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The United Nations and Education: Multilateralism, Development and Globalisation
by David Coleman Phillip W. JonesThe UN is often questioned about its ongoing relevance and overall effectiveness in the 21st century, particularly in its involvement with educational policy and co-operation around the globe. This ground-breaking book examines the four key agencies within the UN system that share the vital role of addressing educational futures: UNESCO, the World Bank, UNICEF and UNDP. As the core of educational multilateralism, these agencies powerfully reflect the UN's historic grounding in peace, human rights and economic development. The history of each agency's commitment to education is explored with critical detachment, with particular attention paid to the post-Cold War period, during which each agency has needed to re-think the impact of globalisation on both its modes of operation as well as the content of its education policies. Just as education policy itself has been subject to the impact of globalisation, so to has each agency had to adapt at a time when not only education but also their own mandates have been thrown open to question. This timely book will be essential reading for all those working with and for UN agencies, foreign aid workers and the development co-operation industry. At a time when education policies, budgets and strategies appear wide open to profound changes, this book will provide a much-needed roadmap to the future.
The United States and Its Neighbors (The World Around Us)
by Walter C. Parker Barry K. Beyer Jean Craven Mary A. McFarlandThe World Around Us -1991 -United States and Its Neighbours: Grade 5
The United States, Canada, Mexico, and Central America
by Michael J. Berson Tyrone C. Howard Cinthia SalinasNIMAC-sourced textbook
The Universal Right to Education: Justification, Definition, and Guidelines (Sociocultural, Political, and Historical Studies in Education)
by Joel SpringIn this book, Joel Spring offers a powerful and closely reasoned justification and definition for the universal right to education--applicable to all cultures--as provided for in Article 26 of the United Nation's Universal Declaration of Human Rights. One sixth of the world's population, nearly 855 million people, are functionally illiterate, and 130 million children in developing countries are without access to basic education. Spring argues that in our crowded global economy, educational deprivation has dire consequences for human welfare. Such deprivation diminishes political power. Education is essential for providing citizens with the tools for resisting totalitarian and repressive governments and economic exploitation. What is to be done? The historically grounded, highly original analysis and proposals Spring sets forth in this book go a long way toward answering this urgent question. Spring first looks at the debates leading up to the Universal Declaration of Human Rights in 1948, to see how the various writers dealt with the issue of cultural differences. These discussions provide a framework for examining the problem of reconciling cultural differences with universal concepts. He next expands on the issue of education and cultural differences by proposing a justification for education that is applicable to indigenous peoples and minority cultures and languages. This justification is then applied to all people within the current global economy. Acknowledging that the right to an education is inseparable from children's rights, he uses the concept of a universal right to education to justify children's rights, and, in turn, applies his definition of children's liberty rights to the concept of education. His synthesis of cultural, language, and children's rights provides the basis for a universal justification and definition for the right to education -- which, in the concluding chapters, Spring uses to propose universal guidelines for human rights education, and instruction in literacy, numeracy, cultural centeredness, and moral economy.
The Universities We Need: Higher Education After Dearing
by Richard Smith Paul Standish Nigel BlakeThis work challenges some of the assumptions behind recent thinking on lifelong learning and discusses the idea of the learning society through a reappraisal of the relationship between the university and the community. It reconsiders the demand for efficiency, effectiveness and accountability.
The Universities and British Industry: 1850-1970 (Routledge Library Editions: Higher Education #24)
by Michael SandersonOriginally published in 1972, The University and British Industry examines the lively and controversial relationship between British industry and the university. The book looks at the impact of industry on the development of British universities from the 1850s to the 1970s, and with contribution from the universities to industry through scientific research and the supply of graduate skills. The book argues that the close involvement of the universities and industry has been one of the chief beneficial forces shaping the British universities movement in the last hundred years. It gives an account of the changes which took place within the universities to make them more suitable for industries purposes, describing for example the early rise of the English civic universities, strongly financed by, and closely supporting industry. The book also considers how, during the two world wars, industry became highly reliant on the universities for the war technology, and how, despite the depression between the wars, university research and graduate employment embraced the widening opportunities of the new industries. The book also discusses the expansion of the university in the sixties and points out that industrial motives have merged with those of social justice, posing dilemmas for present and future relations between universities and industry.
The Universities in the Nineteenth Century (Routledge Library Editions: Education 1800-1926 #13)
by Michael SandersonThis title, first published in 1975, analyses the ways in which developments in Victorian universities have shaped both the structure and the assumptions of British higher education in the twentieth century. No period of British higher education has been more full of change nor so rooted in fundamental debate than the second half of the nineteenth century. Its lasting impact makes it crucial for an understanding both of this period of Victorian social history and of the contemporary system of higher education in Britain. This title will be of interest to students of history and education.
