Despite allegations of political disengagement and apathy on the part of the young, the last ten years have witnessed a considerable degree of political activity by young people - much of it led by students or directed at changes to the higher education system. Such activity has been evident across the globe. Nevertheless, to date, no book has brought together contributions from a wide variety of national contexts to explore such trends in a rigorous manner. Student Politics and Protest: International Perspectives offers a unique contribution to the disciplines of education, sociology, social policy, politics and youth studies. It provides the first book-length analysis of student politics within contemporary higher education comprising contributions from a variety of different countries and addressing questions such as: What roles do students' unions play in politics today? How successful are students in bringing about change? In what ways are students engaged in politics and protest in contemporary society? How does such engagement differ by national context? Student Politics and Protest: International Perspectives explores a number of common themes, including: the focus and nature of student politics and protest; whether students are engaging in fundamentally new forms of political activity; the characteristics of politically engaged students; the extent to which such activity can be considered to be 'globalised'; and societal responses to political activity on the part of students. Student Politics and Protest: International Perspectives does not seek to develop a coherent argument across all its chapters but, instead, illustrate the variety of empirical foci, theoretical resources and substantive arguments that are being made in relation to student politics and protest. International in scope, with all chapters dealing with recent developments concerning student politics and protest, this book will be an invaluable guide for Higher Education professionals, masters and postgraduate students in education, sociology, social policy, politics and youth studies.

How to Raise Black Kids in a Racist World#1 New Release in Teacher Resources and Student Life Raising Confident Black Kids includes everything Black and multi-racial families need to know to raise empowered, confident children. From the realities of living while Black to age-appropriate ways to discuss racism with your children, educator M.J. Fievre provides a much-needed resource for parents of Black kids everywhere. It's hard to balance protecting your child's innocence with preparing them for the realities of Black life. When-and how-do you approach racism with your children? How do you protect their physical and mental health while also preparing them for a country full of systemic racism? On the heels of Why Are All the Black Kids Sitting Together in the Cafeteria and "Multiplication Is for White People" comes a parenting book specifically for parents of Black kids. Now, there's a guide to help you teach your kids how to thrive-even when it feels like the world is against them. From racial profiling and police encounters to the whitewashed lessons of history taught in schools, raising Black kids is no easy feat. In Raising Confident Black Kids, teacher M.J. Fievre passes on the tips and guidance that have helped her educate her Black students, including: How to encourage creativity and build self-confidence in your kids Ways to engage in activism and help build a safer community with and for your children-and ways to rest when you need to How to explain systemic racism, intersectionality, and micro-aggressions If you found guidance and inspiration from books like The Unapologetic Guide to Black Mental Health, Mother to Son, or Breathe, you'll love Raising Confident Black Kids.

The use of ability-grouping is currently increasing in primary schools. Teachers and teacher educators are placed in the unenviable position of having to marry research evidence suggesting that ability-grouping is ineffectual with current policy advocating this approach.This book links theory, policy and practice in a critical examination of ability-grouping practices and their implications in primary schools, with particular reference to primary mathematics. It provides an accessible text for teacher educators to support their students in engaging with the key debates and reflecting upon their practice. Key changes in structural approaches, such as the movement between streaming, setting or mixed-ability teaching arrangements, are explored in the light of political trends, bringing this up to date with a discussion of current policy and practice.

America's Sex Culture: Its Impact on Teacher-Student Relationships analyzes recent trends. It includes teacher arrests and student false allegations, and why this culture has ensnared teachers and students, and why it is one of the causes leading to arrests. This second edition adds new material, including: An analysis if of sex-trafficking and how this has impacted high schools and colleges. Sex addiction and pornography and the effect each has on today's students and teachers. Social media and how it has eased its way into the lives of many. Furthermore, sex and pornography are being debated at the state level. States are trying to determine whether teachers in their off-hours can do whatever they want and still keep their teaching jobs. Anecdotal evidence concerning teacher arrests and why our nation is more sexualized than ever. The impact of America's sex culture and its impact upon the developing brains of students and how they relate to teachers.

Focusing on pupils moving from primary to middle or secondary school, it describes and evaluates the schools' programmes to ease transfer, and includes material provided by the pupils themselves. The main body of the book is a rich and detailed account of the first months of life in new secondary schools, where the pleasures and perils of new friends, new teachers and new subjects, and a new approach to teaching are encountered. The book conveys vividly how pupils experience a new environment, and meet its dangers, rules and regulations, timetable, complex groupings and ideology. Inside the Secondary Classroom was the first comparative ethnography of school life in Britain, carried out in six schools. It reveals surprising similarities and differences between them.The cases studied range from highly successful pupils with nine 'O' levels to others with severe social and personal problems.

