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The Graduate Grind looks closely at the culture of graduate school
in an effort to uncover why graduate students routinely experience
extreme depression, illness, divorce and sometimes even suicide and
murder. What elements provoke the sense of powerlessness and
hopelessness that produces such extreme reactions in students?
Unlike others who consider student suffering and failure an
integral part of a system based appropriately on survival of the
fittest, Hinchey and Kimmel argue instead that too much student
suffering comes from rampant and sanctioned abuse of power.
Examining common assumptions and routines through the lens of
critical theory, the authors question several aspects of graduate
education, including the conception of graduate students as
institutional capital; institutionalized prejudice based on age,
gender, sexual orientation, race and class; and competing power and
value systems. Throughout the book, the authors allow students to
tell their own stories, putting a human face on the results of
abuses generated by unchecked power and privilege.
The Graduate Grind looks closely at the culture of graduate school in an effort to uncover why graduate students routinely experience extreme depression, illness, divorce and sometimes even suicide and murder. What elements provoke the sense of powerlessness and hopelessness that produces such extreme reactions in students? Unlike others who consider student suffering and failure an integral part of a system based appropriately on "survival of the fittest," Hinchey and Kimmel argue instead that too much student suffering comes from rampant and sanctioned abuse of power. Examining common assumptions and routines through the lens of critical theory, the authors question several aspects of graduate education, including the conception of graduate students as institutional capital; institutionalized prejudice based on age, gender, sexual orientation, race and class; and competing power and value systems. Throughout the book, the authors allow students to tell their own stories, putting a human face on the results of abuses generated by unchecked power and privilege. Finding current exploitation of students unconscionable, Hinchey and Kimmel call for a new vision of graduate education, one in which institutions abandon the conception of graduate students as renewable institutional resources and begin instead to value and serve them as unique and vibrant human beings.
A volume in The National Education Policy Center Series Series
Editors: Kevin G. Welner, University of Colorado-Boulder Exploring
the School Choice Universe: Evidence and Recommendations gives
readers a comprehensive, complete picture of choice policies and
issues. In doing so, it offers cross-cutting insights that are
obscured when one looks only at single issue or a single approach
to choice. The book examines choice in its various forms: charter
schools, home schooling, online schooling, voucher plans that allow
students to use taxpayer funds to attend private schools, tuition
tax credit plans that provide a public subsidy for private school
tuition, and magnet schools and other forms of public school intra-
and interdistrict choice. It brings together some of the top
researchers in the field, presenting a comprehensive overview of
the best current knowledge of these important policies. The
questions addressed in Exploring the School Choice Universe are of
most importance to researchers and policy makers. What do choice
programs actually do? What forms do they take? Who participates,
and why? What are the funding implications? What are the results of
different forms of school choice on outcomes that matter, like
student performance, segregation, and competition effects? Do they
affect teachers' working conditions? Do they drive innovation? The
contents of this book offer reason to believe that choice policies
can further some educational goals. But they also suggest many
reasons for caution. If choice policies are to be evidence-based, a
re-examination is in order. The information, insights and
recommendations facilitate a more nuanced understanding of school
choice and provide the basis for designing sensible school choice
reforms that can pursue a range of desirable outcomes.
