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In today's modern climate, education and learning take place in
multiple and diverse spaces. Increasingly, these spaces are both
physical and virtual in nature. Access to and use of information
and communication technologies, and the emergence of
knowledge-based economies necessitate an understanding of the
plurality of spaces (such as homes, workplaces, international space
and cyberspace) in which learning can take place. The spaces of
policy making with respect to education are also being transformed,
away from traditional centres of policy formation towards the
incorporation of a wider range of actors and sites. These changes
coincide with a more general interest in space and spatial theory
across the social sciences, where notions of simultaneity and
diversity replace more modernist conceptions of linear progress and
development through time. This volume proffers a unique perspective
on the transformation of education in the 21st century, by bringing
together leading researchers in education, sociology and geography
to address directly questions of space in relation to education and
learning. This collection of essays: examines the changing and
diverse spaces and concepts of education (occurring simultaneously
at different scales and in different parts of the world) explores
where education and learning take place discusses how spaces of
education vary at different stages (compulsory schooling, tertiary
and higher education, adult education and workplace learning)
inspects the ways in which the meanings attached to education and
learning change in different national and regional contexts.
Changing Spaces of Education is an important and timely
contribution to a growing area of concern within the social
sciences and amongst practitioners and policy-makers, reflecting an
urgent need to understand the ways in which both education and
learning are being reconfigured, not just nationally, but also
internationally and transnationally. It is essential reading for
final-year undergraduates, postgraduates and researchers in
geography, sociology, education and policy studies, with an aim,
too, of informing policy and practice in this area.
This book explores questions around the meaning and significance of
international student migration. Framed in relation to the
mobilities - and immobilities - of international students, the book
highlights various key themes emerging from the rich
interdisciplinary scholarship in this area, including
socio-economic diversification in mobile students, the differential
value of international higher education, and citizenship and
state-building projects. It also discusses the importance of
considering ethics in relation to student migrants. This pioneering
book will be of interest and value to scholars of student
mobilities and the international student experience more widely, as
well as practitioners and policy makers.
Drawing on detailed qualitative research, this timely study
explores the experiences of fathers who take on equal or primary
care responsibilities for young children. The authors examine what
prompts these arrangements, how fathers adjust to their caregiving
roles over time, and what challenges they face along the way. The
book asks what would encourage more fathers to become primary or
equal caregivers, and how we can make things easier for those who
do. Offering new academic insight and practical recommendations,
this will be key reading for those interested in parenting,
families and gender, including researchers, policymakers,
practitioners and students.
Drawing on the perspectives of scholars and researchers from around
the world, this book challenges dominant constructions of higher
education students. Given the increasing number and diversity of
such students, the book offers a timely discussion of the implicit
and sometimes subtle ways that they are characterised or defined.
Topics vary from the ways that curriculum designers 'imagine'
learners, the complex and evolving nature of student identity work,
through to newspaper and TV representations of university
attendees. Reimagining the Higher Education Student seeks to
question the accepted or unquestioned nature of 'being a student'
and instead foreground the contradictions and 'messiness' of such
ideation. Offering timely insights into the nature of the student
experience and providing an understanding of what students may
desire from their Higher Education participation, this book covers
a range of issues, including: Impressions versus the reality of
being a Higher Education student Portrayals of students in various
media including newspapers, TV shows and online Generational
perspectives on students, and students as family members It is a
valuable resource for academics and students both researching and
working in higher education, especially those with a focus on
identities, their importance and their constructions.
Chicago has quite a harrowing history, and not all of it has stayed
in the past. Meet the ghosts at Oprah's studios, the strange
hitchhikers along Archer Avenue, the frightened souls from the St.
Valentine's Day Massacre, and the feared La Llorona, who just may
steal your children! The devil baby and the haunted Hull house will
chill you to the bone, as will Resurrection Mary.\nBy the time
youre through, youll know all of Chi-towns greatest supernatural
secrets, and you might never look at the city the same way again.
