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This edited volume offers empirical, evaluative, and philosophical
perspectives on the question of higher education as a human right
in the Asia Pacific. Throughout the region, higher education has
grown rapidly in a variety of ways. Price, accessibility, mobility,
and government funding are all key areas of interest, which likely
shape the degree to which higher education may be viewed as a human
right. Although enrollments continue to grow in many higher
education systems, protests related to fees and other equity issues
continue to grow. This volume will include scholarly perspectives
from around the region for a more extensive understanding of higher
education as a human right in the Asia Pacific.
This study is founded on several case studies which examine
countries, including Thailand and Uganda, where impact analyses
were done on World Bank loans dedicated to the expansion of higher
education in science and technology. These two countries were
chosen because they are in two different regions with dissimilar
colonial histories and their loans are relatively recent. A case
study on crossborder university partnerships also provides a model
which other universities and development agencies may utilize when
positioning higher education as a poverty reduction strategy.
Delivering extensive frontline information on education,
international development, and the challenges that follow, this
book also includes a review of poverty reduction strategies as well
as a theoretical framework that covers colonialism, development,
and indigenous knowledge. This research conducted on the World Bank
and the impact of its policies in two developing countries offers
primary source information on work related to the topic. A major
portion of the book looks at the effort put forth by U.S.
universities in partnership with universities in developing
countries for the purpose of using knowledge creation and
dissemination as a poverty reduction strategy. The policy
recommendations presented are useful for international development
agencies like the World Bank, and the model demonstrated can be
used by universities interested in cross-border partnerships across
lines of economic development. This book will be invaluable to
educational researchers, qualitative and ethnographic researchers,
international development specialists, and scholars in
international education.
This edited volume provides a framework for understanding academic
public good and offers case studies and perspectives as in depth
examples of the ways in which colleges and universities engage with
the community to produce social benefits. Focusing on the Asia
Pacific region, the authors discuss examples of engagement that
produce consciousness, partnerships, and services that are broadly
available to the public and enhance the progress of society. The
authors argue that, unlike an individual degree, these are public
benefits that should be focused upon and featured more readily so
that the breadth of university benefits come to be better
understood.
This edited volume addresses the dynamic global contexts redefining
Asia Pacific higher education, including cross-border education,
capacity and national birthrate profiles, pressures created within
ranking/status systems, and complex shifts in the meanings of the
public good that influence public education in an increasingly
privatized world.
Colleges across the country, and the nation as a whole continue to
be divided along racial lines. White Out: Understanding White
Privilege and Dominance in the Modern Age is about the role of
Whiteness and a defense of White dominance in an increasingly
diverse society. Whiteness is socially constructed, just as race is
undoubtedly a social construct, documented through various periods
in history. This book proposes that White Out is a learned habit
that serves to defend White dominance in a multicultural age. White
Out is a strategy that covers systems, dispositions, and actions
that cannot cover the full indentation or impact. However, the
action of blotting, either intentional or unintentional, serves to
obscure experiences of people of color in lieu of a competing
definition of reality. The authors introduce the White Architecture
of the Mind as a metaphor highlighting the mind as a collection of
walls, doors, windows, and pathways that influence individuals to
react based on a systemic logic that was socially constructed
reason. White Out, a byproduct of a White architecture of the mind,
is a set of individual actions, choices, behaviors, and attitudes
that are guided by a system that predisposes these attitudes and
perpetuates privilege for core members of a dominant majority. The
often-unconscious purpose in denying privilege and articulating
colorblind ideology is to support a larger system and view of
reality. The concepts covered in this volume include: White Pain,
Whitefluenza (privilege as a virus), White 22 (White if you do,
White if you don't), Whitrogressions, Angry White Men, White
Pilgrims, and Good White Friends.
