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Cover -- Series page -- Critical Perspectives on Education Policy and Schools, Families, and Communities -- Library of Congress Cataloging-in-Publication Data -- Contents -- Introduction -- CHAPTER 1: In/Exclusive Engagement of School Communities Through School District Decentralization -- CHAPTER 2: YPAR as Policy Production -- CHAPTER 3: To Interpret or Not to Interpret? -- CHAPTER 4: Radically Rethinking School Choice With Youths -- CHAPTER 5: Leaders of Color Navigating Policy in Diversifying Schools -- CHAPTER 6: Responsible for Normal -- CHAPTER 7: Parent Fundraising in Toronto Schools

"Serial no. 112-17." ; Shipping list no.: 2011-0347-P ; Mode of access: Internet.

Governments around the world have turned to higher education to sustain economic development and social welfare. This article uses the concept of the regulatory welfare state (RWS) to examine how state authorities in the United States and Germany have sought to spur structural changes in the education sector. I argue that policy-makers in both countries have pursued the goal of organizing competition among universities by combining fiscal and regulatory policies that strengthen universities' self-reliance, rivalry, and decentralized decision-making. The analysis shows that understanding cross-national patterns of institutional transformation requires putting countries' evolving regimes of state-university relations into historical perspective, and that states' shifting governance strategies are important drivers of higher education's contemporary reimagination. It also clarifies how regulatory approaches to welfare provision have fostered the re-composition of public infrastructures, raising pressing questions about the quality and scope of the welfare that regulatory approaches promote.

The education and housing of ethnic minorities in the United States.
Nathan GLAZER
Busing was proposed as a solution to the existence of segregated schools in the United States. The goal was to eliminate the difference between black and white schools by having children attend public-schools nearest to where they lived in order to overcorne the demeaning distinction of race in law and assist the segregating schools to improve their program.
The solution was apparently simple, but it did not happen because of political resistance.
The problem of school integration by way of residential integration seems as difficult to realize as busing.

This book pays tribute to an intellectual giant. The twenty-one succinct chapters comprising the volume, and the variety of scholars who have authored them, are indicative of his intellectual, geographical and intergenerational reach. These chapters reflect the towering influence of Roger Dale's work in fields such as the Sociology of Education, Globalization and Education Policy Studies, and Comparative and International Education. While engaging critically with Roger's intellectual ideas—and without exception the authors demonstrate the significance of these to their own theoretical and research endeavors—they also include personal reflections on his role as mentor, role model, networker, and friend. Together the chapters are testimony to the richness, quality and diversity of Roger Dale's work and the extent to which it has inspired several generations of scholars from very different world locations. In a final chapter, Roger Dale himself responds from his usual humble position to all contributors and reviews the key aspects of an exceptional and ongoing intellectual journey

1. Reproduction and contradiction in education : an introduction / Michael W. Apple -- 2. Education and class formation : the peculiarities of the Americans / David Hogan -- 3. Education, economy and the state / Martin Carnoy -- 4. Education and the capitalist state : contributions and contradictions / Roger Dale -- 5. Schooling and the reproduction of patriarchy : unequal workloads, unequal rewards / Gail P. Kelly and Ann S. Nihlen -- 6. The arts in class reproduction / Paul DiMaggio and Michael Useem -- 7. Television's screens : hegemony in transition / Todd Gitlin -- 8. Curricular form and the logic of technical control : building the possessive individual / Michael W. Apple -- 9. Structure, text, and subject : a critical sociology of school knowledge / Philip Wexler -- 10. Codes, modalities and the process of cultural reproduction : a model / Basil Bernstein.

'Liberal States, Authoritarian Families' sheds new light on longstanding questions in educational and political philosophy about the relationship between parents and children in a liberal state. Contemporary theorists argue that the family should be democratized to reflect the egalitarian ideals of the liberal state, but Koganzon argues that this desire for 'congruence' between familial and state authority was originally illiberal in origin, advanced by theorists of absolute sovereignty like Bodin and Hobbes.

Issued by the Dept. of Education. ; Title varies slightly. ; Mode of access: Internet.

This publication focuses on the power forms identified by Joseph Nye: hard, soft, and smart, and evaluates education as a resource of power. Education is a smart power resource since it has both hard and soft power characteristics. The study of Kazakhstan reveals international educational programs allow education to become a power resource

This paper is the outcome of research undertaken to investigate the current state and issues of Korean language programs in Australian schools in relation to the Government's National Asian Languages and Studies in Schools Program (NALSSP). The aim of this paper is to provide an evidence-based analysis of issues from which stakeholders can draw on as they work towards practices and programs that result in more students undertaking and continuing Korean to Year 12. The following specific objectives are addressed: 1) Present, analyse and discuss the latest available statistical information on Korean language study in schools (schools, teachers and students); 2) Describe factors that support or strengthen Korean language programs in schools; 3) Describe factors and issues that limit or hinder the success of Korean language programs in schools; 4) Provide case studies to identify exemplary or promising practices in Korean language education; and 5) Offer support strategies specific to Korean language education in the current education environment.