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Abriendo Puertas, Cerrando Heridas (Opening Doors, Closing Wounds):
Latinas/os Finding Work-Life Balance in Academia is the newest book
in the series on balancing work and life in the academy from
Information Age Publishing. This volume focuses on the experiences
of Latina/o students, professors, and staff/administrators in
higher education and documents their testimonios of achieving a
sense of balance between their personal and professional lives. In
the face of many challenges they are scattered across the country,
are often working in isolation of each other and must find ways to
develop their own networks, support structures, and spaces where
they can share their wisdom, strategize, and forge alliances to
ensure collective. The book focuses on Latinas/os in colleges of
education, since many of them carry the important mission to
prepare new teachers, and research new pedagogies that have the
power of improving and transforming education. Following the format
of the work-life balance book series, this volume contains
autoethnographical testimonios in its methodological approach. This
volume addresses three very important guiding questions (1) What
are the existing structures that isolate/discriminate against
Latinas/os in higher education? (2) How can Latinas/os disrupt
these to achieve work-life balance? And, (3) Based on their
experiences, what are the transformative ideologies regarding
Latinas/os seeking work-life balance?
By critically examining the legal, institutional, and social
factors that prohibit or promote students' college choices, this
Volume undermines the notion that African American students and
their families are opposed to formal education, and reveals
structural barriers which they face in accessing elite
institutions. For African American students, unequal education is
rooted in the history in the legacy of slavery and of the history
of institutional and structural racism in United States. The long
legacy of racism in education cannot be dismissed when reflecting
on the college choice experiences of African American students made
today. Authors uniquely apply Critical Race Theory (CRT) to analyse
the college selection process of high achieving African American
students and, highlight the similarities and differences within an
impressive group of students, therefore challenging the deficit
notions of African American students as perpetual under-achievers.
They also show that contrary to the general assumption, African
American parents are inclined towards providing their sons and
daughters higher education at the elite institutes of US. The
decision is often influenced by analysis of factors including the
allocation of school resources, parental attitudes, university
recruitment, campus outreach, and affordability. The issues of
discrimination on the grounds of race, class, and gender often
plays a vital role in decision making process. This text will be of
great interest to graduate and postgraduate students, researchers,
academics, professionals and policy makers in the field of Race
& Ethnicity in Higher Education, Sociology of Education,
Equality & Human Rights, and African American Studies.
By critically examining the legal, institutional, and social
factors that prohibit or promote students' college choices, this
Volume undermines the notion that African American students and
their families are opposed to formal education, and reveals
structural barriers which they face in accessing elite
institutions. For African American students, unequal education is
rooted in the history in the legacy of slavery and of the history
of institutional and structural racism in United States. The long
legacy of racism in education cannot be dismissed when reflecting
on the college choice experiences of African American students made
today. Authors uniquely apply Critical Race Theory (CRT) to analyse
the college selection process of high achieving African American
students and, highlight the similarities and differences within an
impressive group of students, therefore challenging the deficit
notions of African American students as perpetual under-achievers.
They also show that contrary to the general assumption, African
American parents are inclined towards providing their sons and
daughters higher education at the elite institutes of US. The
decision is often influenced by analysis of factors including the
allocation of school resources, parental attitudes, university
recruitment, campus outreach, and affordability. The issues of
discrimination on the grounds of race, class, and gender often
plays a vital role in decision making process. This text will be of
great interest to graduate and postgraduate students, researchers,
academics, professionals and policy makers in the field of Race
& Ethnicity in Higher Education, Sociology of Education,
Equality & Human Rights, and African American Studies.
This unique collection examines the social justice implications
of contemporary economic, finance, and budgeting policies affecting
the K-12 education system in the United States. The authors
included in this volume provide critiques and explorations of
several established theories and policy approaches that undergird
contemporary thinking in the field of school finance. These
explorations offer themselves as foundations for building new
frameworks to understand how school finance policies might better
support broader changes needed to improve the educational
conditions faced by those individuals and groups traditionally
underrepresented in economic, political, and social policy
arenas.
This unique collection examines the social justice implications
of contemporary economic, finance, and budgeting policies affecting
the K-12 education system in the United States. The authors
included in this volume provide critiques and explorations of
several established theories and policy approaches that undergird
contemporary thinking in the field of school finance. These
explorations offer themselves as foundations for building new
frameworks to understand how school finance policies might better
support broader changes needed to improve the educational
conditions faced by those individuals and groups traditionally
underrepresented in economic, political, and social policy
arenas.
Abriendo Puertas, Cerrando Heridas (Opening Doors, Closing Wounds):
Latinas/os Finding Work-Life Balance in Academia is the newest book
in the series on balancing work and life in the academy from
Information Age Publishing. This volume focuses on the experiences
of Latina/o students, professors, and staff/administrators in
higher education and documents their testimonios of achieving a
sense of balance between their personal and professional lives. In
the face of many challenges they are scattered across the country,
are often working in isolation of each other and must find ways to
develop their own networks, support structures, and spaces where
they can share their wisdom, strategize, and forge alliances to
ensure collective. The book focuses on Latinas/os in colleges of
education, since many of them carry the important mission to
prepare new teachers, and research new pedagogies that have the
power of improving and transforming education. Following the format
of the work-life balance book series, this volume contains
autoethnographical testimonios in its methodological approach. This
volume addresses three very important guiding questions (1) What
are the existing structures that isolate/discriminate against
Latinas/os in higher education? (2) How can Latinas/os disrupt
these to achieve work-life balance? And, (3) Based on their
experiences, what are the transformative ideologies regarding
Latinas/os seeking work-life balance?
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