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174 pages ; 23 cm.
  • Executive Summary 7 Foreword 12 Acknowledgements 15 Introduction 16 About This Monograph 21 History and Context 25 Historical Backdrop 26 Current Landscape 36 National Organizations 38 Conclusion 41 The Attitudes and Voting Behaviors of Tenure-Line Faculty 42 Early Considerations of Attitudes and Attributes 43 Economic and Noneconomic Factors in the 1980s 50 Small-Scale Studies in the 1990s 53 Lessened Attention in the 21st Century 56 Conclusion 60 Effects of Tenure-Line Faculty Unions 61 Compensation 62 Tenure, Grievance Procedures, and Retrenchment Policies 80 Governance and Faculty Influence 88 Collegiality and Campus Relationships 95 Satisfaction 98 Other Effects of Faculty Unionization 101 Conclusion 103 Non-Tenure-Line and Part-Time Faculty Unionization 106 Background and Setting 107 Research on Non-Tenure-Line and Part-Time Faculty Unions 109 Conclusion 117 Graduate Student Unionization 119 Background and Setting 119 Research on Graduate Student Unions 122 Conclusion 130 Current Understandings and Future Directions 132 Overview of Existing Research 133 Needed Additional Studies 138 Looking Forward 139 References 143 Name Index 165 Subject Index 171 About the Author 174.
  • (source: Nielsen Book Data)9781119453277 20171023
With roughly 25% of those teaching college classes belonging to a union, higher education is one of the most heavily organized industries in the United States. Substantial research-based literature exists as scholars have been studying the topic for a half of a century. Following an overview of its history and context, this monograph synthesizes and analyzes the existing research on faculty and graduate student unionization. It points to evolving understandings of faculty attitudes regarding collective bargaining and the findings on the relationships between unionization and compensation, satisfaction, procedural protections, organizational effectiveness, and related issues for tenure-line faculty. Additional chapters consider the more limited research on non-tenure-line faculty and graduate student instructors. As such, this monograph illuminates the accepted understandings, contested arguments, and the substantial gaps in understandings that remain. This is the third issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
(source: Nielsen Book Data)9781119453277 20171023
Education Library (Cubberley)
128 pages ; 23 cm.
"Dramatic shifts in the demographic and labor diversity of American faculty have pressed institutions and the profession to clarify who the 'real' faculty are. Emblematic of this struggle, full-time, non-tenure tract faculty are often caught in between the world of tenured faculty, where they fulfill many of the same roles, and that of adjunct faculty, with whom they experience similar employment insecurity and minimal institutional support. Efforts to equalize respect, resources, and treatment, although laudable, may be missing a vital aspect of the conversation: the role of collegiality and the collegium. Collegiality, the cultural, structural, and behavioral components, and the collegium, or the shared identity collegiality serves, are ancient concepts that in contemporary contexts often receive more regard than clarity. The intersection of these conceptual and practical challenges raises timely questions for the faculty profession. What is it about the history of the professoriate in America that has rendered the collegium inadequate and yet so important in an age of differentiated labor? How might a renewed vision for collegiality bring clarity to the question of which faculty should be regarded as experts? How can we adapt and leverage these important concepts for a professoriate that is increasingly diverse by demographics and employment category in ways that result in a more inclusive and robust profession? Engaging in these questions through the extant literature will call faculty, administrators, and graduate students into a compelling new conversation about the needs of and possibilities for the professoriate"--Back cover.
Education Library (Cubberley)
xv, 367 pages : illustrations ; 25 cm.
  • Preface
  • Contributors
  • Cultural neuroscience of the developing brain in childhood / Joan Y. Chiao
  • The role of culture and language in the development of color categorization / Anna Franklin
  • How much mathematics is "hard-wired," if any at all : biological evolution, development, and the essential role of culture / Rafael Núñez
  • Culture, language, and emotion: explorations in development / Twila Tardif
  • Cultural expressions and neurobiological underpinnings in mother infant interactions / Marc H. Bornstein
  • The cultural organization of young children's everyday learning / Suzanne Gaskins
  • Socioemotional development across cultures / Xinyin Chen
  • Two senses of cultural relativity / Michael Maratsos
  • Epilogue
  • Bibliography
  • About the author
  • Index.
