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Educating Entrepreneurs for Wealth Creation (Routledge Revivals)
by Peter Rosa Michael G. Scott Heinz KlandtPublished in 1998, this book moves away from the basic education of entrepreneurs to new models and methods, often running in cooperation with orthodox management courses in institutes of higher education. The papers in this book develop themes, models and concepts for the education of wealth creating entrepreneurs.
Educating Greek Americans: Historical Perspectives and Contemporary Pathways
by Theodore G. Zervas Fevronia K. SoumakisThis edited collection considers Greek American formal and informal educational efforts, institutions, and programs, broadly conceived, as they evolved over time throughout the United States. The book’s focus on Greek Americans aims to highlight the vast array of educational responses to local needs and contexts as this distinct, yet, heterogeneous immigrant community sought to maintain its linguistic, cultural, and religious heritage for over one hundred years. The chapters in this volume amend the scholarly literature that thus far has not only overlooked Greek American educational initiatives, but has also neglected to recognize and analyze the community’s persistence in sustaining them. This book is an important contribution to an understanding of Greek Americans’ long overdue history as a significant diaspora community within an American context.
Educating Harlem: A Century of Schooling and Resistance in a Black Community
by Ernest Morrell Ansley T. EricksonOver the course of the twentieth century, education was a key site for envisioning opportunities for African Americans, but the very schools they attended sometimes acted as obstacles to black flourishing. Educating Harlem brings together a multidisciplinary group of scholars to provide a broad consideration of the history of schooling in perhaps the nation’s most iconic black community.The volume traces the varied ways that Harlem residents defined and pursued educational justice for their children and community despite consistent neglect and structural oppression. Contributors investigate the individuals, organizations, and initiatives that fostered educational visions, underscoring their breadth, variety, and persistence. Their essays span the century, from the Great Migration and the Harlem Renaissance through the 1970s fiscal crisis and up to the present. They tell the stories of Harlem residents from a wide variety of social positions and life experiences, from young children to expert researchers to neighborhood mothers and ambitious institution builders who imagined a dynamic array of possibilities from modest improvements to radical reshaping of their schools. Representing many disciplinary perspectives, the chapters examine a range of topics including architecture, literature, film, youth and adult organizing, employment, and city politics. Challenging the conventional rise-and-fall narratives found in many urban histories, the book tells a story of persistent struggle in each phase of the twentieth century. Educating Harlem paints a nuanced portrait of education in a storied community and brings much-needed historical context to one of the most embattled educational spaces today.
Educating Incarcerated Youth
by Lynette N. TannisThis book explores the perceptions and role of juvenile justice educators. Through researching the support structures of educational facilities and analysing the positive features of these learning environments, Tannis evaluates how best to educate incarcerated young people and prepare them for their transition back into society.
Educating Indigenous Children in Australian Juvenile Justice Systems: Culturally Responsive Pedagogy in Mathematics
by Bronwyn Ewing Grace SarraThis book addresses key issues in the context of the national policy of educating children accused of crimes in Juvenile Courts in Australia. For several decades, National and State Governments in Australia have struggled to define education, constantly seeking to improve the way society applies the concept. This book presents an accurate portrayal of consequences of the education policy of trying to educate troubled children and young people in trouble with the law. It describes the work of juvenile detention centre mathematics teachers and their teaching contexts. It portrays teachers as learners, who ventured with researchers with a theoretical perspective. This book focuses on culturally responsive pedagogies that seek to understand the ways Indigenous children and young people in juvenile detention make sense of their mathematical learning, which, until the time of detention, has been plagued by failure. It examines how the underperformance of Aboriginal and Torres Strait Islander students, and students from low socioeconomic backgrounds are strong determinants of their overrepresentation in the juvenile justice system in Australia. This book presents the argument that if the students’ literacy and numeracy levels can be improved, there is opportunity to build better futures away from involvement in the juvenile justice system and towards productive employment to improve life chances.
Educating Learning Technology Designers: Guiding and Inspiring Creators of Innovative Educational Tools
by Michael Chorost Shelley Goldman Chris DiGianoWhat knowledge and skills do designers of learning technologies need? What is the best way to train them to create high-quality educational technologies? Distilling the wisdom of expert instructors and designers, this cutting-edge guide offers a clear, accessible balance of theory and practical examples. This cutting-edge guide: synthesizes learning, instructional design, and educational technology perspectives on learning-centered technology — highlighting how interdisciplinary work is driving the fields of the learning sciences and technology design and development offers helpful resources for both faculty and students — including descriptions of a variety of successful courses in learning technology design, examples of student work with commentary by instructors and students, and discussions of "lessons learned" in course development includes a "To the Student" chapter that speaks in plain language about what is exciting and challenging about creating technology for kids Directed to university instructors working with students on developing educational software projects and to managers leading learning technologies development teams, this book is a valuable resource for guiding and inspiring the next generation of designers of learning technologies.