EPDF and EPUB available Open Access under CC-BY-NC-ND licence. Amid
debates about the future of both higher education and
Europeanisation, this book is the first full-length exploration of
how Europe's 35 million students are understood by key social
actors across different nations. The various chapters compare and
contrast conceptualisations in six nations, held by policymakers,
higher education staff, media and students themselves. With an
emphasis on students' lived experiences, the authors provide new
perspectives about how students are understood, and the extent to
which European higher education is homogenising. They explore
various prominent constructions of students - including as
citizens, enthusiastic learners, future workers and objects of
criticism.
Drawing on the perspectives of scholars and researchers from around
the world, this book challenges dominant constructions of higher
education students. Given the increasing number and diversity of
such students, the book offers a timely discussion of the implicit
and sometimes subtle ways that they are characterised or defined.
Topics vary from the ways that curriculum designers 'imagine'
learners, the complex and evolving nature of student identity work,
through to newspaper and TV representations of university
attendees. Reimagining the Higher Education Student seeks to
question the accepted or unquestioned nature of 'being a student'
and instead foreground the contradictions and 'messiness' of such
ideation. Offering timely insights into the nature of the student
experience and providing an understanding of what students may
desire from their Higher Education participation, this book covers
a range of issues, including: Impressions versus the reality of
being a Higher Education student Portrayals of students in various
media including newspapers, TV shows and online Generational
perspectives on students, and students as family members It is a
valuable resource for academics and students both researching and
working in higher education, especially those with a focus on
identities, their importance and their constructions.
Despite allegations of political disengagement and apathy on the
part of the young, the last ten years have witnessed a considerable
degree of political activity by young people - much of it led by
students or directed at changes to the higher education system.
Such activity has been evident across the globe. Nevertheless, to
date, no book has brought together contributions from a wide
variety of national contexts to explore such trends in a rigorous
manner. Student Politics and Protest: International Perspectives
offers a unique contribution to the disciplines of education,
sociology, social policy, politics and youth studies. It provides
the first book-length analysis of student politics within
contemporary higher education comprising contributions from a
variety of different countries and addressing questions such as:
What roles do students' unions play in politics today? How
successful are students in bringing about change? In what ways are
students engaged in politics and protest in contemporary society?
How does such engagement differ by national context? Student
Politics and Protest: International Perspectives explores a number
of common themes, including: the focus and nature of student
politics and protest; whether students are engaging in
fundamentally new forms of political activity; the characteristics
of politically engaged students; the extent to which such activity
can be considered to be 'globalised'; and societal responses to
political activity on the part of students. Student Politics and
Protest: International Perspectives does not seek to develop a
coherent argument across all its chapters but, instead, illustrate
the variety of empirical foci, theoretical resources and
substantive arguments that are being made in relation to student
politics and protest. International in scope, with all chapters
dealing with recent developments concerning student politics and
protest, this book will be an invaluable guide for Higher Education
professionals, masters and postgraduate students in education,
sociology, social policy, politics and youth studies.
Southern Illinois' ghost stories stretch from Springfield, where
Abraham Lincoln's ghost relaxes in a rocking chair in his old home,
to the city of Alton, where the ghost of murdered abolitionist
Elijah Lovejoy roams near his monument in Alton Cemetery. While
you're in Alton, you'll meet the ghost of Reverend Phillip Mercer
who locks and unlocks doors at the First Unitarian Church. In
downtown Decatur, you just might run into Red, the Lincoln
Theater's most infamous ghost. And if you're still feeling brave,
you can wander to the Cracker Factory where you can hear the
whistling ghost of Sam Thames. He has a knack for moving things
around at night. Get ready to come face to face with these and
other Illinois ghosts.
Negotiating Ethical Challenges in Youth Research brings together
contributors from across the world to explore real-life ethical
dilemmas faced by researchers working with young people in a range
of social science disciplines. Unlike literature that tends to
discuss youth research at an abstracted and exalted level, this
volume aims to make the basic principles and guidelines of youth
research more 'real.' By openly discussing actual challenges that
researchers have experienced in the course of conducting their
fieldwork or interpreting their findings, this collection provides
the most authentic overview of the ethics of youth research
available. A careful selection of chapters addresses a range of
ethical challenges particularly relevant to contemporary youth
researchers. Each chapter identifies an ethical issue that the
author has personally experienced in his or her youth research,
explains why this was a challenge or dilemma, outlines how the
researcher responded to the challenge, and provides advice and
draws out broader implications for youth researchers. The chapters
are organized around three themes that capture core ethical
challenges: power and agency, protection and harm prevention, and
trust and respect. The result is a collection that is a rigorous
and valuable resource to those embarking on research with young
people for the first time as well as supporting the resolution of
ethical challenges by more experienced researchers.
