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Un-democratic acts : new departures for dialogues in society and schools
\"In 'Un-Democratic Acts: New Departures for Dialogues in Society and Schools', the focus is on ideals of democracy and democratic leadership to promote passionate debate, critical thinking, and change. Each chapter utilizes the unique voice and experiences of the author to tackle topics that are often taboo and/or politicized for ratings or votes but seldom for progress and change. Rather than continuing the circular course of back and forth arguments whose beginning and end points are the same, the authors utilize their voice to invoke change and focus on solutions. While each chapter takes on a life of its own, the collective work embodies the purpose and challenge that today's leadership faces from a variety of perspectives. Most importantly these concepts are intended to create dissonance and divergence, a moving away from the typical and usual ways of doing, to break down the status quo thinking that dominates the related fields of academia and schooling. Do we accept the status quo and work to find our niche within the system? Or, do we hold ourselves and others accountable to truly honor the founding principles of freedom and equality for all as professed in the United States Constitution? In 'Un-Democratic Acts: New Departures for Dialogues in Society and Schools', the editors create a space in which imagining the possibility of a democratic and just society where all individuals are truly respected and treated fairly is the American way.\"--Page 4 of cover.
Book
Between citizens and the state
This book tracks the dramatic outcomes of the federal government's growing involvement in higher education between World War I and the 1970s, and the conservative backlash against that involvement from the 1980s onward. Using cutting-edge analysis, Christopher Loss recovers higher education's central importance to the larger social and political history of the United States in the twentieth century, and chronicles its transformation into a key mediating institution between citizens and the state.
Framed around the three major federal higher education policies of the twentieth century--the 1944 GI Bill, the 1958 National Defense Education Act, and the 1965 Higher Education Act--the book charts the federal government's various efforts to deploy education to ready citizens for the national, bureaucratized, and increasingly global world in which they lived. Loss details the myriad ways in which academic leaders and students shaped, and were shaped by, the state's shifting political agenda as it moved from a preoccupation with economic security during the Great Depression, to national security during World War II and the Cold War, to securing the rights of African Americans, women, and other previously marginalized groups during the 1960s and '70s. Along the way, Loss reappraises the origins of higher education's current-day diversity regime, the growth of identity group politics, and the privatization of citizenship at the close of the twentieth century.
At a time when people's faith in government and higher education is being sorely tested, this book sheds new light on the close relations between American higher education and politics.
eBook
The controversial issues being faced in education : the pros and cons being encountered in today's schools
M. Scott Norton discusses the major controversial issues facing K-12 education, including educational standards, gun control, funding, teacher licensure, and many more. The reader will be able to determine just how the controversial issues weigh heavily on school program success and student learning. Although it will be difficult to reach a final recommendation or solution, the available research and reader's ability to become familiar with the topic will lead to a better understanding of why the controversies tend to go on and on.
Book
The Magic Key
Mexican Americans comprise the largest subgroup of Latina/os, and their path to education can be a difficult one. Yet just as this group is often marginalized, so are their stories, and relatively few studies have chronicled the educational trajectory of Mexican American men and women. In this interdisciplinary collection, editors Zambrana and Hurtado have brought together research studies that reveal new ways to understand how and why members of this subgroup have succeeded and how the facilitators of success in higher education have changed or remained the same. The Magic Key’s four sections explain the context of Mexican American higher education issues, provide conceptual understandings, explore contemporary college experiences, and offer implications for educational policy and future practices. Using historical and contemporary data as well as new conceptual apparatuses, the authors in this collection create a comparative, nuanced approach that brings Mexican Americans’ lived experiences into the dominant discourse of social science and education. This diverse set of studies presents both quantitative and qualitative data by gender to examine trends of generations of Mexican American college students, provides information on perceptions of welcoming university climates, and proffers insights on emergent issues in the field of higher education for this population. Professors and students across disciplines will find this volume indispensable for its insights on the Mexican American educational experience, both past and present.
eBook
The price of nice : how good intentions maintain educational inequity
\"This collection extends a line of critique from Castagno's book, Educated in Whiteness: white teachers' default position of 'being nice' and its problematic relationship with larger inequities in education and society. Castagno and her contributors explore how the frame of niceness is the primary one through which teachers problematically engage diversity and maintain ideological commitments to colorblindness, equality, and politeness\"-- Provided by publisher.