Educating Migrant Children in China: Social Citizenship and Exclusion (Routledge Studies on China in Transition)
by Chengqi CaoThis book explores social citizenship through the lens of investigating local compulsory education policy targeting migrant children in Beijing and Guangzhou.Deploying a multi-case methodology, this book illustrates how these two local governments respond to central decisions on compulsory education for migrant children, the implementation models they employ and the impact of this unique practice on social citizenship boundary redefinition through single- and cross-case analysis. It helps readers understand the evolution of compulsory education policy and its effects on access to schooling for migrant children and clearly illustrates this policy’s implications for social citizenship.Revealing the important relationship between the central and lower levels of government in China, this book will appeal to students and scholars of education, social policy, as well as those with an interest in Chinese culture and society.
Educating Professionals: Practice Learning in Health and Social Care
by Steven M. ShardlowHow do health and social care professionals learn their practice? What can the professions learn from each other? This book offers a comprehensively written account of the recent organizational and conceptual changes in UK practice education. Using case examples, the authors focus on the experiences of students' learning in practice settings: how this is organized, what methods are used to help students learn their trade and how their abilities are assessed. The book offers separate chapters on nine professions, all by authors well-established in writing about practice-based learning in their field. They present an exploration in areas of similarity and difference in expertise and outlook between professions, whilst introducing the general concepts that translate between professions. This book will be of great interest to academics and professional in the fields of health studies and social work.
Educating Women on Cyber-Feminism and Coping Techniques Through Technology (Synthesis Lectures on Engineers, Technology, & Society)
by Deepanjali MishraCyber feminism seeks to promote the rights of women who are victims of social media. Social media is considered to be beneficial in some ways, however, it has various negative impacts. Some people fall victims to criminal activities like cyberbullying, cyber trolling, online pornography, etc. which can affect victims&’ mental health and their reputation. Increasing awareness to the risks of social media and ways to avoid these risks would help protect potential victims. The objective of this book is to educate readers about the types of social media victimization through case analyses, and to suggest ways to curb digital violence. This book could contribute to cyber based education, by exploring the cultural and societal aspects of cyber-security across genders. And discussing the role of technology in preventing gender violence on social media.
Educating for Action
by Jason Del Gandio Anthony J Nocella IIThe pursuit of freedom and justice is a timeless one, but new activists may not know where to begin, while more experienced ones often become jaded or fatigued. The task of constructing a new society, free from oppression and inequality, can be overwhelming. Tools for facilitating motivation, engagement, and communication can mean the difference between failure and success for activists and social movements.Educating for Action collects the voices of activists whose combined experience in confronting injustice has generated a wealth of key insights for creating social change. This practical guide explores such topics as: Community activism and direct democracy Conflict negotiation, communication, and rhetoric Law, the educational system, and lifestyle activism Social media skills, conference planning, and online organizingWritten in an inspirational tone, Educating for Action consciously straddles the line between street activism and classroom instruction. Bridging the gap between these two worlds makes for an engaging and instructive manual for social justice, helping students, teachers, and larger activist communities turn their idealism into action.Jason Del Gandio is a scholar-activist and assistant professor of rhetoric and public advocacy at Temple University. He is the author of Rhetoric for Radicals: A Handbook for 21st Century Activists.Anthony J. Nocella II is a scholar-activist and senior fellow of the Dispute Resolution Institute at the Hamline Law School. He is a long-time anti-racism, youth justice, prison abolition, hip hop, animal, disability, and Earth liberation activist and has published over fifty scholarly articles and book chapters and sixteen books.
Educating for Insurgency
by Bob Moses Jay GillenA manifesto for today's broken schools.Desegregation has failed. Schools filled with black and brown students have become plantations of social control, where the policing of behavior trumps the expanding of minds. Radical teachers and organizers in American public schools must help young people fashion an insurgency. That means, at the very least, seeing each student's rebellion not as violation, but as communication.Jay Gillen writes with passion and compassion about the daily lives of poor students trapped in institutions that dismiss and degrade them. In the spirit of Paulo Freire, and using the historical models of slave rebellions and Civil Rights struggles as guides, Gillen explains what sort of insurgency is needed and how to create it: the tools and techniques required to build social, intellectual, and political power.This poetic manifesto of revolutionary "educational reform" belongs in the pocket of anyone who currently works in, suffers through, or simply cares about public schooling in this country.Jay Gillen teaches English in a Baltimore public school and has worked with the Baltimore Algebra Project since 1995, building math literacy among youth of color and youth experiencing poverty in US public schools.Bob Moses is an educator and Civil Rights activist. He founded the Algebra Project in 1982.