Drawing on detailed qualitative research, this timely study
explores the experiences of fathers who take on equal or primary
care responsibilities for young children. The authors examine what
prompts these arrangements, how fathers adjust to their caregiving
roles over time, and what challenges they face along the way. The
book asks what would encourage more fathers to become primary or
equal caregivers, and how we can make things easier for those who
do. Offering new academic insight and practical recommendations,
this will be key reading for those interested in parenting,
families and gender, including researchers, policymakers,
practitioners and students.
This timely volume explores the ways that university institutions
affect the experiences of student carers and how student carers
negotiate the (often conflicting) demands of care and academic
work. The book maps the experiences of student carers in academic
cultures, exploring the intersectional ways in which gender, class,
race and other social categories define who can take up a position
as a student and a carer. It is framed by concerns of equity and
diversity in higher education and ways that diverse people with
wide-ranging care responsibilities are able to access and engage
with degree-level study. The book promotes the idea of a more
inclusive and equitable higher education environment and supports
the emergence of more 'care-full' academic cultures which value and
recognise care and carers. The book will be highly relevant reading
for academics, researchers and post-graduate students with an
interest in higher education, social justice, gender studies and
caring responsibilities. It will also be of interest to
postgraduate students in sociology of education as well as higher
education policymakers.
Part of the popular BERA/SAGE Research Methods in Education series,
this is the first book to specifically focus on the ethics of
Education research. Drawn from the authors' experiences in the UK,
Australia and mainland Europe and with contributions from across
the globe, this clear and accessible book includes a wide range of
examples The authors show how to: identify ethical issues which may
arise with any research project gain informed consent provide
information in the right way to participants present and
disseminate findings in line with ethical guidelines All
researchers, irrespective of whether they are postgraduate
students, practising teachers or seasoned academics, will find this
book extremely valuable for its rigorous and critical discussion of
theory and its strong practical focus. Rachel Brooks is Professor
of Sociology and Head of the Sociology Department at the University
of Surrey, UK. Kitty te Riele is Principal Research Fellow in the
Victoria Institute for Education, Diversity and Lifelong Learning,
at Victoria University in Australia. Meg Maguire is Professor of
Sociology of Education at King's College London.
Negotiating Ethical Challenges in Youth Research brings together
contributors from across the world to explore real-life ethical
dilemmas faced by researchers working with young people in a range
of social science disciplines. Unlike literature that tends to
discuss youth research at an abstracted and exalted level, this
volume aims to make the basic principles and guidelines of youth
research more 'real.' By openly discussing actual challenges that
researchers have experienced in the course of conducting their
fieldwork or interpreting their findings, this collection provides
the most authentic overview of the ethics of youth research
available. A careful selection of chapters addresses a range of
ethical challenges particularly relevant to contemporary youth
researchers. Each chapter identifies an ethical issue that the
author has personally experienced in his or her youth research,
explains why this was a challenge or dilemma, outlines how the
researcher responded to the challenge, and provides advice and
draws out broader implications for youth researchers. The chapters
are organized around three themes that capture core ethical
challenges: power and agency, protection and harm prevention, and
trust and respect. The result is a collection that is a rigorous
and valuable resource to those embarking on research with young
people for the first time as well as supporting the resolution of
ethical challenges by more experienced researchers.
In today s modern climate, education and learning take place in
multiple and diverse spaces. Increasingly, these spaces are both
physical and virtual in nature. Access to and use of information
and communication technologies, and the emergence of
knowledge-based economies necessitate an understanding of the
plurality of spaces (such as homes, workplaces, international space
and cyberspace) in which learning can take place. The spaces of
policy making with respect to education are also being transformed,
away from traditional centres of policy formation towards the
incorporation of a wider range of actors and sites. These changes
coincide with a more general interest in space and spatial theory
across the social sciences, where notions of simultaneity and
diversity replace more modernist conceptions of linear progress and
development through time.