The Universities of the Italian Renaissance
by Paul F. GrendlerWinner of the Howard R. Marraro Prize for Italian History from the American Historical AssociationSelected by Choice Magazine as an Outstanding Academic Title for 2003Italian Renaissance universities were Europe's intellectual leaders in humanistic studies, law, medicine, philosophy, and science. Employing some of the foremost scholars of the time—including Pietro Pomponazzi, Andreas Vesalius, and Galileo Galilei—the Italian Renaissance university was the prototype of today's research university. This is the first book in any language to offer a comprehensive study of this most influential institution.In this magisterial study, noted scholar Paul F. Grendler offers a detailed and authoritative account of the universities of Renaissance Italy. Beginning with brief narratives of the origins and development of each university, Grendler explores such topics as the number of professors and their distribution by discipline, student enrollment (some estimates are the first attempted), famous faculty members, budget and salaries, and relations with civil authority. He discusses the timetable of lectures, student living, foreign students, the road to the doctorate, and the impact of the Counter Reformation. He shows in detail how humanism changed research and teaching, producing the medical Renaissance of anatomy and medical botany, new approaches to Aristotle, and mathematical innovation. Universities responded by creating new professorships and suppressing older ones. The book concludes with the decline of Italian universities, as internal abuses and external threats—including increased student violence and competition from religious schools—ended Italy's educational leadership in the seventeenth century.
The Universities of the Italian Renaissance
by Paul F. GrendlerA &“magisterial [and] elegantly written&” study of Renaissance Italy&’s remarkable accomplishments in higher education and academic research (Choice). Winner of the Howard R. Marraro Prize for Italian History from the American Historical Association Selected by Choice Magazine as an Outstanding Academic Title of the Year Italian Renaissance universities were Europe's intellectual leaders in humanistic studies, law, medicine, philosophy, and science. Employing some of the foremost scholars of the time—including Pietro Pomponazzi, Andreas Vesalius, and Galileo Galilei—the Italian Renaissance university was the prototype of today's research university. This is the first book in any language to offer a comprehensive study of this most influential institution. Noted scholar Paul F. Grendler offers a detailed and authoritative account of the universities of Renaissance Italy. Beginning with brief narratives of the origins and development of each university, Grendler explores such topics as the number of professors and their distribution by discipline; student enrollment (some estimates are the first attempted); famous faculty members; budgets and salaries; and relations with civil authority. He discusses the timetable of lectures, student living, foreign students, the road to the doctorate, and the impact of the Counter Reformation. He shows in detail how humanism changed research and teaching, producing the medical Renaissance of anatomy and medical botany, new approaches to Aristotle, and mathematical innovation. Universities responded by creating new professorships and suppressing older ones. The book concludes with the decline of Italian universities, as internal abuses and external threats—including increased student violence and competition from religious schools—ended Italy&’s educational leadership in the seventeenth century.</
The University According to Humboldt
by Jürgen Georg BackhausThis book discusses the philosophy and educational reforms initiated by Wilhelm von Humboldt as well as their legacy in the modern university system. It begins with a discussion of the history of the university from antiquity and the Middle Ages through the era of Humboldt's reforms and its remnants in and implications for the present day. The authors then delve into policy, outlining the key conflicts that have informed the development of university educational policy, such as the clash between academia and professional education, the coordination of public administration and educational institutions, and the perennial issue of funding. Humboldt's ideas are then discussed within an economic context, using his principals of the state to analyze the relationship between current models of household and family economics and German economic and social policy. The book is rounded off by a philosophical analysis of the institution of the university and concludes with an update of the remains Humboldt's reforms within the current university system. With its multidisciplinary approach to the study of higher education reform in Europe and its key players, this book will appeal to scholars of economic history, educational policy, and public administration as well as administrators and policy makers in higher education.
The University Beat: Critical Reflections on the Delivery of Police Education in England and Wales
by Rob Starr Anne EasonThis book presents critical reflections on the professionalisation of policing through the delivery of the Police Constable Degree Apprenticeship (PCDA), Degree Holder Entry Programme (DHEP) and Pre-Join degrees by HEIs in the UK. Each chapter is written by lecturers and staff from a single policing teaching team who deliver these degrees, to cover inception of the programme through to delivery and their practical reflections and insights. The chapters are underpinned with academic theories of pedagogy and topics appropriate to the delivery of material to (student) police officers which encourage critical thinking, evidence and reflection. This diverse teaching team includes academics and pracademics working side-by-side to engage and support student officers with the learning needed for 21C police officers. This book includes an outline of the UK policing model to assist readers from other countries who are interested in the learnings. It is a resource for police students, police and law enforcement leaders and overseas academics in policing, criminology, sociology and education.