Educating from Marx
by Sara Carpenter Shahrzad MojabEducators have been working to develop an important body of literature on neo-liberalism, capitalism, and imperialism. This combines original empirical studies with literature review from critical adult education and feminist theory to examine the theories, and practices of adult education from a Marxist-Feminist perspective. "
Educating the Children of Migrant Workers in Beijing: Migration, education, and policy in urban China (Education and Society in China)
by Myra PongEducating the Children of Migrant Workers in Beijing is a timely book that addresses the gap in the provision of basic education to migrant children in China. It examines the case of Beijing, with a focus on policy implementation at the municipal and district levels and its impacts on migrant schools and their students. Rural migrant workers in the cities usually lack local hukou (household registration) and face serious obstacles in accessing basic social services, including schooling for their children. The educational situation of these children, however, can vary both across and within localities, and, despite policies and regulations from the central government, there have emerged broad and sometimes even extreme differences in the implementation of these policies at the local levels. This book uses evidence from qualitative interviews and the analysis of policy documents and materials to provide readers with a rare glimpse into the local politics surrounding migrant children’s education in China’s political center, including the nature of and motives behind policy implementation at the municipal and district levels and the implications for the survival and development of migrant schools in the city. Educating the Children of Migrant Workers in Beijing is a unique and in-depth contribution to an important area and will appeal to scholars and students across a range of disciplines, including China studies, migration studies, education, social policy, and development studies, as well as to practitioners and policymakers working on migrant issues and social welfare provision in China.
Educating the Enemy: Teaching Nazis and Mexicans in the Cold War Borderlands
by Jonna PerrilloCompares the privileged educational experience offered to the children of relocated Nazi scientists in Texas with the educational disadvantages faced by Mexican American students living in the same city. Educating the Enemy begins with the 144 children of Nazi scientists who moved to El Paso, Texas, in 1946 as part of the military program called Operation Paperclip. These German children were bused daily from a military outpost to four El Paso public schools. Though born into a fascist enemy nation, the German children were quickly integrated into the schools and, by proxy, American society. Their rapid assimilation offered evidence that American public schools played a vital role in ensuring the victory of democracy over fascism. Jonna Perrillo not only tells this fascinating story of Cold War educational policy, but she draws an important contrast with another, much more numerous population of children in the El Paso public schools: Mexican Americans. Like everywhere else in the Southwest, Mexican American children in El Paso were segregated into “Mexican” schools, where the children received a vastly different educational experience. Not only were they penalized for speaking Spanish—the only language all but a few spoke due to segregation—they were tracked for low-wage and low-prestige careers, with limited opportunities for economic success. Educating the Enemy charts what two groups of children—one that might have been considered the enemy, the other that was treated as such—reveal about the ways political assimilation has been treated by schools as an easier, more viable project than racial or ethnic assimilation.
Educating the Enemy: Teaching Nazis and Mexicans in the Cold War Borderlands
by Jonna PerrilloCompares the privileged educational experience offered to the children of relocated Nazi scientists in Texas with the educational disadvantages faced by Mexican American students living in the same city. Educating the Enemy begins with the 144 children of Nazi scientists who moved to El Paso, Texas, in 1946 as part of the military program called Operation Paperclip. These German children were bused daily from a military outpost to four El Paso public schools. Though born into a fascist enemy nation, the German children were quickly integrated into the schools and, by proxy, American society. Their rapid assimilation offered evidence that American public schools played a vital role in ensuring the victory of democracy over fascism. Jonna Perrillo not only tells this fascinating story of Cold War educational policy, but she draws an important contrast with another, much more numerous population of children in the El Paso public schools: Mexican Americans. Like everywhere else in the Southwest, Mexican American children in El Paso were segregated into “Mexican” schools, where the children received a vastly different educational experience. Not only were they penalized for speaking Spanish—the only language all but a few spoke due to segregation—they were tracked for low-wage and low-prestige careers, with limited opportunities for economic success. Educating the Enemy charts what two groups of children—one that might have been considered the enemy, the other that was treated as such—reveal about the ways political assimilation has been treated by schools as an easier, more viable project than racial or ethnic assimilation.