This volume proffers a unique perspective on the transformation
of education in the 21st century, by bringing together leading
researchers in education, sociology and geography to address
directly questions of space in relation to education and learning.
This collection of essays:
- examines the changing and diverse spaces and concepts of
education (occurring simultaneously at different scales and in
different parts of the world)
- explores where education and learning take place
- discusses how spaces of education vary at different stages
(compulsory schooling, tertiary and higher education, adult
education and workplace learning)
- inspects the ways in which the meanings attached to education
and learning change in different national and regional
contexts.
Changing Spaces of Education is an important and timely
contribution to a growing area of concern within the social
sciences and amongst practitioners and policy-makers, reflecting an
urgent need to understand the ways in which both education and
learning are being reconfigured, not just nationally, but also
internationally and transnationally. It is essential reading for
final-year undergraduates, postgraduates and researchers in
geography, sociology, education and policy studies, with an aim,
too, of informing policy and practice in this area.
Despite allegations of political disengagement and apathy on the
part of the young, the last ten years have witnessed a considerable
degree of political activity by young people - much of it led by
students or directed at changes to the higher education system.
Such activity has been evident across the globe. Nevertheless, to
date, no book has brought together contributions from a wide
variety of national contexts to explore such trends in a rigorous
manner. Student Politics and Protest: International Perspectives
offers a unique contribution to the disciplines of education,
sociology, social policy, politics and youth studies. It provides
the first book-length analysis of student politics within
contemporary higher education comprising contributions from a
variety of different countries and addressing questions such as:
What roles do students' unions play in politics today? How
successful are students in bringing about change? In what ways are
students engaged in politics and protest in contemporary society?
How does such engagement differ by national context? Student
Politics and Protest: International Perspectives explores a number
of common themes, including: the focus and nature of student
politics and protest; whether students are engaging in
fundamentally new forms of political activity; the characteristics
of politically engaged students; the extent to which such activity
can be considered to be 'globalised'; and societal responses to
political activity on the part of students. Student Politics and
Protest: International Perspectives does not seek to develop a
coherent argument across all its chapters but, instead, illustrate
the variety of empirical foci, theoretical resources and
substantive arguments that are being made in relation to student
politics and protest. International in scope, with all chapters
dealing with recent developments concerning student politics and
protest, this book will be an invaluable guide for Higher Education
professionals, masters and postgraduate students in education,
sociology, social policy, politics and youth studies.
This book explores questions around the meaning and significance of
international student migration. Framed in relation to the
mobilities - and immobilities - of international students, the book
highlights various key themes emerging from the rich
interdisciplinary scholarship in this area, including
socio-economic diversification in mobile students, the differential
value of international higher education, and citizenship and
state-building projects. It also discusses the importance of
considering ethics in relation to student migrants. This pioneering
book will be of interest and value to scholars of student
mobilities and the international student experience more widely, as
well as practitioners and policy makers.
This new textbook offers a wide-ranging discussion of the key
debates within the sociology of education. Covering everything from
policymaking and the curriculum, to class, ethnicity and gender,
and the ways that they and other social divisions intersect to
produce inequalities, this timely publication provides a
much-needed contribution to the study of education's vital role in
contemporary society. With examples drawn from such diverse
contexts as Australian pre-schools, Finnish higher education
institutions and English further education colleges, the text
presents students with an international perspective and encourages
them to engage critically with some of the core questions that lie
at the heart of the topic: what is the purpose of education? who
decides what formal education entails? and what impact does
education have on both society and individuals? Rachel Brooks's
extensive knowledge of decades of scholarly work in education and
sociology ensures the book is academically rigorous throughout,
while the final chapter on emerging educational research means it
is fully up to date. The text's accessible style is ideally suited
to all those new to the topic and studying the sociology of
education for the first time, whether this be from departments of
sociology, childhood studies, social policy, or a range of other
social science disciplines.
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