Endorsements: "By far, the richest source of information on the
most controversial issue in education." - Henry M. Levin, Teachers
College, Columbia University. "This book is one of the few
contributions to the school choice debate that recognizes the range
and complexity of the issues involved and acknowledges that
political judgements about the costs and benefits of choice
initiatives are not straightforward. It will be of interest not
only to American readers but also to those in other countries
considering the adoption of similar choice policies. I strongly
recommend this book to anyone who does not have a closed mind on
the subject." - Geoff Whitty, Director Emeritus, Institute of
Education, University of London
Exploring the School Choice Universe: Evidence and Recommendations
gives readers a comprehensive, complete picture of choice policies
and issues. In doing so, it offers cross-cutting insights that are
obscured when one looks only at single issue or a single approach
to choice. The book examines choice in its various forms: charter
schools, home schooling, online schooling, voucher plans that allow
students to use taxpayer funds to attend private schools, tuition
tax credit plans that provide a public subsidy for private school
tuition, and magnet schools and other forms of public school intra-
and interdistrict choice. It brings together some of the top
researchers in the field, presenting a comprehensive overview of
the best current knowledge of these important policies. The
questions addressed in Exploring the School Choice Universe are of
most importance to researchers and policy makers. What do choice
programs actually do? What forms do they take? Who participates,
and why? What are the funding implications? What are the results of
different forms of school choice on outcomes that matter, like
student performance, segregation, and competition effects? Do they
affect teachers' working conditions? Do they drive innovation? The
contents of this book offer reason to believe that choice policies
can further some educational goals. But they also suggest many
reasons for caution. If choice policies are to be evidence-based, a
re-examination is in order. The information, insights and
recommendations facilitate a more nuanced understanding of school
choice and provide the basis for designing sensible school choice
reforms that can pursue a range of desirable outcomes.
Endorsements: At a time when private think-tanks seek to advance
their ideological agendas through what is often shoddy research,
this book is both a welcome corrective to and a reminder of the
dangers of the mis-use of data in significant educational policy
debates. - Michael W. Apple, University of Wisconsin, Madison
Democracy thrives when a nation insures itself of a well-informed
populace. The Think Tank Review Project helps our nation meet that
goal by debunking bad social science, much of which emanates from
the many highly partisan and well-funded think tanks that have
developed over the last few decades. This book presents the best of
the Project's reviews in a compelling indictment of think tank
reports and their influence. - David Berliner, Arizona State
University Education policy over the past thirty years has been
powerfully influenced by well-funded and slickly produced research
reports produced by advocacy think tanks. The quality of think tank
reports and the value of the policies they support have been
sharply debated. To help policymakers, the media, and the public
assess these quality issues, the Think Tank Review Project provides
expert third party reviews. The Project has, since 2006, published
59 reviews of reports from 26 different institutions. This book
brings together 21 of those reviews, focusing on examining the
arguments and evidence used by think tanks to promote reforms such
as vouchers, charter schools and alternative routes to teacher
certification. The reviews are written using clear, non-academic
language, with each review illustrating how readers can approach,
understand and critique policy studies and reports. The book will
be of interest to practitioners, policymakers, researchers, and
anyone concerned with the current debates about educational reform.
Endorsements: At a time when private think-tanks seek to advance
their ideological agendas through what is often shoddy research,
this book is both a welcome corrective to and a reminder of the
dangers of the mis-use of data in significant educational policy
debates. - Michael W. Apple, University of Wisconsin, Madison
Democracy thrives when a nation insures itself of a well-informed
populace. The Think Tank Review Project helps our nation meet that
goal by debunking bad social science, much of which emanates from
the many highly partisan and well-funded think tanks that have
developed over the last few decades. This book presents the best of
the Project's reviews in a compelling indictment of think tank
reports and their influence. - David Berliner, Arizona State
University Education policy over the past thirty years has been
powerfully influenced by well-funded and slickly produced research
reports produced by advocacy think tanks. The quality of think tank
reports and the value of the policies they support have been
sharply debated. To help policymakers, the media, and the public
assess these quality issues, the Think Tank Review Project provides
expert third party reviews. The Project has, since 2006, published
59 reviews of reports from 26 different institutions. This book
brings together 21 of those reviews, focusing on examining the
arguments and evidence used by think tanks to promote reforms such
as vouchers, charter schools and alternative routes to teacher
certification. The reviews are written using clear, non-academic
language, with each review illustrating how readers can approach,
understand and critique policy studies and reports. The book will
be of interest to practitioners, policymakers, researchers, and
anyone concerned with the current debates about educational reform.
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