Suchergebnisse

Examines the nature & impact of decreased government spending on public higher education in the US. It is argued that massive budget cuts for public higher education are representative of an economic & political campaign backed by both Democrats & Republicans aimed at privatizing the public sector. Government funding & financial aid have dropped as enrollment has increased, & tuitions have rapidly climbed as students & parents are forced to take a greater responsibility for the financial support of public higher education. These shifts have led to greater socioeconomic stratification of the schools, larger class size, fewer instructional resources, decaying infrastructure, & a growing disparity between cost & quality. While entry-level jobs for graduate students & full-time employment for professors have declined, administrative personnel have increased; it is argued that this trend is representative of the new corporate-oriented model of education. Despite these failures, education remains a highly popular aspect of the welfare state, & it is concluded that the privatization of schools can be overcome through campaigns emphasizing public education's strong ties to equality, opportunity, & social mobility. T. Sevier

"The notion of global citizenship education (GCE) has emerged in the international education discourse in the context of the United Nations Education First Initiative that cites developing global citizens as one of its goals. In this book, the authors argue that GCE offers a new educational perspective for making sense of the existing dilemmas of multiculturalism and national citizenship deficits in diverse societies, taking into account equality, human rights and social justice. The authors explore how teaching and research may be implemented relating to the notion of global citizenship and discuss the intersections between the ideology of GCE and multiculturalism. They address the three main topics which affect education in multicultural societies and in a globalized world, and which represent unsolved dilemmas: the issue of diversity in relation to creating citizens, the issue of equality and social justice in democratic societies, and the tension between the global and the local in a globalized world. Through a comparative study of the two prevailing approaches - intercultural education within the European Union and multicultural education in the United States - the authors seek what can be learned from each model. Global Citizenship Education and the Crises of Multiculturalism offers not only a unifying theoretical framework but also a set of policy recommendations aiming to link the two approaches"--

The emergence of industrial proposals on the national scene raises the prospect of a greater role for the states in US economic policy. Industrial policy proposals that emphasize trade policy, sectoral targeting, infrastructure investment, & subnational jurisdiction competition are described, & the implied role of states in each is discussed. State involvement is politically necessary if any proposal is to succeed in the national policy-making arena. Four strategic proposals are assessed in light of that contention, & it is concluded that infrastructure investment & subnational jurisdiction proposals have an advantage over the better known trade policy & sectoral targeting strategies. 1 Table. Modified HA

Cover -- Half Title -- Title -- Copyright -- Dedication -- Contents -- Chapter I. From a Pedagogy of the Oppressed to a Pedagogy of Hope -- Chapter II. Setting the Stage: Politics, Policy, and Education in Brazil -- Chapter III. Redefining Relationships: The State, Education, and Social Change -- Chapter IV. Creating the Popular Public School: Theoretical Foundations and Policy Initiatives -- Chapter V. Reorienting the Curriculum: The Interdisciplinary Project -- Chapter VI. Pedagogy of Hope and School Realities -- Chapter VII. Conclusion

Includes indexes. ; pt. 3-5. Department of Health, Education, and Welfare.--pt. 6. Action . --pt. 7. Nondepartmental witnesses.--pt. 8. Department of Health, Education, and Welfare; Department of Labor. ; Mode of access: Internet.

Encouraging aspirations for higher education among young people who are marginalized is a common youth program strategy for addressing educational and social disparities. However, data on educational attainment suggests that these aspirations often go unfulfilled and that there is a need for a different approach—one that more deeply considers the ways in which social context influences youth agency. Within this paper, I show that while marginalized youth have aspirations for higher education, they have fewer opportunities to take action to achieve them. Conceptually, this paper draws from Bourdieu's concept of "habitus" and Sen's capability approach in order to understand the aspirations for higher education among marginalized youth and how they can be supported through youth programs. A case from an overnight, campus-based youth program highlights how youth programs can support youths' agentic abilities to achieve their aspirations. The findings from this study suggest that both future-planning activities and emulating student life prepared youth to navigate socio-cultural barriers to aspiration achievement. The presented findings offer insight into the nature of aspiring and have implications for how youth programs can be designed to effectively support agency and aspiration development among youth who have been marginalized.

Given the imperative to redress the education inequalities between Black, Asian and Minority Ethnic (BAME) and White students, this contribution explores advances and challenges from within Social Work education (SWE) in relation to the experiences of Black social work students. Drawing on critical race theories and the concept of racial battle fatigue, it explores the impacts of race and racism on students' academic experience and wellbeing. It proposes the significance of relational wellbeing which has been a constant strand within Social Work education and comprises a valuable approach to the decolonisation process within higher education (HE). Linking this to critical pedagogy, it highlights the role of staff to build safety, confidence and trust to support students to overcome prior education experiences of under-attainment, disadvantage and social marginalisation. Despite the pervasiveness of managerialism within HE, which compromises the teacher-student relationship and emphasises measured changes in student 'outcomes', Social Work educators are invited to nurture safe and transformational learning environments.