Consuming Higher Education explores the status of students within the university and society, and the funding and purpose of higher education, drawing on empirical data, UK and USA government policy documents, speeches by policy makers and media representations of students. Joanna Williams moves beyond the debates surrounding fees to consider the impact of the consumption model on universities, learning, knowledge, and student identity. While consumer status initially appears to empower students, Williams argues that it ultimately erodes students' autonomy and reduces learning to an instrumental focus on credit accumulation. At the same time, in giving students consumer status, lecturers are encouraged to avoid intellectually or emotionally challenging content so as not to upset student consumers, which could promote dissatisfaction. Williams draws these themes and arguments together to consider what it means to be a student and to explore alternative conceptions of higher education.

Academic freedom is increasingly being threatened by a stifling culture of conformity in higher education that is restricting individual academics, the freedom of academic thought and the progress of knowledge - the very foundations upon which academia and universities are built. Once, scholars demanded academic freedom to critique existing knowledge and to pursue new truths. Today, while fondness for the rhetoric of academic freedom remains, it is increasingly criticised as an outdated and elitist concept by students and lecturers alike and called into question by a number of political and intellectual trends such as feminism, critical theory and identity politics. This provocative and compelling book traces the demise of academic freedom within the context of changing ideas about the purpose of the university and the nature of knowledge. The book argues that a challenge to this culture of conformity and censorship and a defence of academic free speech are needed for critique to be possible and for the intellectual project of evaluating existing knowledge and proposing new knowledge to be meaningful. This book is that challenge and a passionate call to arms for the power of academic thought today.

Housing is a major contributor to CO2 emissions in Europe and America today and the construction of new homes offers an opportunity to address this issue. Providing homes that achieve "zero carbon", "carbon neutral", "zero-net energy" or "energy-plus" standard is becoming the goal of more innovative house-builders globally, whilst energy providers seek to decarbonise the energy supply to new and existing development. Various new technical systems for achieving these goals are beginning to emerge. For example the passive house whose energy requirement for space heating and cooling is almost zero; the smart grid that has revolutionized the management of energy, whilst enabling the connection of small-scale, renewable energy producers and electric vehicles to the grid; or the European super-grid which will enable zero carbon energy to be generated in the Sahara desert and stored in Norway. This book explores the diverse approaches that are being adopted around the world to deliver zero carbon homes and the different societal systems and geographic circumstances in which they have developed. It postulates a roadmap for delivering zero carbon homes, together with a toolbox approach for policy and practice to suit particular national and local circumstances. A series of case studies are presented that offer lessons for delivering zero carbon homes. These examples are also used to demonstrate how prototype systems can move into the mainstream. The book highlights some of the instruments and mechanisms that could be used to support this transformation and addresses the wider implications of introducing these innovative systems in terms of industry, lifestyle and urban form.

Powerful personal accounts from migrants crossing the US-Mexico border provide an understanding of their experiences, as well as the consequences of public policy Migrants, refugees, and deportees live through harrowing situations, yet their personal stories are often ignored. While politicians and commentators mischaracterize and demonize, herald border crises, and speculate about who people are and how they live, the actual memories of migrants are rarely shared. In the tradition of oral storytelling, Voices of the Border reproduces the stories migrants have told, offering a window onto both individual and shared experiences of crossing the US-Mexico border. This collection emerged from interviews conducted by the Kino Border Initiative (KBI), a Jesuit organization that provides humanitarian assistance and advocates for migrants. Based in Nogales, Arizona, and Nogales, Sonora-twin border cities connected by shared histories, geographies, economies, and cultures-the editors and their colleagues documented migrants' testimonios to amplify their voices. These personal narratives of lived experiences, presented in the original Spanish with English translations, bring us closer to these individuals' strength, love, and courage in the face of hardship and injustice. Short introductions written by migrant advocates, humanitarian workers, religious leaders, and scholars provide additional context at the beginning of each chapter. These powerful stories help readers better understand migrants' experiences, as well as the consequences of public policy for their community. Royalties from the sale of the book go to the Kino Border Initiative.

Academic freedom is increasingly being threatened by a stifling culture of conformity in higher education that is restricting individual academics, the freedom of academic thought and the progress of knowledge - the very foundations upon which academia and universities are built. Once, scholars demanded academic freedom to critique existing knowledge and to pursue new truths. Today, while fondness for the rhetoric of academic freedom remains, it is increasingly criticised as an outdated and elitist concept by students and lecturers alike and called into question by a number of political and intellectual trends such as feminism, critical theory and identity politics. This provocative and compelling book traces the demise of academic freedom within the context of changing ideas about the purpose of the university and the nature of knowledge. The book argues that a challenge to this culture of conformity and censorship and a defence of academic free speech are needed for critique to be possible and for the intellectual project of evaluating existing knowledge and proposing new knowledge to be meaningful. This book is that challenge and a passionate call to arms for the power of academic thought today.

There's never been a better time to be a woman. Thanks to those feminists who fought for liberation, young women today have freedom and opportunities their grandmothers could barely have imagined. Girls do better at school than boys and are more likely to go to university. As a result, women are taking more of the top jobs and the gender pay gap has all but disappeared. Yet rather than encouraging women to seize the new possibilities open to them, contemporary feminism tells them they are still oppressed. Women vs Feminism: Why We All Need Liberating from the Gender Wars challenges this stance, unpicking the statistics from the horror stories to explore the reality of women's lives. It argues that today's feminism is obsessed with trivial issues - skinny models, badly phrased jokes and misplaced compliments - and focuses on the regulation of male behaviour, rather than female empowerment, pitching men and women against each other in a never-ending gender war that benefits no-one. Feminism today does women no favours and it's time we were all liberated from the gender wars.

Consuming Higher Education explores the status of students within the university and society, and the funding and purpose of higher education, drawing on empirical data, UK and USA government policy documents, speeches by policy makers and media representations of students. Joanna Williams moves beyond the debates surrounding fees to consider the impact of the consumption model on universities, learning, knowledge, and student identity. While consumer status initially appears to empower students, Williams argues that it ultimately erodes students' autonomy and reduces learning to an instrumental focus on credit accumulation. At the same time, in giving students consumer status, lecturers are encouraged to avoid intellectually or emotionally challenging content so as not to upset student consumers, which could promote dissatisfaction. Williams draws these themes and arguments together to consider what it means to be a student and to explore alternative conceptions of higher education.