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Burning Down the House
Burning Down the House presents a riveting analysis of one of the most nationally prominent and bitterly contested policy battles in the history of American higher education: the struggle to eliminate affirmative action at the University of California. A timely and essential addition to the literature on affirmative action, it examines the political, economic, legal, and organizational factors that shaped the debate in California and offers unique insight into the contemporary politics of admissions policy, university governance, and the role of higher education in broader state and national political contests to come.
Encyclopedia of Diversity in Education
Presents research and statistics, case studies and best practices, policies and programs at pre- and post-secondary levels. Prebub price $535.00 valid to 21.07.12, then $595.00.
The Racial Crisis in American Higher Education
"Why is it that as we enter the twenty-first century, the nation's predominantly white colleges and universities continue to be settings where people of color feel unwelcome and marginalized? The contributors to this volume dissect a variety of structural and attitudinal factors that are prevalent in the higher education community, organizational constructs and value orientations which seem to hark more to the past than to the future. They comment on the political, social, and economic factors that have shaped academic culture, and buttressed its quietly efficient maintenance of racially discriminatory practices. "The American system of higher education is often regarded as the best in the w...
Reinterpreting Urban School Reform
Have urban schools failed, or has reform failed urban schools? This book examines existing urban school programs, ranging from desegregation to reading improvement, in light of available historical, empirical, and case study evidence. Miron and St. John and their contributors probe the underlying theoretical, normative, and political assumptions embedded in specific reform initiatives. They explore how reforms might be reconstructed to better address the underlying challenges and they demonstrate that reforms can be constructively critiqued throughout the stages of implementation, arguing that greater attention should be paid to ethnic and cultural traditions within urban educational settings. Contributors include Leetta Allen-Haynes; Joseph Cadray; Choong-Geun Chung; Richard Fossey; Barry M. Franklin; David Gordon; Carol Anne Hossler; Siri Loescher; Kim Manoil; Genevieve Manset; Louis F. Mirón; Glenda Droogsma Musoba; Kathryn Nakagawa; Carolyn S. Ridenour; Ada B. Simmons; Edward P. St. John; Neil Theobald; Sandra Washburn; Kenneth K. Wong; and Kim Worthington.
Faculty Work in Schools of Education
A full-bodied, robust discussion of issues of concern to faculty in schools of education.
School Choice Policies and Outcomes
Perhaps no school reform has generated as much interest and controversy in recent years as the proposal to have parents select their children's schools. Opponents of school choice fear that rolling back the government's role will lead to profit-driven financial scandals, sectarianism, and increased class and racial isolation. School choice advocates believe that state provision, oversight, and regulation stifle entrepreneurial creativity. The contributors to this volume not only provide a clear assessment of the logic and evidence supporting the different sides of the debate but also unmask the assumptions about the relationship between markets, government, and educational achievement. Their message is that neither markets nor government alone will guarantee freedom, equality, achievement, or community. If choice is to improve education and advance equality, then educational policy cannot be placed on automatic and left to the "free" market. Rather, choice policy must be deliberately directed toward meeting these goals, and this book shows how that could be accomplished.
Advancing Knowledge and Building Capacity for Early Childhood Research
This volume employs a multidisciplinary approach to research on a high-profile topic very much on the agenda of state and national policy leaders: early childhood development and education. It aims to reflect how scholarly perspectives shape the contours of knowledge generation, and to illuminate the gaps that prevent productive interchange among scholars who value equity in the opportunities available to young children, their families, and teachers/caregivers. The editors and authors identify and prioritize critical research areas; assess the state of the field in terms of promising research designs and methodologies; and identify capacity-building needs and potential cross-group collaborations.
Ethnic Studies and Multiculturalism
La Belle and Ward address a major question confronting American higher education - How do colleges and universities best prepare students for common citizenship in a diverse, democratic state while also nurturing their groups' cultures, values, and institutional participation? The authors clarify current debates about diversity and the content of curriculum, what one commentator calls the "culture wars." The book includes an overview of ethnicity, intergroup relations, and related concepts; the history and development of multiculturalism and ethnic studies in higher education in the United States; and an analysis of the issues related to diversity in higher education, particularly as they relate to tensions between ethnic studies and multicultural efforts.
A View from the East
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Using Past as Prologue
In 1978, V. P. Franklin and James D. Anderson co-edited New Perspectives on Black Educational History. For Franklin, Anderson, and their contributors, there were glaring gaps in the historiography of Black education that each of the essays began to fill with new information or fresh perspectives. There have been a number of important studies on the history of African American education in the more than three decades since Franklin and Anderson published their volume that has pushed the field forward. Scholars have redefined the views of Black southern schools as simply inferior, demonstrated the active role Blacks had in creating and sustaining their schools, sharpened our understanding of B...