Racial Opportunity Cost turns critical attention to the specific challenges faced by high-achieving students of color and gives educators a framework for recognizing and addressing these issues. Terah T. Venzant Chambers roots her discussion in the concept of racial opportunity cost, using a term borrowed from economics to refer to the obstacles faced and tradeoffs made by Black and Latinx students on the path to academic success. Gathering first-hand accounts from students, practitioners, and researchers, Chambers underscores a set of experiences common to academically successful students from racially minoritized backgrounds, especially those who attend predominantly white schools. These individual testimonies collectively show how, despite their successes, high-achieving students of color regularly encounter educational racism. As their experiences reveal, their academic progress may also be impeded by secondary stressors such as peer and cultural isolation and struggles with racial identity. These personal accounts illustrate the many ways in which the negative effects of racial opportunity cost extend from K-12 education into postsecondary academics and beyond. In this clarifying work, Chambers identifies the factors, such as school culture, intersectionality, and community acceptance that can increase or lessen racial opportunity cost across educational environments. She considers how the individual challenges that high-achieving and high-ability students of color confront reflect larger systemic problems. Chambers' framework will help educators proactively cultivate change in their classrooms and schools so that they may lower racial opportunity cost and improve student experiences.

In the current economic climate, more than ever, international students provide an important income to universities. They represent much-needed funds for many institutions, but they also come with their own diverse variety of characteristics and requirements.

This insightful book offers a critical stance on contemporary views of international students and challenges the way those involved address the important issues at hand. To do this, the authors focus specifically on giving voice to the student experience. In particular, the authors show how international student experience can be a ready asset from which to glean valuable information, particularly in relation to teaching and learning, academic support and the formal and informal curriculum. In this way, the issues affecting international students can be seen as part of the larger set of difficulties that face all students at university today.

Integrating contributions from a academics and student voices from a range of backgrounds issues raised include:

• Academic Writing for International Students
• The Internationalisation of the Curriculum
• Identities: The use of stereotypes and auto-stereotypes
• International Students Perceptions of Tutors, and
• The system in reverse, English speaking learners as 'international students'.

This book will be of interest to education management and administrators, higher education professionals, especially those working or training to teach large numbers of international students, to which it offers a unique opportunity to understand better the students point-of-view. Because of this the book will likely appeal to academics in all English speaking countries that recruit significant numbers of international students, as well as the growing number of European universities which teach in English and those in the Indian sub-continent that send large numbers of international students to the UK, Australia, New Zealand and the US.

Selected as one of the Top 5 Educational Books by Literacy News The signs and statistics are undeniable: boys are falling behind in school. Contrary to conventional wisdom, the biggest culprits are not video games, pop culture, or female-dominated schools biased toward girls. The real problem is that boys have been thrust into a bewildering new school environment that demands high-level reading and writing skills long before they are capable of handling them. Lacking the ability to compete, boys fall farther and farther behind. Eventually, the problem gets pushed into college, where close to 60% of the graduates are women. In a time when even cops, construction foremen, and machine operators need post-high school degrees, that's a problem. "Why Boys Fail" takes a hard look at how this ominous reality came to be, how it has worsened in recent years, and why attempts to resolve it often devolve into finger-pointing and polarizing politics. But the book also shares some good news. Amidst the alarming proof of failure among boys--around the world--there are also inspiring case studies of schools where something is going right. Each has come up with realistic ways to make sure that every student--male and female--has the tools to succeed in school and later in life. Educators and parents alike will take heart in these promising developments, and heed the book's call to action--not only to demand solutions but also to help create them for their own students and children.

Is higher education preparing our students for a world that is increasingly complex and volatile, and in which they will have to contend with uncertainty and ambiguity? Are we addressing the concerns of employers who complain that graduates do not possess the creative, critical thinking and communication skills needed in the workplace? In the face of the evidence that our colleges and universities are failing to do so, this book harnesses what we have learned from innovations in teaching and from neuroscience to change how we deliver and create new knowledge, and indeed to transform our students, and develop their capacities for boundary spanning. Starting from the premise that our current linear, course-based, educational practices are frequently at odds with how our neurological system facilitates learning and personal development, the authors set out an alternative model that emphasizes a holistic approach to education that integrates meditative inquiry practice with self-authorship and the regulation of emotion as the cornerstones of learning, and demonstrates how these align with the latest discoveries of brain science. This book presents the science that informs the practice of compassion and peace - the science that explains the very real benefits of an intentional movement and meditative inquiry; and demonstrates its application to the classroom, to the co-curriculum, and its implications for administrative leaders who make the decisions that impact student learning and development and the environment within which faculty, administrators, and students reside. Experts in neuroscience, learning and development theory, and health practitioners outline their research and insights into how providing seemingly unintellectual learning and development opportunities for students actually stimulate portions of the brain that are needed in order for them to become problem-solvers, creators of knowledge, and effective social collaborators. The book closes by offering practical ideas for implementation, showing how simple refinements in classroom and out-of-classroom experiences can create foundations for students to develop key skills that will enhance critical thinking, creativity, overall wellbeing, compassion, and ultimately world peace.

