Higher Education in the UK and the US: Converging University Models in a Global Academic World? edited by Sarah Pickard addresses the key similarities and differences in higher education between the two countries over the last thirty years, in order to ascertain whether there exists a specific 'Anglo-Saxon model'. This interdisciplinary book is divided into three thematic parts dealing with current fundamental issues in higher education within neoliberal Great Britain and the United States: economics and marketisation of higher education; access and admittance to universities; and the student experience of higher education. The contributors are all higher education specialists in diverse academic fields - sociology, political sciences, public policy studies, educational studies and history - from either side of the Atlantic. Contributors are: Bahram Bekhradnia, James Cote, Marie-Agnes Detourbe, John Halsey, Magali Julian, Kenneth O'Brien, Cristiana Olcese, Anna Mountford-Zimdars, Sarah Pickard, Chris Rust, Clare Saunders, Christine Soulas, and Steven Ward. *Higher Education in the UK and the US: Converging University Models in a Global Academic World? is now available in paperback for individual customers.

This comprehensive, interdisciplinary collection examines diverse forms of anti-social behaviour in Victorian and contemporary Britain, providing a unique comparison of the methods which have been employed by governments to control it.

Sarah Pickard offers a detailed and wide-ranging assessment of electoral and non-electoral political participation of young people in contemporary Britain, drawing on perspectives and insights from youth studies, political science and political sociology. This comprehensive book enquires into the approaches used by the social sciences to understand young people's politics and documents youth-led evolutions in political behaviour. After unpicking key concepts including 'political participation,' 'generations,' the 'political life-cycle,' and the 'youth vote,' Pickard draws on a combination of quantitative and qualitative research to trace the dynamics operating in electoral political participation since the 1960s. This includes the relationship between political parties, politicians and young people, youth and student wings of political parties, electoral behaviour and the lowering of the voting age to 16. Pickard goes on to discuss personalised engagement through what she calls young people's (DIO) Do-It-Ourselves political participation in online and offline connected collectives. The book then explores young people's political dissent as part of a global youth-led wave of protest. This holistic book will appeal to anyone with an interest in young people, politics, protest and political change.

Student political action has been a major and recurring feature of politics across the globe through the past century. Students have been involved in a full range of public issues, from anti-colonial movements, anti-war campaigns, civil rights and pro-democracy movements to campaigns against neoliberal policies, austerity, racism, misogyny and calls for climate change action. Yet student actions are frequently dismissed by political elites and others as 'adolescent mischief' or manipulation of young people by duplicitous adults. This occurs even as many working in governments, traditional media and educational organisations attempt to suppress student movements. Much of mainstream scholarly work has also deemed student politics as undeserving of intellectual attention. These three edited volumes of books help set the record straight. Written by scholars and activists from around the world, When Students Protest: Universities in the Global South is the second in a three-volume study that explores university student politics in the global south. The authors document and analyse how generations of university and college students in the Global South responded to issues such as problems in their own universities as well as standing up against violent military dictatorships, human rights abuses, oppressive poverty, foreign interference and the effects of neoliberal austerity regimes. Contributors to this this volume also reveal repeated moves by states and institutions to stigmatise and suppress student political action while highlighting how those students developed new kinds of political action further demonstrating why this rich and complex global phenomena is worthy of more attention.

Student political action has been a major and recurring feature of politics across the globe throughout the past century. Students have been involved in a full range of public issues, from anti-colonial movements, anti-war campaigns, civil rights and pro-democracy movements to campaigns against neoliberal policies, austerity, racism, misogyny and calls for climate change action. Yet their actions are frequently dismissed by political elites and others as 'adolescent mischief' or manipulation of young people by duplicitous adults. This occurs even as many working in governments, traditional media and educational organisations attempt to suppress student movements. Moreover, much of mainstream scholarly work has deemed student politics as unworthy of intellectual attention. These three edited volumes of books help set the record straight. Written by scholars and activists from around the world, When Students Protest: Universitiesin the Global North is the third in this three-volume study that explores university student politics in the global north. Authors explore university and college student political action, especially over the past decade. It is just over fifty years since May 1968 when student protests erupted at Universite Paris Nanterre in France and then spread across the globe. Contributors to this book demonstrate that despite repeated attempts by states, power elites and institutions to suppress and even criminalise student political action, student movements have always been part of the political landscape and remain a significant and potent source of political change and renewal.

