Black colleges are central to the delivery of higher education. Notwithstanding, there is scant treatment of these key institutions in the research literature. There is a need for a comprehensive and cogent understanding of the primary characteristics of the policies and practices endemic to black colleges. This book provides the scholarly basis requisite to organize, give meaning to, and shape the analyses and applications of policy and practice within the black college. The collected chapters respond to the paucity of research literature addressing these institutions. In each chapter, the authors acknowledge the specific characterisics of black colleges that make them unique. Understanding the fundamental characteristics that shape black colleges is critical to gaining a comprehensive understanding of higher education at large. The policy and praxis challenges exhibited at black colleges serve as exemplars to how all colleges perform their respective functions in society. Black colleges serve as testimonies to the transformative power of adversity, and beacons of possibility in and era of retrenchment and ambiguity. These roles call on black colleges to aid and assist in creating an opportunity for educational change.

A volume in Contemporary Perspectives on Capital in Educational Contexts Series Editor RoSusan D. Bartee, University of Mississippi The edited volume, Contemporary Perspectives on Capital in Educational Contexts, is timely in its unique and appropriate analyses of the prevailing internal and external dynamics of capital as indicative of the type of currency within institutional structures or the currency among individual stakeholders of education. The intersection of capital and currency emerges similarly and differently within the American compulsory-based system of K-12 and the choice-based system of higher education. More specifically, Contemporary Perspectives on Capital in Educational Contexts disentangles the broader challenges and opportunities of the institution of education and the individuals who comprise. Emerging insights from the analyses provide an informed basis for ascertaining the rules of engagement and means of negotiation for the respective constituencies. With that said, this volume essentially responds to three important questions: 1) What are the tenets of capital and currency in public schools and higher education?; 2 ) How do institutions and individuals navigate those tenets?; and 3) What general and specific implications do capital hold for the educational pipeline and beyond? These questions provide a useful framework for engaging critical conversations about the dynamics of capital while offering perspectives about how to improve the quality of currency in K-12 or colleges and universities. These questions further serve as a basis for eliciting more questions toward the consideration capital as both a conceptual construct and applicable model. Contemporary Perspectives on Capital in Educational Contexts, too, is an expansion of the work of School matters: Why African American students need multiple forms of capital, where Bartee & Brown (2006) examines how the acquisition and possession of capital equips African American students in a highperforming, high-achieving magnet school in Chicago for competitiveness in school-generated and non-school generated activities. Success experienced by the students and the school become associated with the academic rigor and reputation while any shortcomings reflect an inadequate capacity of the school or the student to appropriately engage the other. School matters: Why African American students need multiple forms of capital (2006) further introduces an initial exploration of different forms of capital as producer (improve the status quo through inputs), consumer (participant based upon outputs), and regulator (maintain the status quo through the process) within the educational system. The multifaceted role of capital demonstrates its span of influence for institutional and individual capacities.

African American Males in Education: Researching the Convergence of Race and Identity addresses a number of research gaps. This book emerges at a time when new social dynamics of race and other identities are shaping, but also shaped by, education. Educational settings consistently perpetuate racial and other forms of privilege among students, personnel, and other participants in education. For instance, differential access to social networks still visibly cluster by race, continuing the work of systemic privilege by promoting outcome inequalities in education and society. The issues defining the relationship between African American males and education remain complex. Although there has been substantial discussion about the plight of African American male participants and personnel in education, only modest attempts have been made to center analysis of identity and identity intersections in the discourse. Additionally, more attention to African American male teachers and faculty is needed in light of their unique cultural experiences in educational settings and expectations to mentor and/or socialize other African Americans, particularly males.

A volume in Research on African American Education Series Editors: Carol Camp Yeakey, Washington University in St. Louis and Ronald D. Henderson, National Education Association The failure of American education to achieve racial diversity has resulted from the inability of educational researchers, policy makers, and judicial officials to disentangle the complex definitions that have emerged in a post-segregated society. Broken Cisterns provides snapshots of educational occurrences that have shaped current phenomena in schools and the larger society. Theoretical and empirical discussions related to segregation, desegregation, and integration provides a contextual framework for understanding their resulting effects. In response, the book examines the historic and community contexts of academic performance in both public and higher educational settings. The book also examines content aspects involving student achievement and the diverse elements that impact the strategies that should be used to enhance outcomes. Broken Cisterns examines the African American education experience post-Brown v. Board of Education, as well as the long-term effects that result from failure to achieve racial equity. The American education system demands new political and social agendas despite the seeming infinite cycle of persisting racial inequalities in educational settings. This book does just that.

