Author: Troy Heffernan
Publisher: Springer Nature
ISBN: 3031414322
Category : Education
Languages : en
Pages : 251
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Book Description
This book examines how the higher education sector has approached marginalised student and staff populations. The author highlights how universities were historically, and largely remain, the domain of the privileged, and demonstrates how institutions have implemented systems to enhance access for people marginalised because of their gender, race, sexual identity, disability and/or social class. These efforts have resulted in a numerical ‘marginalised majority’, but have not transferred to equity in terms of student grades, course completions and graduations, or marginalised academics’ chance of gaining continuing/tenured positions, streaming into a research rather than teaching-focused role, and the likelihood of reaching the professoriate or being selected for leadership positions. This examination is carried out through a Bourdieusian lens, which provides the ideal tool to illustrate how privilege manifests in higher education, and essentially taxes the efforts of those from marginalised backgrounds hoping to achieve equitable successes with their privileged peers. The book will be of interest to students and scholars in the fields of higher education administration and policy, and social justice in education.
Author: Neil Harrison
Publisher: Routledge
ISBN: 100038814X
Category : Education
Languages : en
Pages : 271
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Book Description
Drawing on examples from nine countries across five continents, this book offers anyone interested in the future of higher education the opportunity to understand how communities become marginalised and how this impacts on their access to learning and their ability to thrive as students. Focusing on groups that suffer directly through discriminatory practices or indirectly through distinct forms of sociocultural disadvantage, this book brings to light communities about which little has been written and where research efforts are in their relative infancy. Each chapter documents the experiences of a group and provides insights that have a wider reach and gives voice to those that are often unheard. The book concludes with a new conceptualisation of the social forces that lead to marginalisation in higher education. This cutting-edge book is a must read for higher education researchers, policy makers, and students interested in access to education, sociology of education, development studies, and cultural studies.
Author: Chrisann Schiro-Geist
Publisher:
ISBN: 9781516539840
Category :
Languages : en
Pages : 292
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Book Description
Minority Voices in Higher Education: Toward a Global Majority provides aspiring and practicing faculty members with a timely and complete exploration of the issues they are likely to face during their career. Through a collection of contributed chapters written by faculty members from a variety of institutions, the text addresses issues of mentorship, microaggressions, gender, race, sexual minority, disability, and other matters that are often unaddressed by the majority within the academy. The text examines topics that assist readers in higher education career planning, including professional development, the growth of distance learning models, the role of educators within a global society, and considerations surrounding tenure. Readers explore the historical and ongoing impact of the civil rights movement, best practices for securing a job, balancing personal and professional life at the academy, and navigating professional negotiations. Dedicated chapters discuss special education and intersectionality, the challenges and opportunities for people of color in higher education, the experiences of international faculty in U.S. higher education, and more. Minority Voices in Higher Education is an ideal resource for students interested in pursuing a career in academia, as well as faculty members interested in continuing to learn and grow within their chosen profession. Chrisann Schiro-Geist received her Ph.D. in counseling psychology from Northwestern University and directs the University of Memphis Institute on Disability. Shondolyn Sanders received her M.S. in counseling with emphasis in clinical rehabilitation and is a counseling psychology doctoral student at the University of Memphis. Sharon Brown received her Ph.D. in philosophy from Ohio State University and her masters of education in rehabilitation counseling from Kent State University.
Author: Santosh Khadka
Publisher: Routledge
ISBN: 1351067133
Category : Education
Languages : en
Pages : 362
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Book Description
This book features theorized narratives from academics who inhabit marginalized identity positions, including, among others, academics with non-normative genders, sexualities, and relationships; nontenured faculty; racial and ethnic minorities; scholars with HIV, depression and anxiety, and other disabilities; immigrants and international students; and poor and working-class faculty and students. The chapters in this volume explore the ways in which marginalized identities fundamentally shape and impact the academic experience; thus, the contributors in this collection demonstrate how academic outsiderism works both within the confines of their college or university systems, and a broader matrix of community, state, and international relations. With an emphasis on the inherent intersectionality of identity positions, this book addresses the broad matrix of ways academics navigate their particular locations as marginalized subjects.
Author: Troy Heffernan
Publisher: Emerald Group Publishing
ISBN: 1804553182
Category : Business & Economics
Languages : en
Pages : 251
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Book Description
The important insights collated here provide guidance to progress towards institutions where academics possess more control of the policies that guide their careers, the knowledge they create, the knowledge they share, the students they inspire, and the communities they aim to serve.
Author: Sandy Baum
Publisher: Princeton University Press
ISBN: 0691171807
Category : Education
Languages : en
Pages : 264
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Book Description
Why higher education is not a silver bullet for eradicating economic inequality and social injustice We often think that a college degree will open doors to opportunity regardless of one’s background or upbringing. In this eye-opening book, two of today’s leading economists argue that higher education alone cannot overcome the lasting effects of inequality that continue to plague us, and offer sensible solutions for building a more just and equitable society. Sandy Baum and Michael McPherson document the starkly different educational and social environments in which children of different races and economic backgrounds grow up, and explain why social equity requires sustained efforts to provide the broadest possible access to high-quality early childhood and K–12 education. They dismiss panaceas like eliminating college tuition and replacing the classroom experience with online education, revealing why they fail to provide better education for those who need it most, and discuss how wages in our dysfunctional labor market are sharply skewed toward the highly educated. Baum and McPherson argue that greater investment in the postsecondary institutions that educate most low-income and marginalized students will have a bigger impact than just getting more students from these backgrounds into the most prestigious colleges and universities. While the need for reform extends far beyond our colleges and universities, there is much that both academic and government leaders can do to mitigate the worst consequences of America’s deeply seated inequalities. This book shows how we can address the root causes of social injustice and level the playing field for students and families before, during, and after college.