Book
After Whiteness
As each new census bears out, the rise of multiracialism in the
United States will inevitably result in a white minority. In spite
of the recent proliferation of academic studies and popular
discourse on whiteness, however, there has been little discussion
of the future: what comes after whiteness? On the brink of what
many are now imagining as a post-white American future, it remains
a matter of both popular and academic uncertainty as to what will
emerge in its place. After Whiteness aims to
address just that, exploring the remnants of white identity to ask
how an emergent post-white national imaginary figure into public
policy issues, into the habits of sexual intimacy, and into changes
within public higher education. Through discussions of the 2000
census and debates over multiracial identity, the volatile psychic
investments that white heterosexual men have in men of color-as
illustrated by the Christian men's group the Promise Keepers and
the neo-fascist organization the National Alliance-and the rise of
identity studies and diversity within the contemporary public
research university, Mike Hill surveys race among the ruins of
white America. At this crucial moment, when white racial change has
made its ambivalent cultural debut, Hill demonstrates that the
prospect of an end to whiteness haunts progressive scholarship on
race as much as it haunts the paranoid visions of racists.
eBook
Social consequences of testing for language-minoritized bilinguals in the United States
This book constructs a historical narrative to examine the social consequences of testing faced by language-minoritized bilinguals in the United States. These consequences are understood with respect to what language-minoritized bilinguals faced when they have sought (1) access to civic participation (2) entry into the United States, (3) education in K-12 Schools, and (4) higher education opportunities. By centering the test-taker perspective with a use-oriented testing approach, the historical narrative describes the cumulative nature of these consequences for this community of individuals, which demonstrates how the mechanism of testing – often in conjunction with other structural and political forces – has contributed to the historic, systemic marginalization of language-minoritized bilinguals in the United States. By viewing these experiences with respect to consequential validity, the book poses questions to those involved in testing to not only acknowledge these histories, but to actively and explicitly incorporate efforts to dismantle these legacies of discrimination. The conclusions drawn from the historical analysis add an important perspective for educators and researchers concerned with inequities in the testing of language-minoritized bilinguals.
eBook
Official knowledge : democratic education in a conservative age
\"This third edition of Official Knowledge, the classic text from one of the worlds most distinguished education scholars, encourages educators once again to critically examine the relationship among knowledge, power, and education. Rather than simply asking whether students have mastered a particular subject matter or done well on ubiquitous tests, Michael W. Apple instead challenges readers to probe the deeper questions of whose knowledge the curriculum represents and how it came official? The award-winning Official Knowledge offers a powerful examination of the rightist resurgence in education and the challenges it presents to concerned educators. Updates and features of the 3rd edition include: A new and detailed preface that situates it within the current debates within education. Updates throughout all chapters, with a special focus on Chapter 2, Why the Right is Winning, to document how the Right has changed our commonsense about what counts as a good school, good curricula, good teaching, to such an extent that even the Obama Administrations policies for educational reform incorporate much of the neoliberal agenda. A new section on the current controversies over curriculum and textbooks, focusing on the very conservative changes in textbook policies and content in Texas and Arizona. The addition of an autobiographical chapter so that the arguments of the book make sense in terms of the concrete struggles over education over a lifetime of work\"-- Provided by publisher.
Book
The Long Road to Annapolis
The United States established an academy for educating future army
officers at West Point in 1802. Why, then, did it take this
maritime nation forty-three more years to create a similar school
for the navy? The Long Road to Annapolis examines the
origins of the United States Naval Academy and the national debate
that led to its founding. Americans early on looked with suspicion
upon professional military officers, fearing that a standing
military establishment would become too powerful, entrenched, or
dangerous to republican ideals. Tracing debates about the nature of
the nation, class identity, and partisan politics, William P.
Leeman explains how the country's reluctance to establish a
national naval academy gradually evolved into support for the idea.
The United States Naval Academy was finally established in 1845,
when most Americans felt it would provide the best educational
environment for producing officers and gentlemen who could defend
the United States at sea, serve American interests abroad, and
contribute to the nation's mission of economic, scientific, and
moral progress. Considering the development of the naval officer
corps in relation to American notions of democracy and aristocracy,
The Long Road to Annapolis sheds new light on the often
competing ways Americans perceived their navy and their nation
during the first half of the nineteenth century.
eBook