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Religion and Higher Education in Europe and North America
illuminates the experiences of staff and students in higher
education as they negotiate the university environment. Religious
extremism has been rising across Europe, whilst recent attacks have
thrown public debate around the place of religion on campus, the
role of universities in recognising and managing religious
fundamentalism and freedom of speech on campus into sharper focus.
Despite these debates, research exploring religion on campus has
been largely absent from discourse on higher education outside of
America, with policy and practices designed to deal with religion
on campus largely founded on supposition rather than evidence. This
book speaks into that void, including results from recent studies
in the field which form an empirically grounded base from a broad
variety of perspectives on religion at universities. Aiming to
offer a deeper perspective, more dialogue, and engagement on the
experiences of students, Religion and Higher Education in Europe
and North America presents us not only with an opportunity to
counter growing trends of intolerance, but for people to connect
with the humanity of others. Focusing on what research reveals
about staff and students' experiences, it incorporates research
from different academic disciplines including sociology, education,
social policy, theology and religious studies, and across different
faith and belief groups. This thought-provoking and challenging
volume features chapters written by researchers involved in
informing policy and practice relating to religion and belief in
higher education in the UK, US, Canada, France and the Netherlands
. Spanning the academic-practitioner divide, students and academics
interested in the sociology of religion and of higher education, as
well as those responsible for the practical management of campus
life, will find this text of particular importance.
Drawing together example studies from international contexts, this
edited collection provides a new and cross-disciplinary perspective
on the concept of the possible self, exploring its theoretical,
methodological and empirical uses with regards to Higher Education.
Building on research which examines the ways in which possible
selves are constructed through inequalities of class, race and
gender, the book interrogates the role of imagined futures in
student, professional and academic lives, augmenting the concept of
possible selves, with its origins in psychology, with sociological
approaches to educational inequalities and exclusionary practices.
Possible Selves and Higher Education considers both the theoretical
and methodological frameworks behind the concept of possible
selves; the first section includes chapters that consider different
theoretical insights, while the second section offers empirical
examples, exploring how the possible selves concept has been used
in many diverse higher education research contexts. With each
chapter considering a different aspect of the structural barriers
to or within education, the examples provided range from the
experiences of students and teachers in the language learning
classroom, to graduates entering employment for the first time, and
refugees seeking to rebuild lives through engagement with
education. Offering a broad and diverse examination of how concepts
of our future selves can affect and limit educational outcomes,
this book furthers the sociological dialogue concerning the
relationship between individual agency and structural constraints
in higher education research. It is an essential and influential
text for both students and academics, as well as anyone responsible
for student services such as outreach and widening participation.
Religion and Higher Education in Europe and North America
illuminates the experiences of staff and students in higher
education as they negotiate the university environment. Religious
extremism has been rising across Europe, whilst recent attacks have
thrown public debate around the place of religion on campus, the
role of universities in recognising and managing religious
fundamentalism and freedom of speech on campus into sharper focus.
Despite these debates, research exploring religion on campus has
been largely absent from discourse on higher education outside of
America, with policy and practices designed to deal with religion
on campus largely founded on supposition rather than evidence. This
book speaks into that void, including results from recent studies
in the field which form an empirically grounded base from a broad
variety of perspectives on religion at universities. Aiming to
offer a deeper perspective, more dialogue, and engagement on the
experiences of students, Religion and Higher Education in Europe
and North America presents us not only with an opportunity to
counter growing trends of intolerance, but for people to connect
with the humanity of others. Focusing on what research reveals
about staff and students' experiences, it incorporates research
from different academic disciplines including sociology, education,
social policy, theology and religious studies, and across different
faith and belief groups. This thought-provoking and challenging
volume features chapters written by researchers involved in
informing policy and practice relating to religion and belief in
higher education in the UK, US, Canada, France and the Netherlands
. Spanning the academic-practitioner divide, students and academics
interested in the sociology of religion and of higher education, as
well as those responsible for the practical management of campus
life, will find this text of particular importance.
