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While the term "public intellectual" has been used to describe
scholars who seek to share their re-search with the public, little
work has been done to examine the role of a public intellectual in
the field of education. This book builds upon the notion of the
public intellectual in a way that makes the term more accessible,
using it to refer to education scholars who seek to share their
research outside of academia. Media coverage of educational issues
is rife with self-appointed experts on education who have claimed
space in public discussions to define educational problems and
dominate public dialogues on education. But where are the education
researchers in these academic dialogues? This book addresses their
absence, sharing the stories of scholars who are seeking to enter
public dialogues and reclaim space for reasoned dialogue on
education. The stories of public scholars highlighted here
acknowledge that the policymaking arena is teeming with value
conflicts that can lead to dismissing or ignoring research if it
does not fit with political agendas.
This book will examine how universities in China and the US are
responding to markets and increasing global competition. For both
countries, a university education is seen as key to economic
development. While China and the US have two very different
political systems, they represent the two largest economies in the
world and share beliefs that higher education plays an integral
role to economic development. The book will bring together scholars
with multiple perspectives on the topic to create dialogue around
similarities and differences. This book will appeal to students,
scholars, and higher educational administrators in both countries
and other countries as well who are seeking to understand the
strategic change in higher education in both China and the US. ​
This book will examine how universities in China and the US are
responding to markets and increasing global competition. For both
countries, a university education is seen as key to economic
development. While China and the US have two very different
political systems, they represent the two largest economies in the
world and share beliefs that higher education plays an integral
role to economic development. The book will bring together scholars
with multiple perspectives on the topic to create dialogue around
similarities and differences. This book will appeal to students,
scholars, and higher educational administrators in both countries
and other countries as well who are seeking to understand the
strategic change in higher education in both China and the US.
The global economic meltdown has highlighted the interconnectedness
of nations. This book seeks to provide an overview of topics,
issues, and best practices related to defining social justice
leadership given our increasingly global world. Refugees and
immigrants from around the globe now inhabit schools and
institutions of higher education across the nation and US students,
teachers, and leaders are traversing international boarders both
physically and virtually through international collaboration,
technology, and exchange programs. Although there have been
increased efforts and scholarship in support of diversity and
multicultural awareness, these efforts have largely focused on the
US. We acknowledge that many leadership theories are "domestic" in
that they typically incorporate US perspectives or a single-culture
description of effective leadership. This book provides a deeper
understanding of diverse and multicultural perspectives as they
relate to a world that is becoming increasingly interconnected
economically, socially, and culturally. Particular attention is
paid to providing specific strategies for social justice leaders
working in PK-12 and/or higher education, and leadership
preparation programs to promote effective leadership that reflects
multicultural understanding of the diversity both within and
outside the US. Within the context of leadership practice,
internationalization offers new insights and ideas about leadership
aims, processes, and competencies as a means for addressing equity
concerns throughout PK-20 education.
The global economic meltdown has highlighted the interconnectedness
of nations. This book seeks to provide an overview of topics,
issues, and best practices related to defining social justice
leadership given our increasingly global world. Refugees and
immigrants from around the globe now inhabit schools and
institutions of higher education across the nation and US students,
teachers, and leaders are traversing international boarders both
physically and virtually through international collaboration,
technology, and exchange programs. Although there have been
increased efforts and scholarship in support of diversity and
multicultural awareness, these efforts have largely focused on the
US. We acknowledge that many leadership theories are "domestic" in
that they typically incorporate US perspectives or a single-culture
description of effective leadership. This book provides a deeper
understanding of diverse and multicultural perspectives as they
relate to a world that is becoming increasingly interconnected
economically, socially, and culturally. Particular attention is
paid to providing specific strategies for social justice leaders
working in PK-12 and/or higher education, and leadership
preparation programs to promote effective leadership that reflects
multicultural understanding of the diversity both within and
outside the US. Within the context of leadership practice,
internationalization offers new insights and ideas about leadership
aims, processes, and competencies as a means for addressing equity
concerns throughout PK-20 education.
Employing a social justice framework, this book provides
educational leaders and practitioners with tools and strategies for
grappling with the political fray of education politics. The
framework offers ways to critique, challenge, and alter social,
cultural, and political patterns in organizations and systems that
perpetuate inequities. The authors focus on the processes through
which educational politics is enacted, illustrating how inequitable
power relations are embedded in our democratic systems. Readers
will explore education politics at five focal points of power
(micro, local/district, state, federal, and global). The text
provides examples of how to "work the system" in ways that move
toward greater justice and equity in schools. Book Features:
Conceptualizes educational politics within a pragmatic social
justice framework. Examines the various layers of politics and how
they interact. Explains governance structures and policymaking
processes, such as policy formulation and implementation. Offers
insights into how power operates and how it can be invoked to
support the needs of struggling students. Explores why certain
values, needs, and ideas are heard while others are not.
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Paperback
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