Contemporary Practice in Studio Art Therapy discovers where studio practice stands in the profession today and reflects on how changing social, political, and economic contexts have influenced its ethos and development. This is the first UK volume devoted to studio art therapy, and the writers explore what is meant by a studio approach and how they are adapting art-based practices in radical new ways and settings. It comprises three parts - Part I: Frames of reference explores how particular social, cultural, and political contexts have led to the discourses within practice; Part II: Models of practice gives accounts of current studio art therapy practice, describing rationale for working methods and providing a resource for practitioners; Part III: Curating, exhibiting and archiving considers how the display and disposal of artworks, particularly relevant to studio approaches, may be thought about and implemented. The book includes chapters from North American authors who illustrate a trajectory of practice that has the potential to point to future developments. The book will be essential reading for practitioners and students who are interested in taking a fresh perspective on art therapy and will be encouraged by new ways of thinking about the studio approach in today's changing world.

In 1954, the United States Supreme Court's ruling in Brown v. Board of Education Topeka (347 U.S. 483) overturned the prevailing doctrine of separate but equal introduced by Plessy v. Ferguson (163 U.S. 537) fifty-eight years prior. By the time Brown was decided, many states had created dual collegiate structures of public education, most of which operated exclusively for Caucasians in one system and African Americans in the other.

Although Brown focused national attention on desegregation in primary and secondary public education, the issue of disestablishing dual systems of public higher education would come to the forefront two years later in Florida ex rel. Hawkins v. Board of Control (350 U.S. 413 1956]). However, the pressure to dismantle dual systems of public education was not extended to higher education until the passage of the Civil Rights Act of 1964. Despite Title VI of this Act, which stated that No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, or be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance, nineteen states continued to operate dual systems of public higher education. "The Quest to Define Collegiate Desegregation" explores the evolution of the legal standard for collegiate desegregation after Adams v. Richardson (351 F2d 636 D.C. Cir. 1972]).

First Published in 1988. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1988. Routledge is an imprint of Taylor & Francis, an informa company.

In Race and the Senses, Sachi Sekimoto and Christopher Brown explore the sensorial and phenomenological materiality of race as it is felt and sensed by the racialized subjects. Situating the lived body as an active, affective, and sensing participant in racialized realities, they argue that race is not simply marked on our bodies, but rather felt and registered through our senses. They illuminate the sensorial landscape of racialized world by combining the scholarship in sensory studies, phenomenology, and intercultural communication. Each chapter elaborates on the felt bodily sensations of race, racism, and racialization that illuminate how somatic labor plays a significant role in the construction of racialized relations of sensing. Their thought-provoking theorizing about the relationship between race and the senses include race as a sensory assemblage, the phenomenology of the racialized face and tongue, kinesthetic feelings of blackness, as well as the possibility of cross-racial empathy. Race is not merely socially constructed, but multisensorially assembled, engaged, and experienced. Grounded in the authors' experiences, one as a Japanese woman living in the USA, and the other as an African American man from Chicago, Race and the Senses is a book about how we feel the racialized world into being.

Competition litigation is expected to increase dramatically in light of the application of the modernised competition law regime and new procedural rules. EU Competition Law: Procedures and Remedies (EU Competition Law Library) provides essential practical reference on the enforcement of competition law by EU and national courts and competition authorities. It derives from a section in the looseleaf Law of the EU (Vaughan & Robertson, eds), and is made available here for the benefit of those who don't subscribe to the looseleaf. The authors offer their expert knowledge of the practice and procedure of these bodies and the substantial and growing body of case law.

This book's predecessor, Black Sons to Mothers: Compliments, Critiques, and Challenges for Cultural Workers in Education (Peter Lang, 2000), sparked a decade of meaningful scholarship on the educational experiences and academic outcomes of African American males. Black Sons to Mothers proffered seminal contributions to the academic literature on the achievement gap, differential instruction, and minority schooling, and inspired further research - countless books, articles and reports written since about the educational challenges and successes of African American males directly reference the work. Educating African American Males: Contexts for Consideration, Possibilities for Practice continues, extends, and advances the research and conversations introduced in Black Sons to Mothers. The chapters in this volume were commissioned by the Alphas in the Academy Committee (AAC) of Alpha Phi Alpha Fraternity, Incorporated. The AAC addresses issues incident to collegiate life, employment in higher education, and postsecondary performance among African American males. This book reflects the fraternity's unshakable commitment to improving the contexts and outcomes of African American males in educational settings, and identifies important new territory for the next decade of scholarship on this critical topic.

Building on constructivist approaches to international relations this book develops a narrative theory of identity, action and foreign policy, which is then applied to account for the evolution of Finnish foreign policy. The book adopts an innovative approach by showing how foreign policy orientations need to be seen as grounded in overlapping and competing sets of identity narratives that reappear in different forms through history. By emphasising the dynamism implicit within identity narratives the book not only challenges traditional rationalist materialist approaches to foreign policy analysis, but also the current tendency to depict the story of Finnish foreign policy, identity and history as one of a gradual move towards a Western location. Rather the book emphasises elements of multiplicity and contingency, whilst re-establishing foreign policy as a highly political process concerned with power and the right to define reality and national subjectivity.

