (returning adult) students beginning college with little idea of what a student must do. Professor Swanson grew from nearly flunking out of his first semester in college to graduating from college; eventually earning a master's and a doctorate as well as becoming a college professor.

Becoming a more efficient and effective student is built on seven essential components: know (1) where you are going, (2) what's going on in the classroom, (3) how to listen and what to listen for, (4) how to learn, (5) how to prepare for tests, (6) how to take tests, and (7) how to use your time efficiently.

Most how-to-study books overlook the importance of listening in the classroom. Simply saying, "Listen carefully," or "Pay attention," is not enough for most students. When students listen effectively, they can learn what they need to know and what is going to be on the test. Students who get better grades are not smarter; they listen better.

Knowing what you're doing as a student makes school much easier. Dr. Swanson always told his classes, "If I could learn to get better grades, almost anyone can."

Distinctive and unique in its approach, this book opens up art education to the broader field of social enquiry into practice, subjectivity and identity. It draws upon important developments in contemporary philosophy and the social sciences and applies this to the professional field of art in education. It opens new perspectives for teachers, teacher educators and student teachers.

Geography of Education sets out the scope of this emergent, interdisciplinary field. It illustrates the essential affinity of geographical and educational studies, by emphasising the geographical factors influencing formal education systems and other forms of knowledge transfer. Colin Brock begins by arguing the theoretical synergy that exists between the nature of both geography and educational studies as disciplines. This is then exemplified by an analysis of the emergence of systems of schooling under the influence of religious, political and economic forces. The author also considers informal and non-formal modes of education, and argues that the huge diversity of such provision creates a rich resource for research into geographies of education. In the final chapters the author turns his attention to the role of cyberspace, which has its own geography, in learning, and considers education as a form of humanitarian response to issues of environmental sustainability. By bringing together a wide range of themes and topics relating to both education and geography, Colin Brock argues that the geographical approach should inform the evolution of all types of educational provision around the world.

Advocates have positioned service-learning as a real-world, real-time opportunity for students to encounter academic knowledge in a meaningful and relevant manner. Service-learning in higher education settings offers a powerful alternative to traditional models of teaching and learning. Students are encouraged to develop links to local institutions, volunteer their time, and create a special bond between the university and the community in which they live. Service-learning has become a very popular alternative to standard courses in higher education and is gaining significant popularity. This book takes a serious look at the unintended consequences and alternative conceptualizations of this mode of learning and explores what it could offer us in the future.

This edited collection examines how international studies fits into the current liberal arts curriculum and possible ways it will be adapted for the next century. The essays seek to link ethical principles to critical skills in international studies, point to trends in current programs, and create a model program. In addition, extensive case studies from American colleges and universities that are at the forefront of the international studies movement are provided. This is a major work of importance to those planning, teaching, and administrating international studies at academic institutions.