The University Becoming
by Sarah Robinson Wesley Shumar Søren S. E. BengtsenThis volume wholeheartedly engages with the current climate in higher education and provides not only a thorough analysis of the foundational elements constituting higher education but also a critical discussion of possible connections to societal and cultural domains and policy debates. <P><P> Today, higher education institutions and programs are beset with multiple, and often conflicting, pressures and demands. Higher education is regarded by societies in general, and at the political level in particular, as a pathway to securing continued economic growth and ensuring cultural growth in surrounding societal contexts. Future academics are expected to become experts within their disciplines and at the same time to acquire and develop generic competences and transferable skills directly translatable into job market and professional contexts. These conflicting and fragmented policy approaches to higher education leaves academic leaders, teacher, researchers, and students with an incoherent curriculum and a confused and eroded academic identity and societal outlook. <P><P> Much literature within higher education research that engages with similar topics are dominated by a backwards-looking and heavy critique of current political and educational conditions for the university and higher education. This volume suggests a new tack that is defined by openness and optimism towards possibilities for a transformative higher education curriculum – that at the same time stays firmly rooted within the foundational academic soil. By drawing on, and contributing to, the emerging research field the philosophy and theory of higher education, the book combines critique with a constructive and future-oriented approach and outlook on higher education. Further, it combines and links philosophical discussions on the idea of the future university with societal responsibility and a curricular and formational awareness.
The University Bound Organizer: The Ultimate Guide to Successful Applications to American Universities
by Anna Costaras Gail LissFor international students: the only book you’ll ever need to guide you through the US college and university admissions process.University admissions in the United States is tougher than ever. Nearly three million students are expected to enroll as first-time freshmen in colleges and universities in the United States this school year. How can you prepare, get organized, and stay focused throughout the search and admission process?Applying to university can be intimidating and overwhelming for both teens and parents. The process is a maze of standardized tests, school research, university fairs, applications, interviews, CVs, essays, and deadlines. This university planner will guide you easily through each stage and includes tips to help you submit your best application.The University Bound Organizer helps students:Understand what US admission officers are looking for in an applicantPrevent common mistakes students make on their applicationsBuild a personal profilePlan an individualized testing scheduleResearch universities to identify schools that are a good fitDevelop a balanced list of schoolsSecure letters of recommendationComplete and submit applications accurately and on timeDevelop their university application essayApply for financial aid and scholarshipsAce interviewsSort and manage application resultsMake a final decision
The University Challenge: Higher Education Markets and Social Stratification (Cardiff Papers In Qualitative Research)
by Lesley PugsleyIs the rhetoric of a 'free' market in higher education matched by the reality of choice? In her bench mark study of higher education markets and pupil choice, Lesley Pugsley demonstrates how policy initiatives to restructure higher education in the United Kingdom have been shaped by consumer ideologies and market principles. Based on qualitative data generated from some of the last cohort of students who entered higher education under the Robbins banner of 'free' education, Pugsley tracks groups of students from different schools as they engage in the process of selecting universities .This provides a vivid account of the ways in which students, their families and their schools engage with the choice process. It illustrates the significance and the impact of social class within a highly differentiated and increasingly market-orientated higher education sector and argues that for many young people the lack of class based competencies remain the real university challenge.
The University Under the Rule of Global Technocracy: Rise and Fall of the Academic Industry (Morality, Society and Culture)
by Carlos HoevelThis book explores the radical reform experienced by universities worldwide, as reformers, inspired by extreme economic thinking, seek to transform the university into part of a global academic industry. With attention to the implied passage from a focus on education and the advancement of knowledge, to an emphasis on the provision of human capital and economic benefits, the author describes the growing regulation of universities by the state, the substitution of academic government for business management and the implementation of quantitative measurement systems to replace the qualitative evaluation of teaching and research.Based on interview material collected among academics around the world, The University Under the Rule of Global Technocracy examines the deep causes and conceptual errors of this reformist project and offers a series of alternative proposals. It will therefore appeal to scholars of sociology, cultural studies and social policy with interests in higher education, the professions, and academic work and life.
