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AbstractThere is a substantial literature that assesses the effects of tax‐exporting capacities on the tax structures and aggregate spending levels that state governments choose to implement, but no work exists that isolates the effects of state tax exporting on higher education spending. Using state‐level data for 1989, 1995, 2002, and 2007, we estimate for the median voter in each state the change in the marginal cost of higher education subsidization generated by tax exportation, and calculate the increased higher education spending that results. We consider three types of spending: state appropriations to public universities as well as need‐ and non‐need‐based aid awarded to in‐state students. We find that neither type of aid is responsive to the marginal cost, or tax price, faced by the median voter. However, the median voter's price elasticity of demand for state appropriations is statistically significant and negative. We find that the median voter's tax price is substantially reduced by the presence of prominent mining and tourism industries and by the federal deductibility offset available to firms. Thus, these tax‐exporting capacities exert upward pressure on voter demand for state appropriations to public universities.

1. Introduction: Historical Trajectories of Education and Development in (Post)Colonial Africa -- 2. Welfare and Education in British Colonial Africa, 1918-1945 -- 3. "Une aventure sociale et humaine": The Services des Centres Sociaux in Algeria, 1955-1962 -- 4. Education through labour: from the deuxieme portion du contingent to the youth civil service in West Africa (Senegal/Mali, 1926-1968) -- 5. Becoming a Good Farmer - Becoming a Good Farm Worker. On Colonial Education Policies in Germany and German South West Africa, ca 1890 to 1918 -- 6. "Cruce et Aratro." Fascism, Missionary Schools, and Labor in 1920s Italian Somalia -- 7. Becoming Workers of Greater France: Vocational Education in Colonial Morocco, 1912-1939 -- 8. Engineering socialism: the Faculty of Engineering at the University of Dar es Salaam (Tanzania) in the 1970s and 1980s -- 9. Enlightened developments? Inter-imperial organizations and the issue of colonial education in Africa (1945-1957) -- 10. The Fabric of Academic Communities at the Heart of the British Empire's Modernization Policies -- 11. Exploring "Socialist Solidarity" in higher Education: East-German Advisors in Post-Independence Mozambique (1975-1992) -- .

In recent years, the United States has gone through some major reconstructions in education that will affect many generations to come. As of 2010, the country created an entirely new way to focus how schools teach Mathematics and English Language Arts. This set of standards and guidelines is known as the Common Core State Standards. They were meant to create a new set of standards that came from decades of different opportunities and ideas in order to create increasingly advanced ways to make education in the United States better. The history behind the Common Core showcases where the United States began, along with how it would continuously try to streamline and better education as a whole. In the years before the Common Core, the United States used a different strategy to advance education. That was known as No Child Left Behind. No Child Left Behind and the Common Core were based on similar principles, streamline education while increasing the abilities of students and United States education as a whole. The methods used were the biggest differences between each. Common Core was a complete change from all that had been done before, and within the last few years there have been mixed results and responses. Some responses were considered on track towards making a new and improved education system, while others disrupt that idea, leading to an end of the Common Core in some states. The Common Core State Standards have become one of the most polarizing ideas in the United States today, with all different people supporting or aborting it for various reasons. It has even lead to the creation of specific state standards, allowing for state controlled ideals rather than a federal government controlled one. The future of the Common Core, though unseen, may be predicted from where the United States has been before.

Cover -- Endorsement Page -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of Figures -- List of Tables -- List of Abbreviations and Acronyms -- About the Contributors -- Foreword: Ruminations on Diplomacy and Public and Universities Policies -- Preface: Commencing and Completing Semi-Circles on Public and University Policies for the Public Good -- Chapter 1: The Salience of Policies Affecting Higher Education -- The Selection and Compositions of Authors -- Concepts and Demarcations of Policies -- Principles and Organization of the Volume -- Overarching Questions -- Part One - Concepts and Applications of Policies for Inclusiveness -- Succinct Abstracts -- Indigenous and Rural Education in Canada, Australia, Brazil, and the United States -- Part Two - STEM and Funding Policies Among Nations - Caribbean, Southern Africa, United Kingdom, and United States -- Succinct Abstracts -- Part Three - Diplomacy and Educational Policies Amid Disasters and Conflicts - United States, Africa, Asia, and South America -- Succinct Abstracts -- Part Four - Creativity and Realities for Universities in Changing Eras -- References -- Part I: Concepts and Applications of Policies for Inclusiveness -- Chapter 2: Community-University Learning and Engagement in Canada: Is the System Shifting in a Big Enough Way? Yes and No -- A Review of the Canadian Government's Relationship with Indigenous Peoples -- A Summary of Internal Policies and Practices for Community-Driven Learning -- Macro-Level Educational Policies: The Indigenous Languages Legislation -- Conclusion -- References -- Chapter 3: Policy and Praxis Implications of Australian Higher Education in "Closing the Gap" -- Background for "Closing the Gap" (Macro-Level Policy) -- The Universities Australia Indigenous Strategy (Meso-Level Policy).

Chapter 1: Regional Policymaking and Policy Divergence -- Chapter 2: The State, an Absent Guardian of Territorial Equality -- Chapter 3: The Politicization of Regional Educational Policies -- Chapter 4: Cultivating Similarity in Regional Policies -- Chapter 5: Being Competitive in Interregional Comparisons -- Chapter 6: Regional Policymaking and Policy Convergence.

Hindu Nationalism is not well understood outside of India, and its links to the global neoliberal trajectory have not been much explored. This book shows why it is education, not a failed political system, that led to the rise of Modi and the right-wing nationalist ideology of Hindutva.