Educating the Enemy: Teaching Nazis and Mexicans in the Cold War Borderlands
by Jonna PerrilloCompares the privileged educational experience offered to the children of relocated Nazi scientists in Texas with the educational disadvantages faced by Mexican American students living in the same city. Educating the Enemy begins with the 144 children of Nazi scientists who moved to El Paso, Texas, in 1946 as part of the military program called Operation Paperclip. These German children were bused daily from a military outpost to four El Paso public schools. Though born into a fascist enemy nation, the German children were quickly integrated into the schools and, by proxy, American society. Their rapid assimilation offered evidence that American public schools played a vital role in ensuring the victory of democracy over fascism. Jonna Perrillo not only tells this fascinating story of Cold War educational policy, but she draws an important contrast with another, much more numerous population of children in the El Paso public schools: Mexican Americans. Like everywhere else in the Southwest, Mexican American children in El Paso were segregated into “Mexican” schools, where the children received a vastly different educational experience. Not only were they penalized for speaking Spanish—the only language all but a few spoke due to segregation—they were tracked for low-wage and low-prestige careers, with limited opportunities for economic success. Educating the Enemy charts what two groups of children—one that might have been considered the enemy, the other that was treated as such—reveal about the ways political assimilation has been treated by schools as an easier, more viable project than racial or ethnic assimilation.
Educating the Gendered Citizen: sociological engagements with national and global agendas
by Madeleine ArnotGlobalisation and global human rights are the two major forces in the twenty-first century which are likely to shape the sort of learner citizen created by the educational system. Schools will be expected to prepare young men and women for national as well as global citizenship. Male and female citizens will need to adapt to new social conditions, only some of which will encourage gender equality. This book offers a unique introduction to the contribution that sociological research on the education of the citizen can make to these national and global debates. It brings together for the first time a selection of influential new and previously published papers by Madeleine Arnot on the theme of gender, education and citizenship. It describes feminist challenges to liberal democracy, the gendered construction of the ‘good citizen’ and citizenship education; it explores the implications of social change for the learner citizen and offers alternative gender-sensitive models of global citizenship education. Reaching right to the heart of current debates, the chapters focus on: feminist democratic values in education teachers’ constructions of the gendered citizen European languages of citizenship the inclusion of women’s rights into English citizenship textbooks gender struggles for equality in school pedagogy and curriculum the implications of personalised learning for the individualised learner citizen globalisation and the construction of a global ethic for citizenship education . It will be an invaluable text for all those interested in citizenship education, gender studies, sociology of education, educational policy studies, critical pedagogy and curriculum studies and international or comparative education.
Educating the Tudors
by Amy McElroy“Written with passion and style . . . Veterans of the dynasty and those interested in the social development of learning will be enchanted.” —Stephen Veerapen, author of The Elizabethan Spy ThrillersEducation during the Tudor era was a privilege and took many forms including schools, colleges and apprenticeships. Those responsible for delivering education came from a variety of backgrounds from the humble parish priest to the most famed poet-laureates of the day. Curriculums varied according to wealth, gender and geography. The wealthy could afford the very best of tutors and could study as much or as little as they chose while the poorer members of society could only grasp at opportunities in the hopes of providing themselves with a better future.The Tudors were educated during a time when the Renaissance was sweeping across Europe and Henry VIII became known as a Renaissance Prince but what did his education consist of? Who were his tutors? How did his education differ to that of his elder brother, Prince Arthur, and how did Henry’s education change upon the death of his brother? There is no doubt Henry was provided with an excellent education, particularly in comparison to his sisters, Margaret and Mary. Henry’s own education would go on to influence his decisions of tutors for his own children. Who had the privilege of teaching Henry’s children and did they dare to use corporal punishment?Educating the Tudors seeks to answer all of these questions, delving into the education of all classes, the subjects they studied, educational establishment and those who taught them.