The University Unthought: Notes for a Future
by Debaditya BhattacharyaWhy is it important to have a revolutionary critical pedagogy? What are the new inter/disciplinary engagements possible within the university? What will it be like to live and learn in this university of the future? Drawing on these essential questions, this volume explores the political future(s) of the university. It does not take a simplistic recourse to the tenets of liberal democracy but seeks a more engaged positioning of the university space within everyday practices of the social. It cross-examines the history of this ‘ideal’ university’s relationship with the banal everyday, the ‘apolitical’ outside and what exceeds intellectual reason, to finally question if such historicizing of the university is necessary at all. Along with its companion The Idea of the University: Histories and Contexts, this brave new intervention makes a compelling foray into the political future(s) of the university. It will be of interest to academics, educators and students of the social sciences and humanities, especially education. It will also be of use to policy-makers and education analysts, and be central to the concerns of any citizen.
The University and Business
by Douglas GrantThe university today has to accept the responsibility of seeing that those entering business receive the training most advantageous not only to their careers but also to society itself, in which the businessman to-day plays such a significant part. But business in its turn must shoulder a greater share of the responsibility for supporting the university. The essays in this volume help to explore the relations and the mutual responsibilities of the university and business. Professor V. Bladen, Colonel W.E. Phillips, and Dean M. St.A. Woodside of the University of Toronto discuss the problem as Canadians see it; Sir Arnold Plant of London and Dean Stanley F. Teele of Harvard show the English and American attitudes. These essays were first published as a supplement to the University of Toronto Quarterly, but it was felt that as they made such a notable contribution to a problem which is bound to be debated with increasing interest for several years, they should be issued in a separate volume.
The University and Social Justice: Struggles across the Globe
by Aziz Choudry and Salim VallyHigher education has long been contested terrain. From student movements to staff unions, the fight for accessible, critical, and quality public education has turned university campuses globally into sites of struggle. Whether calling for the decommodification or the decolonization of education, many of these struggles have attempted to draw on (and, in turn, resonate with) longer histories of popular resistance, broader social movements, and radical visions of a fairer world. In this critical collection, Aziz Choudry, Salim Vally, and a host of international contributors bring grounded, analytical accounts of diverse struggles relating to higher education into conversation with each other. Featuring contributions written by students and staff members on the frontline of struggles from 12 different countries, including Canada, Chile, France, India, Mexico, Nigeria, Occupied Palestine, the Philippines, South Africa, Turkey, the UK, and the US, the book asks what can be learned from these movements’ strategies, demands, and visions.
The University and its Boundaries: Thriving or Surviving in the 21st Century
by Eliel CohenGrounded in key sociological theory on the concepts of boundaries, power and control, this text addresses the question of whether the university is thriving or merely surviving. Using a sociological lens to consider how institutions must engage in boundary transactions in order to maintain their unique position and identity, this book explores how these transactions also have the potential to undermine academic boundaries. Including a detailed analysis of the activities, organisation and outputs of academic research in the context of science, technology, engineering, mathematics and medicine (STEMM) departments of UK universities, the arguments presented have implications for universities and their stakeholders not only in the UK, but wherever universities face challenges of purpose and identity, particularly where these are shaped by neoliberal modes of governance and management. Insights into how universities must balance the ideas of itself as a teaching institution, a research institution and its broader societal importance and impact make this important reading for higher education scholars and postgraduate students, sociological theorists, and all those interested in the future of the university.
The University and its Disciplines: Teaching and Learning within and beyond disciplinary boundaries
by Carolin KreberUniversity teaching and learning take place within ever more specialized disciplinary settings, each characterized by its unique traditions, concepts, practices and procedures. It is now widely recognized that support for teaching and learning needs to take this discipline-specificity into account. However, in a world characterized by rapid change, complexity and uncertainty, problems do not present themselves as distinct subjects but increasingly within trans-disciplinary contexts calling for graduate outcomes that go beyond specialized knowledge and skills. This ground-breaking book highlights the important interplay between context-specific and context-transcendent aspects of teaching, learning and assessment. It explores critical questions, such as: What are the ‘ways of thinking and practicing’ characteristic of particular disciplines? How can students be supported in becoming participants of particular disciplinary discourse communities? Can the diversity in teaching, learning and assessment practices that we observe across departments be attributed exclusively to disciplinary structure? To what extent do the disciplines prepare students for the complexities and uncertainties that characterize their later professional, civic and personal lives?Written for university teachers, educational developers as well as new and experienced researchers of Higher Education, this highly-anticipated first edition offers innovative perspectives from leading Canadian, US and UK scholars on how academic learning within particular disciplines can help students acquire the skills, abilities and dispositions they need to succeed academically and also post graduation. Carolin Kreber is Professor of Teaching and Learning in Higher Education and the Director of the Centre for Teaching, Learning and Assessment at the University of Edinburgh
The University and the Global Knowledge Society (Princeton Studies In Cultural Sociology Ser.)