Author: Management Association, Information Resources
Publisher: IGI Global
ISBN: 1799877507
Category : Education
Languages : en
Pages : 1673
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Book Description
The issue of social justice has been brought to the forefront of society within recent years, and educational institutions have become an integral part of this critical conversation. Classroom settings are expected to take part in the promotion of inclusive practices and the development of culturally proficient environments that provide equal and effective education for all students regardless of race, gender, socio-economic status, and disability, as well as from all walks of life. The scope of these practices finds itself rooted in curriculum, teacher preparation, teaching practices, and pedagogy in all educational environments. Diversity within school administrations, teachers, and students has led to the need for socially just practices to become the norm for the progression and advancement of education worldwide. In a modern society that is fighting for the equal treatment of all individuals, the classroom must be a topic of discussion as it stands as a root of the problem and can be a major step in the right direction moving forward. Research Anthology on Instilling Social Justice in the Classroom is a comprehensive reference source that provides an overview of social justice and its role in education ranging from concepts and theories for inclusivity, tools, and technologies for teaching diverse students, and the implications of having culturally competent and diverse classrooms. The chapters dive deeper into the curriculum choices, teaching theories, and student experience as teachers strive to instill social justice learning methods within their classrooms. These topics span a wide range of subjects from STEM to language arts, and within all types of climates: PK-12, higher education, online or in-person instruction, and classrooms across the globe. This book is ideal for in-service and preservice teachers, administrators, social justice researchers, practitioners, stakeholders, researchers, academicians, and students interested in how social justice is currently being implemented in all aspects of education.
Author: Mike Seal
Publisher: Bloomsbury Publishing
ISBN: 1350247391
Category : Education
Languages : en
Pages : 256
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Book Description
All universities have to produce plans to eliminate the gaps in access, success and participation of disadvantaged student in higher education, setting targets with regards to Global Majority, working class, disabled and student with mental health conditions. In this book, Mike Seal examines the terminology, theoretical debates and positions, identifies the causes of gaps, and evaluates proposed initiatives. He argues that there is an unexamined assumption that higher education is a 'good thing' materially and intellectually, which demonises those for whom this is questionable. The book also highlights the continuing structural and individual discrimination in terms of class, race and disability and a denial of the extent to which higher education is a cause of mental health issues and negative well-being. It uncovers unexamined 'assimilation' models in higher education that expects these students to abandon their culture and communities, despite students wanting to give back to these communities being a major extrinsic motivation, and to embrace a culture that will not embrace them. The book starts from the perspective that contemporary international higher education reproduces existing privileges, and the book goes on to argue that widening participation agendas should recognise the changing nature of academic life through a more inclusive, holistic approach. Seal argues that it is essential to include an informed understanding of how students position themselves in academia and how their identity and academic status is enabled and developed with the support of the university. In order to do this universities need to redefine their purpose and the nature of their relationships with the communities they purport to serve.
Author: Jeremy Breaden
Publisher: Routledge
ISBN: 1136189440
Category : Education
Languages : en
Pages : 242
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Book Description
For several decades internationalisation has been a cornerstone of both Japanese government higher education policy and approaches to reform at an institutional level, but Japan has still not managed to lose its reputation as a somewhat reclusive member of the global academic community. Consensus on the potential of internationalisation to reinvigorate Japanese higher education is matched by the depth of recognition that universities have, to date, failed to internationalise successfully. This book offers a new approach to Japan’s internationalisation conundrum by proceeding from the ‘inside out’. It presents an extended case study one university organisation that has been changed through its adoption of a radical program of internationalisation. Through this case study Jeremy Breaden identifies patterns by which internationalisation is situated in administrative discourse and individual action, and determines how these patterns in turn shape organisational practice. The result is a multi-dimensional narrative of organisational change that advances our understanding of both the dynamics of university reform and the concept of internationalisation, one of the most durable yet contentious themes in the study of contemporary Japanese society. With detailed analysis and an in-depth case study, this book will be of interest to students and scholars of Japanese studies, sociology and anthropology. It will also prove valuable to professionals and policy makers working in higher education, both in Japan and around the world.
Author: Gary A. Berg
Publisher: Routledge
ISBN: 1317103149
Category : Social Science
Languages : en
Pages : 222
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Book Description
Drawing upon quantitative data gathered from the U.S. Census and U.S. Department of Education, as well as interviews with students from a variety of socio-economic and ethnic backgrounds, Low-Income Students and the Perpetuation of Inequality examines the question of who really benefits from public higher education. It engages with questions of social capital, opportunity, funding and access to education, presenting a rich discussion of social mobility, the value of college education and the impact of education upon the redistribution of income. A thorough exploration of the real impact of college on American society, this volume will appeal to social scientists with interests in education, social capital, social stratification, class and social mobility.
