This interdisciplinary study of feminism, equity and change in the academy attempts to decode and disentangle gendered message systems and the matrix of power relations in the academy. Based on interviews with forty feminist academics and students in Britain, Sweden and Greece, the book consists of feminist readings of the micro-processes of everyday practices. Change is interrogated in relation to feminist pedagogy, equity, organizational culture, policies and discourses of new right reform, mass expansion and new managerialism.

This study of feminism, equity and change in the academy is based on interviews with 40 feminist academics and students in Britain, Sweden and Greece. The research attempts to decode and disentangle gendered message systems and the matrix of power relations in the academy. It consists of feminist readings of the micro processes of everyday practices. Change is interrogated in relation to feminist pedagogy, equity, organizational culture, policies and discourses of new right reform, mass expansion and new managerialism. This work is intended for departments of sociology, women's studies, education, organization studies, management studies, equal opportunities, and employment studies.

Managing Tourism Firms is an authoritative selection of the most important published work on the particular characteristics and problems associated with running a firm in tourism. Major topics covered include: strategy, marketing, the use of the Internet and IT, pricing, managing staff and studies of specific sectors of the industry. The book provides an overview of current issues and a handy reference in one volume to the major published research contributions. The editor has written a new, authoritative introduction which offers a comprehensive, state-of-the-art summary of the literature. This volume will be valuable to researchers and students in tourism and practitioners seeking the latest thinking on these topics.

Theorists in education recommend multicultural education and cultural competence training as a way to address the achievement gap, especially in urban schools serving large populations of students of color. It is assumed that more training for educators can alleviate the issues present in these schools. Most theory has not been incorporated into practice, especially in secondary schools. Theorists continue to advocate for such educational methods, but their recommendations ignore the political and historical context of urban schools. Most research does not address the perceptions of those who practice in the field. Those who work in these urban, high-poverty schools can lend a perspective that is absent in most of the literature, and can help explain why these recommendations are not implemented as recommended.

This study of feminism, equity and change in the academy is based on interviews with 40 feminist academics and students in Britain, Sweden and Greece. The research attempts to decode and disentangle gendered message systems and the matrix of power relations in the academy. It consists of feminist readings of the micro processes of everyday practices. Change is interrogated in relation to feminist pedagogy, equity, organizational culture, policies and discourses of new right reform, mass expansion and new managerialism.