Suchergebnisse

An introduction to subversive legal education / Helen Gibbon, Ben Golder, Lucas Lixinski, Marina Nehme, and Prue Vines -- A visceral view of subversion in legal education : teaching and research in unusual domains as a methodology / Prue Vines -- Antithesis as subversive legal education : learning justice through injustice in the artwork of Sandro Botticelli / Paolo Moro -- Subversion and perpectivism in teaching property law / Peter D. Burdon -- Valuing our differences : for the sake of adaptive law schools / Kylie Fletcher -- Re-thinking assessment in law / Alex Steel -- Can law schools provide students with a subversive legal education in an online learning environment? / K.E. Powell and Nicole J. Siller -- Hacking the Priestleys / Kate Galloway, with Melissa Castan and Alex Steel -- Value and values in higher education : some reflections from the UK on the subversive dimensions of historical approaches in the study of law / Sarah Wilson -- Education for citizenship and social justice : students as co-creators / Kellie Toole and Peter Burdon -- Unlearning real property law / Dorothea Anthony -- Challenging BigLaw : questioning the dominant discourse in law student employment aspirations / Nick James and Kana Nakang.

The poor record of liberal reforms sponsored by the international community in postcolonial settings underscores the real politik of institutional change. What we call a 'new normal' in development policy and practice foregrounds the role of agency – leadership, networks of connectors and convenors, entrepreneurs and activists – but it has less to say about the political and economic conditions of possibility in which agents operate. The putative powers of agency seem most challenged in contexts of extreme resource dependency and the resource curse. The particular case of Edo, a state in the oil rich Niger delta region of Nigeria, illustrates the intersection of agency and structural conditions to show how 'asymmetric capabilities' can emerge to create, constrain and make possible particular reform options.

Malaysia's New Economic Policy (NEP) is an affirmative action program implemented in 1971 aimed at reducing the socioeconomic disparity between ethnic Malays—who represent the majority in Malaysia—and other ethnic groups, in particular the Chinese. The enforcement of quotas in public university admission and the labor market was carried out in order to reduce income inequality between groups and to restructure employment. This study investigates the implications of affirmative action on income inequality, educational attainment, and employment outcomes across different ethnic groups. Inequality for all ethnic groups, and therefore the whole country, rose dramatically from 1957 to 1976. However, from 1976 onwards, there appears to be a consistent movement towards a more equal distribution and NEP had clearly achieved its objective of narrowing income gaps between ethnic groups, especially between the Malays and Chinese. Educational attainment among Malays, especially at the tertiary level, has increased substantially under NEP but graduates are found to be heavily dependent on public sector employment, resulting in a growing concern over the quality of these graduates. While the government has been determined to abolish the identification of race with economic function, ironically, the end result is a perpetuation of identification of ethnicity. The issue of racial identification has now manifested itself in the overrepresentation of Bumiputera in public sector employment and the concentration of non-Bumiputera in the private sector labor market.

The term Open Educational Resources (OER) was coined in 2002 in discussions at the Forum on the Impact of Open Courseware UNESCO. It describes "the provision of educational resources on open license, enabled by information technologies and communication, for consultation, use and adaptation by a community of users with non-commercial purposes".In June 2012, Community OER and UNESCO celebrated 10 years in the area of Open World Congress of Educational Resources in Paris, where the Declaration REA Paris 2012 was formally adopted. This calls on governments around the world to establish the adoption of open licenses for sharing knowledge produced with public funds.This trilingual Compendium (written in English, Spanish and Portuguese) aims to fill part of the need for institutionalized information, and aims to discuss in a clear, didactic and realistic way, the experiences of selected higher education institutions who have offered OER. This document provides a unique approach. It combines remarkable initiatives in the institutional development of REA in Higher Education institutions in the United Kingdom, the Netherlands and Spain with experiences from Higher Education institutions and universities from Brazil, Mexico, and Ecuador, which serve to enlighten the compendium with their innovative ideas and projects.This document has been developed in close collaboration with experts, researchers and decision makers from more than 10 universities in order to provide a global perspective of the OER movement. Some of the more relevant trends identified in this study are exemplified by a broad range of initiatives, including: change in the organizational culture; flexible certification; new business models; middle term institutional strategy; incentives policy; use of non-commercial open source or self-develop platforms; focus on champions; decentralized – federated solutions; open standard, bibliometric criteria; search engine optimization; community building and peer-based collaboration; quality assurance; repurposing and ...

In this book, Sean Noah Walsh applies Herbert Marcuse's observations on counterrevolution to recent developments in education politics. Seemingly disparate issues such as the exercise of state power to reorganize curricula, the derision of intellectuals, the permeation of consumerism into the collegiate experience, and the expansion of online teaching belong to the same strategy in which the faculties of dissent are neutralized before they can develop and dissent is established as the paramount political obscenity.

In a world of ubiquitous surveillance, watching and being watched are the salient features of the lives depicted in many of our cultural productions. This collection examines surveillance as it is portrayed in art, literature, film and popular culture, and makes the connection between our sense of 'self' and what is 'seen'. In our post-panoptical world which purports to proffer freedom of movement, technology notes our movements and habits at every turn. Surveillance seeps out from businesses and power structures to blur the lines of security and confidentiality. This unsettling loss of privacy plays out in contemporary narratives, where the 'selves' we create are troubled by surveillance. This collection will appeal to scholars of media and cultural studies, contemporary literature, film and art and American studies

As the construction industry is one of the dominant contributors to the world's total CO2 emissions and it has huge negative impacts on the environment, sustainable construction has become a key aspiration in the field. Through utilizing eco-friendly design and resource efficiency, sustainable construction is considered as the main concept to create and operate a healthy built environment. Although sustainability has been demonstrated as a timeless objective for continuous development in Turkey's governmental policies, the number of qualified professionals in the field and the attributed significance to the notion of sustainability in the Turkish educational context is questionable. Accordingly, this paper concentrates on the Turkish architectural and civil engineering education - two disciplines that are expected to raise experts on the subject – within the scope of sustainable construction. Ten research universities, which are identified by the Higher Education Institute (YÖK), are analyzed in terms of the content of the curriculum and the conducted graduate studies in architecture and civil engineering departments. The main aim of this paper is to reveal the lack of sustainability-related graduate studies and sustainability-related content in the established curriculum of the higher education institutions in Turkey.

Urbanization, the process of population concentration, has been succeeded in the United States by counterurbanization, a process of population deconcentration characterized by smaller sizes, decreasing densities, and increasing local homogeneity, set within widening radii of national interdependence. This article reviews this shift, the means by which a national society is producing a national settlement system.