Educating the Whole Child for the Whole World: The Ross School Model and Education for the Global Era
by Carolyn Sattin-Bajaj Marcelo M. Suérez-OrozcoAn examination of new approaches to educating children in a globalized worldAt the dawn of the twenty-first century, we are living in a global era, yet schooling systems remain generally reactive and slow to adapt to shifting economic, technological, demographic, and cultural terrains. There is a growing urgency to create, evaluate, and expand new models of education that are better synchronized with the realities of today’s globally linked economies and societies.Educating the Whole Child for the Whole World examines one such model: the ethos and practices of the Ross Schools and their incubation, promotion, and launching of new ideas and practices into public education. Over the last two decades Ross has come to articulate a systematic approach to education consciously tailored for a new era of global interdependence.In this volume, world-renowned scholars from a variety of disciplines, as well as veteran teachers, administrators, and students, come together to examine some of the best practices in K-12 education in the context of an increasingly interconnected world. Together they explore how the Ross model of education, which cultivates in students a global perspective, aligns with broader trends in the arts, humanities, and sciences in the new millennium.Contributors: Nick Appelbaum, Ralph Abraham, Antonio M. Battro, Sally Booth, Michele Clays, Elizabeth M. Daley, Antonio Damasio, Hanna Damasio, Kurt W. Fischer, Howard Gardner, Vartan Gregorian, Christina Hinton, Hideaki Koizumi, Debra McCall, Carolyn Sattin-Bajaj, John Sexton, Carola Suárez-Orozco, Marcelo M. Suárez-Orozco, William Irwin Thompson, and Sherry Turkle
Education (Entering the Shift Age, eBook #7)
by David HouleThis book by noted futurist, David Houle, is a call to action for people who are part of a growing movement concerned about education in America and who are committing time and effort toward its transformation. This book is not the answer, but a call to action, an offering of a vision and a necessary expansion of the creative discussion to formulate the solution so essential to the ongoing vitality of our country. The book will look at the roots of American education, the current landscape, and the forces and dynamics that are pushing inevitable change in education for our children. Transformation of education is inevitable and asking the right questions, expanding our vision and starting to do something now are key elements the author outlines. Politicians, principals, school superintendents, and education foundation executives as well as parents should be reading this book as an enabler for their points of view about the need to change K-12 education in the years ahead.
Education And Social Change In Latin America
by Mike Cole Sara C. MottaThis book examines the multiple relationships between education, pedagogy, and social change in Latin America and beyond through a discussion of critical theory in education and its uses in Latin American society today. An international group of contributors discuss both individual countries and the region as a whole.
Education In Rural America: A Reassessment Of Conventional Wisdom
by Jonathan P. SherIndifference has not always characterized American attitudes toward rural children, nor has neglect always been the cornerstone of state and federal policy toward rural education. Indeed, for nearly a century there was an avid and influential—though ultimately ineffective—rural school reform movement in the United States. But in recent years, rural education has become a "skeleton in the closet" of the education profession. More than 14 million children attend rural schools that receive only minuscule amounts of the nation s financial resources and professional attention. The authors of this book carefully analyze the beliefs, assumptions, policies, and practices that have shaped and continue to shape education in rural America, concluding that conventional wisdom in rural education has proved to be considerably more conventional than wise. They offer pragmatic suggestions for changes in rural schools, in educational policy, and in programs designed for rural communities. As Robert Coles tells us in his Foreword to the book, they "give us clear, strong, uncluttered prose—a good sign that they are able to offer sensible, honest, unpretentious suggestions and useful ideas. They give us. . .a social history that enables perspective . . . and [they give us] practical, well-argued suggestions for a public policy both humane and capable of realization for our rural areas."
Education Law, Strategic Policy and Sustainable Development in Africa: Agenda 2063
by A. C. Onuora-Oguno W. O. Egbewole T. E. KlevenThis book outlines the findings and suggestions of the Law and Society Association’s International Research Collaborations, which focused on the African Union’s Agenda 2063. This outlined the ideal Africa aspired to by the year 2063: ‘the Africa we want’. The authors examine socio-economic rights issues and their impact on developing a strong educational agenda that can drive Africa to realize Agenda 2063. As Africa’s development has remained slow in the face of many challenges, the need to embrace good governance, rule of law and human rights obligations are major tools to realize the continent’s potential. The project focuses in particular on the central place of education law and policy in achieving the goals of Agenda 2063.
Education Level and Police Use of Force: The Impact of a College Degree (SpringerBriefs in Criminology)
by John VespucciThis brief presents a study addressing the impact of a college degree upon officer use of force. The average American municipal police academy only requires 26 weeks of training, despite previous studies showing overwhelming support that college educated police officers apply more discretion in their use of force than officers without a college degree. Taking into account contemporary public/police conflicts and how American perceptions of police are based largely on officer use of force, this study offers a more current perspective on the profession’s changing dynamic over the past decade. With data gathered from over 400 officers from 143 distinct municipal police agencies in 6 American states, the study examines the association between a college education and the level of force used to gain compliance during arrest situations, and notes discrepancies between previously studied factors and contextual variables. This brief will be useful for researchers of policing and for those involved with police training.
Education Out of Bounds
by Tyson E. Lewis Richard KahnThrough a unique combination of critical, posthumanist, and educational theories, the authors engage in a surreal journey into the worlds of feral children, alien reptoids, and faery faiths in order to understand how social movements are renegotiating the boundaries of community.