by David John Frank John W. MeyerHow the university went global and became the heart of the information ageThe university is experiencing an unprecedented level of success today, as more universities in more countries educate more students in more fields. At the same time, the university has become central to a knowledge society based on the belief that everyone can, through higher education, access universal truths and apply them in the name of progress. This book traces the university's rise over the past hundred years to become the cultural linchpin of contemporary society, revealing how the so-called ivory tower has become profoundly interlinked with almost every area of human endeavor.David John Frank and John Meyer describe how, as the university expanded, student and faculty bodies became larger, more diverse, and more empowered to turn knowledge into action. Their contributions to society underscored the public importance of scholarship, and as the cultural authority of universities grew they increased the scope of their research and teaching interests. As a result, the university has become the bedrock of today's information-based society, an institution that is now implicated in the solution to every conceivable problem.But, as Frank and Meyer also show, the conditions that helped spur the university's recent ascendance are not immutable: eruptions of nationalism, authoritarianism, and illiberalism undercut the university's universalistic and rationalistic premises, and may threaten the centrality of the university itself.
The University and the New World: York University Invitation Lecture Series
by Howard Jones David Riesman Robert UlichThis is the first volume in the Invitation Lecture Series of York University and it is an auspicious beginning. Three leaders in higher education in the United States here present their thoughts on challenging questions of enrolment, curriculum, and standards which today confront the ever expanding universities of North America. Professor Jones describes "The Idea of a University Once More"; Professor Riesman outlines and comments on some significant recent "Experiments in Higher Education"; Professor Ulich discusses a theme which is vitally important for the effect of university education, "Creativity."
The University and the People
by Scott M. GelberThe University and the Peoplechronicles the influence of Populism—a powerful agrarian movement—on public higher education in the late nineteenth century. Revisiting this pivotal era in the history of the American state university, Scott Gelber demonstrates that Populists expressed a surprising degree of enthusiasm for institutions of higher learning. More fundamentally, he argues that the mission of the state university, as we understand it today, evolved from a fractious but productive relationship between public demands and academic authority. Populists attacked a variety of elites—professionals, executives, scholars—and seemed to confirm academia’s fear of anti-intellectual public oversight. The movement’s vision of the state university highlighted deep tensions in American attitudes toward meritocracy and expertise. Yet Populists also promoted state-supported higher education, with the aims of educating the sons (and sometimes daughters) of ordinary citizens, blurring status distinctions, and promoting civic engagement. Accessibility, utilitarianism, and public service were the bywords of Populist journalists, legislators, trustees, and sympathetic professors. These “academic populists” encouraged state universities to reckon with egalitarian perspectives on admissions, financial aid, curricula, and research. And despite their critiques of college “ivory towers,” Populists supported the humanities and social sciences, tolerated a degree of ideological dissent, and lobbied for record-breaking appropriations for state institutions.
The University at War, 1914-25: Britain, France, and the United States
by T. IrishDrawing on examples from Britain, France, and the United States, this book examines how scholars and scholarship found themselves mobilized to solve many problems created by modern warfare in World War I, and the many consequences of this for higher education which have lasted almost a century.
The University in Dissent: Scholarship in the corporate university (Research into Higher Education)
by Gary RolfeThe rise of corporatism in the North American University was charted by Bill Readings in the mid nineteen-nineties in his book The University in Ruins. The intervening years have seen the corporate university grow and extend to the point where its evolution into a large business corporation is seemingly complete. Rolfe’s book examines the factors contributing to the transformation of the university from a site of culture and knowledge to what might be termed an ‘information factory’, and explores strategies for how, in Readings’ words, members of the academic community might continue to ‘dwell in the ruins of the university’ in a productive and authentic way. Drawing on the work of critics and philosophers such as Barthes, Derrida, Lyotard and Deleuze, The University in Dissent suggests that this can only be achieved subversively through the development of a ‘community of philosophers’ who are prepared to challenge, critique and subvert the mission statement of the ‘university of excellence’ from within, focusing on how scholarly and academic thought and writing might develop in this new post-Enlightenment era. Summarising, contextualising and extending previous understandings of the rise of corporatism and the subsequent demise of the traditional aims and values of the university, Rolfe assesses the situation in contemporary UK and international settings. He recognises that changes to the traditional idea of the university are inevitable and explores some of the challenges and consequences of this shift in the academic world, suggesting how academics can work with change, whilst at the same time seeking to undermine its worst excesses. This timely and thought provoking book is a must-read for all academics at University level, as well as education policy makers.