Drawing together example studies from international contexts, this
edited collection provides a new and cross-disciplinary perspective
on the concept of the possible self, exploring its theoretical,
methodological and empirical uses with regards to Higher Education.
Building on research which examines the ways in which possible
selves are constructed through inequalities of class, race and
gender, the book interrogates the role of imagined futures in
student, professional and academic lives, augmenting the concept of
possible selves, with its origins in psychology, with sociological
approaches to educational inequalities and exclusionary practices.
Possible Selves and Higher Education considers both the theoretical
and methodological frameworks behind the concept of possible
selves; the first section includes chapters that consider different
theoretical insights, while the second section offers empirical
examples, exploring how the possible selves concept has been used
in many diverse higher education research contexts. With each
chapter considering a different aspect of the structural barriers
to or within education, the examples provided range from the
experiences of students and teachers in the language learning
classroom, to graduates entering employment for the first time, and
refugees seeking to rebuild lives through engagement with
education. Offering a broad and diverse examination of how concepts
of our future selves can affect and limit educational outcomes,
this book furthers the sociological dialogue concerning the
relationship between individual agency and structural constraints
in higher education research. It is an essential and influential
text for both students and academics, as well as anyone responsible
for student services such as outreach and widening participation.
This book examines the key debates relating to the rights,
responsibilities, policies and practices of the higher education
sector when dealing with students from refugee backgrounds.
Exploring the political context of forced migration to countries of
settlement, including the impact made by media rhetoric, Refugees
in Higher Education identifies how such global issues frame and
position the efforts of universities to open access to, and enable
the participation of, refugee students. Focusing on the UK and
Australia (representing a past colonising and a colonised country)
and including a series of individual case studies, it asks
challenging questions about the discourses around forced migration,
and how these play out for students on a personal level. With
unprecedented levels of forced migration, and the growing strength
of anti-immigration arguments as more power is conceded to
alt-right conservative governments, Refugees in Higher Education is
both a timely and much-needed contribution to its field.
This book examines the key debates relating to the rights,
responsibilities, policies and practices of the higher education
sector when dealing with students from refugee backgrounds.
Exploring the political context of forced migration to countries of
settlement, including the impact made by media rhetoric, Refugees
in Higher Education identifies how such global issues frame and
position the efforts of universities to open access to, and enable
the participation of, refugee students. Focusing on the UK and
Australia (representing a past colonising and a colonised country)
and including a series of individual case studies, it asks
challenging questions about the discourses around forced migration,
and how these play out for students on a personal level. With
unprecedented levels of forced migration, and the growing strength
of anti-immigration arguments as more power is conceded to
alt-right conservative governments, Refugees in Higher Education is
both a timely and much-needed contribution to its field.
We know higher education is more than effective teaching and
learning. This series examine the issues impacting HE providers,
students, reputations and longevity of institutions across the
world. Great Debates are just that - discussions designed to assess
and evaluate the state of higher education systems, policies as
well as social and economic impacts looking at inclusivity,
accessibility, safety and leadership. These topics resonate with
students, researchers and HE administrators alike. Titles included
in this set: Teaching Excellence in Higher Education:Challenges,
Changes and the Teaching Excellence Framework; British Universities
in the Brexit Moment:Political, Economic and Cultural Implications;
Higher Education Funding and Access in International Perspective;
Sexual Violence on Campus:Power-Conscious Approaches to Awareness,
Prevention, and Response; Evaluating Scholarship and Research
Impact:History, Practices, and Policy Development; Access to
Success and Social Mobility through Higher Education:A Curate's
Egg?; The Marketisation of English Higher Education:A Policy
Analysis of a Risk-Based System; Refugees in Higher
Education:Debate, Discourse and Practice; Radicalisation and
Counter-Radicalisation in Higher Education; Perspectives on Access
to Higher Education:Practice and Research; Cultural Journeys in
Higher Education:Student Voices and Narratives; Degendering
Leadership in Higher Education;
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