If a primary objective of feminism is to expose and challenge the social relations of power embedded in all spheres of life, then an exploration of the issues attached to female education is a vital aspect of such a project. Indeed, 'women and education' is now an established-and flourishing-domain of study. And as academic thinking continues to develop, this new title in Routledge's acclaimed series, Major Themes in Education, meets the need for an authoritative reference work to make sense of the subject's vast literature and the continuing explosion in research output. Edited by two leading scholars in the field, Women and Education is a four-volume collection of foundational and cutting-edge contributions. Issues affecting women and education cannot be analysed in territorial isolation; while it is possible in many parts of the Western world to cite evidence of widening opportunities, choices, and potential in women's lives, the gendered nature of educational provision, practice, and thought is often more starkly apparent in less developed parts of the world. Consequently, the collection adopts an explicitly international approach to explore fully the complexities of the educational experience, its gendered history, and its particular implications and interpretations in specific societies and locations. The collection's temporal scope is similarly ambitious. Moreover, Women and Education is further distinguished by the inclusion of autobiographical works to capture the experience of education as a broad societal process, and not simply as formal schooling. Volume one Space, Place, and Time is a theoretical and historical framework for the collection. Taken together, the materials gathered here constitute a sophisticated and versatile toolbox of ideas for theory-building and research. This volume, in particular, will be an invaluable tool for researchers and students of feminist theory and research methods, and for users across the social sciences concerned with issues of gender. Volume two Pupils, Students, and Learning brings together key studies in gender and education. In particular, this volume explores past experiences through autobiography and life history, and investigates gender dynamics within schools. Volume three Teachers and Teaching, meanwhile, focuses on the culture and politics of work. It presents essential findings into processes and pedagogy and gathers critical research on women teachers' expectations, their struggles to achieve equality, and attempts to change practice. The last volume in the collection Politics and Policies contains a selection of materials that discuss the history and gendered nature of education policies. Presenting a range of views, the work gathered in Volume IV illuminates women's place in the development of educational traditions, reforms, and theories, and examines their role as educational policy-makers. With a full index, together with a comprehensive introduction, newly written by the editors, which places the collected material in its historical and intellectual context, Women and Education is an indispensable work of reference. It will be welcomed as a crucial database permitting rapid access to less familiar-and sometimes overlooked-texts. It will also be valued as a vital one-stop research and pedagogic resource for researchers and students of education, women's studies, and social history, as well as for practising teachers and policy-makers.

There are 250,000 new students going into higher education each year, who will all be in the front line as the effects of climate change start to bite. UK university and higher education institutions emit 3.2m tonnes of CO2 a year. Friendly and easy to use, How to be a Student and Not Destroy Planet Earth gives students living away from home all the information they need to cut their carbon emissions - both their own and their university's. "How do you want your generation to be remembered? How about as the generation that: Prevented global warming spiralling out of control Put an end to pollution Recycled all its waste Saved Planet Earth ...while still having enough change in its pocket for a pint?"

"As an archetypal student success higher-educator myself, I did not enter this profession intentionally….But my life experiences did prepare me to be very successful at this work. So, what are those experiences, and types of knowledge, insight, skills that equip one to do this kind of work? This book is about encouraging the next generation of successors to use their experiences to become equity warriors within the system." - John N. Gardner This book argues that today more than ever we need new and more student success leaders to step forward to make the changes that students need, and it offers the story of one such leader in the belief that it will help others see how they can make their own contribution to this movement. The author relates a story about events and individuals that launched a national and international movement to enable many more college students to proceed beyond the beginning college experience and complete the credential they are seeking. It is also the author's personal history – how he ended up spending his whole life in college, and how college can make us wiser and more successful than when we started the journey. John Gardner brings 55 years of professional experience to telling this story. He begins with the story of how colleges can and do introduce students to life changing perspectives and ideas. In Gardner's case it was a matter of being introduced to the question: "what is justice?" and then spending his entire professional life seeking ways to bring justice to underserved college students by making changes from the inside of the higher education system. An on-line compendium accompanies this book, which includes prompts for guided reflection and questions and topics for discussion, as well as additional material on the author's background and personal philosophy.