In White Jesus: The Architecture of Racism in Religion and
Education, White Jesus is conceived as a socially constructed
apparatus-a mythology that animates the architecture of
salvation-that operates stealthily as a veneer for patriarchal
White supremacist, capitalist, and imperialist sociopolitical,
cultural, and economic agendas. White Jesus was constructed by
combining empire, colorism, racism, education, and religion; the
by-product is a distortion that reproduces violence in epistemic
and physical ways. The authors distinguish White Jesus from Jesus
of the Gospels, the one whose life, death, and resurrection demands
sacrificial love as a response-a love ethic. White Jesus is a
fraudulent scheme that many devotees of Jesus of Bethlehem naively
fell for. This book is about naming the lies, reclaiming the person
of Jesus, and reasserting a vision of power that locates Jesus of
the Gospels in solidarity with the easily disposed. The catalytic,
animating, and life-altering power of the cross of Jesus is enough
to subdue White Jesus and his patronage. White Jesus can be used in
a variety of academic disciplines, including education, religion,
sociology, and cultural studies. Furthermore, the book will be
useful for Christian institutions working to evaluate the images
and ideologies of Jesus that shape their biblical ethics, as well
as churches in the U.S. that are invested in breaking the mold of
homogeneity, civil religion, and uncoupling commitments to
patriotism from loyalty to one Kingdom. Educational institutions
and religious organizations that are committed to combining justice
and diversity efforts with a Jesus ethic will find White Jesus to
be a compelling primer.
Following the development of a "Concept Note" for the World Bank
Education Strategy 2020, the World Bank engaged in a series of
activities to garner feedback about the new strategy. In early
2011, a revised strategy was published entitled, "Learning for All:
Investing in People's Knowledge and Skills to Promote Development."
The document ranges from explaining the role of education in
development to the philosophy behind a new strategy and concludes
with details about performance and impact indicators. To bring
together the scholarly work and both evidence and expert opinion
about the development practices of the Bank, this volume includes
chapters/authors with a range of research interests, practical
experience, and ideological backgrounds.
In White Jesus: The Architecture of Racism in Religion and
Education, White Jesus is conceived as a socially constructed
apparatus-a mythology that animates the architecture of
salvation-that operates stealthily as a veneer for patriarchal
White supremacist, capitalist, and imperialist sociopolitical,
cultural, and economic agendas. White Jesus was constructed by
combining empire, colorism, racism, education, and religion; the
by-product is a distortion that reproduces violence in epistemic
and physical ways. The authors distinguish White Jesus from Jesus
of the Gospels, the one whose life, death, and resurrection demands
sacrificial love as a response-a love ethic. White Jesus is a
fraudulent scheme that many devotees of Jesus of Bethlehem naively
fell for. This book is about naming the lies, reclaiming the person
of Jesus, and reasserting a vision of power that locates Jesus of
the Gospels in solidarity with the easily disposed. The catalytic,
animating, and life-altering power of the cross of Jesus is enough
to subdue White Jesus and his patronage. White Jesus can be used in
a variety of academic disciplines, including education, religion,
sociology, and cultural studies. Furthermore, the book will be
useful for Christian institutions working to evaluate the images
and ideologies of Jesus that shape their biblical ethics, as well
as churches in the U.S. that are invested in breaking the mold of
homogeneity, civil religion, and uncoupling commitments to
patriotism from loyalty to one Kingdom. Educational institutions
and religious organizations that are committed to combining justice
and diversity efforts with a Jesus ethic will find White Jesus to
be a compelling primer.
This book underscores the role of belief and knowledge that are
outside the canons of science, as they are not often considered
within the core functions of a university. It explores various ways
in which belief systems are part of the fabric of higher education
- either implicitly or explicitly - and pursues a deeper
understanding of the role of belief practices as it plays out in
both private and public higher education. The broad variety of
geographic locations and belief systems represented here
demonstrate the ways in which implicit and explicit belief systems
affect higher education. The book is unique in its breadth of
coverage, but also in its depth of exploration regarding how belief
systems function in society through the avenue of higher education,
which is often a central site for the production and dissemination
of knowledge.
From scholarly monographs to papal homilies, Joseph Ratzinger
has insisted consistently over decades that Christianity is not a
set of ideas to believe or, even less, moral laws to follow.
Rather, Christianity is about a person and our encounter with that
person.
In "The Word Made Love," Christopher Collins identifies in the
structure of Ratzinger's thought the presentation of God as one who
speaks and who ultimately speaks Himself in the person of Jesus
Christ. Humanity's posture before God is one of hearing and
responding. For Ratzinger, then, dialogue is the basic structure of
al reality, and the Christian Vision articulates the radical
transformation that happens when we enter into this divine
dialogue. Collins argues that this dialogical, communicative
structure is a distinctive aspect of Ratzinger's thought and a
unique contribution to the renewal of theology in our day.
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