This special issue of the Peabody Journal of Education explores issues of access and equity in post-secondary education.

London is the only city in the world where you could ever find Gilbert and George sharing space with the Gherkin and the Globe while the Great Fire burns and a gin drinker glugs her favorite tipple, and where members of the Bloomsbury Group hail a black cab while barrage balloons hover over Broadcasting House during the Blitz. In A London Alphabet, Christopher Brown presents a series of wonderfully whimsical linocuts illustrating every aspect of London past and present, including personalities, buildings, monuments, legends, historic events, and other metropolitan icons. From Dickens, Dr Johnson, Tower Bridge, and the Shard to the Diamond Jubilee, Wimbledon, pigeons, and jellied eels, all London life is here. A born-and-bred Londoner, Brown recounts his own memories of growing up in the capital, and also describes how he creates his distinctive prints. His unique, often humorous take on London will delight anyone who lives in or visits the city.

First Published in 1988. Routledge is an imprint of Taylor & Francis, an informa company.

Thomas Aquinas has always been viewed as a highly important figure in Western civilization, and the chief philosopher of Roman Catholicism. In recent decades there has been a renewed interest in Aquinas's thought as scholars have been exploring the relevance of his thought to contemporary philosophical problems. The book will be of interest not only to historians of medieval philosophy, but to philosophers who work on problems associated with the nature of material objects. Because human beings are typically understood to be a kind of material object, the book will also be of interest to philosophers working on topics in the philosophy of religion, philosophy of mind, and the philosophy of human nature. Although the work contains the kinds of details that are necessary for a work of historical scholarship, it is written in a manner that makes it approachable for undergraduate students in philosophy and so it would be a welcomed addition to any university library.

In recent years debates about the nature and future of the West have been high on the political agenda. Prognoses of the West's imminent demise have been countered by those arguing for its continued relevance, or those arguing that while the West will survive its nature, and the balance of power between its constituent units, is transforming. This book argues that understanding contemporary developments requires subjecting the very idea of the West to critical scrutiny and in particular asking what kind of concept it actually is. Locating the West as a discursive concept the book argues attempts to save, fix or reclaim the meaning of the West are illustrative of political agendas rather than indicative of accurate claims about the essential nature of the West. In contrast, the book argues that as a concept the West is impregnated with various discursive legacies, the most embedded of which are those of a civilisational, modern and political West. However, while attempts to define the West's essence are therefore doomed to fail, given the concept's historical and discursive flexibility, such attempts reaffirm the legitimising role which claims to the West continue to perform. Beyond this, the book challenges traditional genealogies of the West, which overwhelmingly depict the West as an inside-out concept. In contrast, the book argues that historically outsiders have played an important role in defining the nature of the West and constituting it as a political subject; processes that remain evident today. This book will particularly interest students of critical security studies, critical geopolitics, European politics, American politics and IR theory.

In recent years debates about the nature and future of the West have been high on the political agenda. Prognoses of the West's imminent demise have been countered by those arguing for its continued relevance, or those arguing that while the West will survive its nature, and the balance of power between its constituent units, is transforming.

This book argues that understanding contemporary developments requires subjecting the very idea of the West to critical scrutiny and in particular asking what kind of concept it actually is. Locating the West as a discursive concept the book argues attempts to save, fix or reclaim the meaning of the West are illustrative of political agendas rather than indicative of accurate claims about the essential nature of the West. In contrast, the book argues that as a concept the West is impregnated with various discursive legacies, the most embedded of which are those of a civilisational, modern and political West. However, while attempts to define the West's essence are therefore doomed to fail, given the concept's historical and discursive flexibility, such attempts reaffirm the legitimising role which claims to the West continue to perform.

Beyond this, the book challenges traditional genealogies of the West, which overwhelmingly depict the West as an inside-out concept. In contrast, the book argues that historically outsiders have played an important role in defining the nature of the West and constituting it as a political subject; processes that remain evident today.

This book will particularly interest students of critical security studies, critical geopolitics, European politics, American politics and IR theory.

This book examines colleges and universities across the diaspora with majority African, African-American, and other Black designated student enrolments. Research confirms that these campuses possess a flourishing landscape with racial, economic, and gender diversity while sharing a Black identity created through global racialization. Globally, Black colleges and universities create academic and social environments where different races, sexes, cultures, languages, nationalities, and citizenship status coexist, enabling academic achievement, civic engagement, and colonial resistance. This volume highlights racial hegemony in multi-national student experiences and achievement; examines the social and career implications of attendance on lifelong success; explores the impact of global Black marginalization and racist ideology on Black college communities; and explores the role gender plays in outcomes and attainment. This timely work engages the diversity of Black colleges and universities and explains their critical role in promoting academic excellence in higher education.