Despite improved access to higher education for women, the distribution of women and men varies considerably between different fields of study. The chapters in this edited collection explore the participation status of women in higher education across the varying socio-economic and sociological backgrounds observed in different countries and regions. Diving into the differing social and state intervention policies, individual motives of participation and additional gender inequalities including regional and ethnic disparities, this book offers readers a better understanding of the drivers of gendered trends in higher education, such as the evidently low presence of women in certain scientific and technical disciplines. The analysis focuses on the social construction of gender differences, as well as the roles played by the economy, culture, religion, legal background, and the internal dynamics of society. Ultimately, this book provides a comprehensive overview of recent developments concerning the presence of women in higher education in both developed and developing countries, resulting in a clear picture of the current situation, and how the future might look.

The experiences of first-generation college students are not monolithic. The nexus of identities matter, and this book is intended to challenge the reader to explore what it means to be a first-generation college student in higher education. Designed for use in classrooms and for use by the higher education practitioner on a college campus today, At the Intersections will be of value to the reader throughout their professional career.The book is divided into four parts with chapters of research and theory interspersed with thought pieces to provide personal stories to integrate the research and theory into lived experience. Each thought piece ends with questions to inspire readers to engage with the topic. Part One: Who is a First-generation College Student?provides the reader an entree into the topic, with up-to-date data on both four-year and two-year colleges. Part One ends with a thought piece that asks the reader to pull together some of the big ideas before moving on to look more closely at students' identities. Part Two: The Intersection of Identity shares the research, experience and thoughts of authors in relation to the individual and overlapping identities of LGBT, low-income, white, African-American, Latinx, Native American, undocumented, female, and male students who are all also first-generation college students. Part Three: Programs and Practices is an introduction to practices, policies and programs across the country. This section offers promise and direction for future work as institutions try to find a successful array of approaches to make the campus an inclusive place for the diverse population of first-generation college students.

Make sure your Catholic school's LGBT students are getting the support they need Creating Safe Environments for LGBT Students is a comprehensive training guidebook for educators who are committed to diversity and the full inclusion of LGBT students in every aspect of the Catholic high school experience. Based on five years of pilot testing in Catholic schools, this unique book emphasizes safe-staff training in integrating the Church's pastoral, social, and moral dimensions with the special needs of LGBT students. The book presents strategies and resources for building safer schools, helpful materials for communicating with parents, and general guidelines for developing and maintaining professional helping relationships with LGBT students. Based on a training the trainer model, Creating Safe Environments for LGBT Students encourages the development of grassroots leadership within the school. This unique book promotes a positive framework for navigating the challenging landscape of the Catholic tradition and the LGBT experience as it helps to establish anti-harassment and anti-bullying protocols for school environments and models for developing LGBT student support groups and gay/straight student alliances. The book promotes role-play by students, alumni, teachers, and parentsa hallmark of the ministry work and training methods of the Catholic Pastoral Committee on Sexual Minoritiesand is flexible enough to allow each school's individual climate and culture to be respected. Creating Safe Environments for LGBT Students includes: * first-hand stories from students and teachers * realistic, dynamic, and creative role-play scenarios that explore various relationships between students, teachers, parents, administrators, and the school board * opening prayer and meditation rituals * a special foreword by Bishop Thomas J. Gumbleton, one of the few Catholic bishops to publicly affirm LGBT persons * an extensive bibliography and glossary regarding the experiences, language, culture, and spirituality of LGBT youth * the latest research findings on at-risk behaviors of LGBT teenagers * training handouts that are easy to duplicate and use as transparencies * a manual log that can be used as a training diary * and much more!Creating Safe Environments for LGBT Students is an essential resource for faculty and staff members at Catholic high schools, particularly school administrators, chaplains, campus ministers, psychologists, social workers, and counselors.