Student political action has been a major and recurring feature of politics across the globe throughout the past century. Students have been involved in a full range of public issues, from anti-colonial movements, anti-war campaigns, civil rights and pro-democracy movements to campaigns against neoliberal policies, austerity, racism, misogyny and calls for climate change action. Yet student protest actions are frequently dismissed by political elites and others as 'adolescent mischief' or manipulation of young people by duplicitous adults. This occurs even as many working in government, traditional media and educational organisations attempt to suppress student movements. Much of mainstream scholarly work has also deemed student politics as undeserving of intellectual attention. These three edited volumes of books help set the record straight. Written by scholars and activists from around the world, When Students Protest: Secondary and High Schools is the first of a three-volume study. The authors document and analyse how generations of secondary and high school students in many countries have been thoughtful, committed and effective political actors and especially so over the past decade. This book also reveals moves by power holders to stigmatise, repress and even criminalise student political campaigns. While these efforts were sometimes successful, this volume shows that whether responding to problems within schools, or engaging the major public issues of the day, school activists have renewed and revived the political culture of their society, while also challenging long-held age-based prejudices.

Higher education has come under increasing public scrutiny in recent years, assailed with demands for greater efficiency, accountability, cost reduction, and, above all, job training. Drawing upon examples from across the world, with an emphasis on Anglo-American higher-education systems, this handbook employs sociological approaches to address these pressing concerns. The second edition is thoroughly updated and adds several new chapters to shed further light on the transformations wrought by the interrelated processes of massification, vocationalization, and marketization that have swept through universities in the wake of neoliberal reforms introduced by governments since the 1980s. The handbook explores recent developments in higher-education systems and policy as well as the everyday experiences of students and staff and ongoing problems of inequality and diversity within universities. In doing so, the chapters address a number of current issues concerning the legitimacy of higher-educational credentials, from the continuing debate regarding traditional pedagogies and the role of universities in social class reproduction to more recent concerns about standards in mass systems. Collectively, this handbook demonstrates that the sociology of higher education has the potential to play a leadership role in improving the myriad higher-education systems around the world that are now part of an interrelated set of subsystems, replete with both persistent problems and promising prospects. This book is therefore necessary reading for a variety of stakeholders within academia as well as professionals and policy-makers interested in understanding higher education and the acute challenges it faces.

Higher education has come under increasing public scrutiny in recent years, assailed with demands for greater efficiency, accountability, cost reduction, and, above all, job training. Drawing upon examples from across the world, with an emphasis on Anglo-American higher-education systems, this handbook employs sociological approaches to address these pressing concerns. The second edition is thoroughly updated and adds several new chapters to shed further light on the transformations wrought by the interrelated processes of massification, vocationalization, and marketization that have swept through universities in the wake of neoliberal reforms introduced by governments since the 1980s. The handbook explores recent developments in higher-education systems and policy as well as the everyday experiences of students and staff and ongoing problems of inequality and diversity within universities. In doing so, the chapters address a number of current issues concerning the legitimacy of higher-educational credentials, from the continuing debate regarding traditional pedagogies and the role of universities in social class reproduction to more recent concerns about standards in mass systems. Collectively, this handbook demonstrates that the sociology of higher education has the potential to play a leadership role in improving the myriad higher-education systems around the world that are now part of an interrelated set of subsystems, replete with both persistent problems and promising prospects. This book is therefore necessary reading for a variety of stakeholders within academia as well as professionals and policy-makers interested in understanding higher education and the acute challenges it faces.

This book provides insight into the diverse ways young people from around the world are regenerating politics in innovative and multifaceted ways. The authors, who include academics and activists, challenge claims that young people are apolitical, apathetic and living up to the 'me generation' stereotype. Contributions cover a rich body of case examples of traditional and new forms of youth politics in response to situated injustices and political and socio-economic crises. Significant and optimistic, the collection presents strong evidence from across the globe that these developments are not isolated incidences, but are in fact part of a systemic, large-scale transformation leading to a regeneration of the political landscape by young people. The book is aimed at students and scholars in the fields of politics, sociology, policy studies and youth and childhood studies.

This comprehensive, interdisciplinary collection examines diverse forms of anti-social behaviour in Victorian and contemporary Britain, providing a unique comparison of the methods which have been employed by governments to control it.

Higher Education in the UK and the US: Converging University Models in a Global Academic World? edited by Sarah Pickard addresses the key similarities and differences in higher education between the two countries over the last thirty years, in order to ascertain whether there exists a specific 'Anglo-Saxon model'. This interdisciplinary book is divided into three thematic parts dealing with current fundamental issues in higher education within neoliberal Great Britain and the United States: economics and marketisation of higher education; access and admittance to universities; and the student experience of higher education. The contributors are all higher education specialists in diverse academic fields - sociology, political sciences, public policy studies, educational studies and history - from either side of the Atlantic. Contributors are: Bahram Bekhradnia, James Cote, Marie-Agnes Detourbe, John Halsey, Magali Julian, Kenneth O'Brien, Cristiana Olcese, Anna Mountford-Zimdars, Sarah Pickard, Chris Rust, Clare Saunders, Christine Soulas, and Steven Ward. *Higher Education in the UK and the US: Converging University Models in a Global Academic World? is now available in paperback for individual customers.