At Our Best: Building Youth-Adult Partnerships in Out-of-School Time Settings brings together the voices of over 50 adults and youth to explore both the promises and challenges of intergenerational work in out-of-school time (OST) programs. Comprised of 14 chapters, this book features empirical research, conceptual essays, poetry, artwork, and engaged dialogue about the complexities of youth-adult partnerships in practice. At Our Best responds to key questions that practitioners, scholars, policymakers, and youth navigate in this work, such as: What role can (or should) adults play in supporting youth voice, learning, and activism? What approaches and strategies in youth-adult partnerships are effective in promoting positive youth development, individual and collective well-being, and setting-level change? What are the tensions and dilemmas that arise in the process of doing this work? And, how do we navigate youth-adult partnerships in the face of societal oppressions such as adultism, racism, and misogyny? Through highlighting contemporary cases of authentic youth-adult partnerships in youth programs, this fourth volume of the IAP series on OST aims to introduce, engage, and sharpen educators' understandings of the power and promise of these relationships. Together, the authors in this volume suggest that both building youth-adult partnerships and actively reflecting on intergenerational work are foundational practices to achieving transformational change in our OST organizations, schools, neighborhoods, and communities.

Die Reflexionskompetenz gilt als vermeintlicher Schlussel zur Professionalisierung auch von Fremdsprachenlehrkraften. Der Sammelband enthalt zum einen Beitrage, die unterschiedliche theoretische Zugange und Modelle zu einer fachspezifischen Reflexionskompetenz zur Diskussion stellen. Zum anderen gibt er Einblicke in empirische Studien zur Foerderung von Reflexionskompetenz in der Fremdsprachenlehrer*innenbildung. Hierbei wird jeweils verdeutlicht, welches Verstandnis von Reflexionskompetenz zugrunde liegt, welche Ziele damit verbunden sind, uber welche Gegenstande reflektiert werden sollte, welche Lehr-Lern-Formate zum Einsatz kamen und welcher Forschungszugang gewahlt wurde.

The day after the deadly shooting at the Marjory Stoneman Douglas High School the rallying cry heard across the country was "no-more school shootings!" It was clearly evident that school shootings are increasing and reactive measures are not going to change this. Images from Parkland, Sandy Hook, and Columbine made it ever so clear that whereas the atrocities caught our attention, schools are still soft targets. There are no manuals from the United States Department of Education to turn to for guidance to secure schools. No guidance on how to train administration and staff, as they truly are the first responders in such an event. Rather than wait for the heads of the federal and state education departments to step up and take-action, the time has come for all school leaders and administrators to take the step to protect their school communities. This book will help school leaders and administrators proactively take action to protect their school communities and yet still maintain a warm and nurturing learning environment.

In Online Predators, An Internet Insurgency: A Field Manual for Teaching and Parenting in the Digital Arena Jeffrey A. Lee brings his ten plus years' experience in the fight against online child exploitation to bear in an easy to follow guide for all with a stake in the life of a child. This book equips parents, guardians, extended family, and educational professionals with practical strategies to help keep kids safe in a technology connected world. Instead of focusing on ever changing technology, Lee proposes a key fundamental change in the fight against online predation-to develop an insatiable curiosity about their child's online life, then get in the front lines and stay there.

Bringing together a range of contributions from diverse international scholars, this edited volume explores issues of inequality in student mobility to consider how schools, universities, and colleges can ensure equitable access to international study and exchange. Featuring evidence-based accounts of students' experiences and exploring opportunities for study abroad in school and university contexts, Inequalities in Study Abroad and Student Mobility analyses how pedagogy and student support services can be designed to accommodate linguistic, cultural, ethnic, and socio-economic differences. Chapters foreground issues of access and opportunity and offer unique insights to inform institutional policy in developing more effective, inclusive, and equitable ways to internationalize exchange and study abroad programs and initiatives for all. This timely volume will benefit researchers, academics, and postgraduate students in the fields of international and comparative education, as well as educators and school leaders working within secondary and higher education settings concerned with multicultural education.

Over the past decade, a wave of Chinese international undergraduate students-mostly self-funded-has swept across American higher education. From 2005 to 2015, undergraduate enrollment from China rose from under 10,000 to over 135,000. This privileged yet diverse group of young people from a changing China must navigate the complications and confusions of their formative years while bridging the two most powerful countries in the world. How do these students come to study in the United States? What does this experience mean to them? What does American higher education need to know and do in order to continue attracting these students and to provide sufficient support for them? In Ambitious and Anxious, the sociologist Yingyi Ma offers a multifaceted analysis of this new wave of Chinese students based on research in both Chinese high schools and American higher-education institutions. Ma argues that these students' experiences embody the duality of ambition and anxiety that arises from transformative social changes in China. These students and their families have the ambition to navigate two very different educational systems and societies. Yet the intricacy and pressure of these systems generate a great deal of anxiety, from applying to colleges before arriving, to studying and socializing on campus, and to looking ahead upon graduation. Ambitious and Anxious also considers policy implications for American colleges and universities, including recruitment, student experiences, faculty support, and career services.