Education Library (Cubberley)
149 pages ; 23 cm.
  • Introduction
  • Conceptualizing Scholarly Learning and Boyer's Forms of Scholarship
  • Research Universities
  • Comprehensive Colleges and Universities
  • Liberal Arts Colleges
  • Community Colleges
  • A Call to Action: Advancing the Study of Faculty Scholarly Learning.
Education Library (Cubberley)
126 pages : illustrations ; 23 cm.
  • Intersection of education and housing insecurity
  • Policies framing housing insecurity in higher education
  • Trauma-informed and sensitive colleges
  • Higher education housing continuum
  • Implications for policy, practice, and research.
Education Library (Cubberley)
145 pages : illustrations ; 23 cm.
Education Library (Cubberley)
115 pages : illustration ; 23 cm.
  • Executive Summary 7 Foreword 11 Introduction 14 Importance and Value of Mentoring 16 Mentoring Definitions and Characteristics 18 Who Can Be a Mentor? 23 Mentoring Literature Reviews 26 Monograph Purpose and Guiding Questions 29 Monograph Overview 30 Synthesis of Recent Empirical Findings 31 Description of Reviewed Mentoring Scholarship 31 Mentoring Descriptions, Sensemaking, and Expectations 33 Perceptions, Functions, and Roles of Mentoring 35 Mentoring Benefits 38 College Adjustment and Development 40 Academic Progress and Success 41 Contributions of the Present Review 42 Summary and Conclusions 44 Contextualizing Mentoring Relationships 45 Orientation and Retention Programs 45 Mentoring for Social Justice and Equity 48 Peer Mentoring 50 Undergraduate Research and Honors Programs 52 Summary and Conclusions 57 Established and Emerging Mentoring Frameworks 58 Overview of Mentoring Theories and Frameworks 59 Typology-Related Frameworks 59 Process-Based Frameworks 62 Outcomes-Based Frameworks 67 Summary and Conclusions 71 Conclusions and Recommendations 73 Synthesis of Key Findings 73 Enduring Limitations and Recommendations for Future Research 75 Proposed Conceptual Framework: Mentoring Undergraduate Students 81 Evidence-Based Mentoring Practices 86 Concluding Remarks 90 References 92 Name Index 105 Subject Index 111 About the Authors 113.
  • (source: Nielsen Book Data)9781119382171 20170515
Take a critical look at the theory and recent empirical research specific to mentoring undergraduate students. This monograph: * Explains how mentoring has been defined and conceptualized by scholars to date, * Considers how recent mentoring scholarship has begun to distinguish mentoring from other developmental relationships, * Synthesizes recent empirical findings, * Describes prevalent types of formalized programs under which mentoring relationships are situated, and * Reviews existing and emerging theoretical frameworks. This monograph also identifies empirical and theoretical questions and presents research to better understand the role of mentoring in promoting social justice and equity. Presenting recommendations for developing, implementing and evaluating formal mentoring programs, it concludes with an integrated conceptual framework to explain best-practice conditions and characteristics for these programs. This is the first issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
(source: Nielsen Book Data)9781119382171 20170515
Education Library (Cubberley)
136 pages ; 23 cm.
  • Whiteness in higher education: core concepts and overview
  • Whiteness as a racial discourse
  • Overview of monograph.
  • Interpersonal whiteness and higher education
  • White on white: invisibility and structured ignorance
  • Microaggressions and the missing perspective of whiteness
  • Whiteness and college students: the empirical scholarship
  • Conclusion.
  • Institutional whiteness and higher education
  • Space, race, and college campuses: three perspectives
  • Whiteness informing culture, climate, and ecology
  • How whiteness affects students of color
  • Conclusion.
  • Developing racial justice allies
  • Ally development: context, challenges, and concepts
  • Conclusion.
  • Implications and futuring whiteness studies in higher education
  • The future of whiteness studies in higher education
  • A concluding, cautionary, and challenging note.
Education Library (Cubberley)
xix, 294 pages : illustrations ; 25 cm.
  • The emergence and structuring of the global education industry: towards an analytical framework / Antoni Verger, Christopher Lubienski, Gita Steiner-Khamsi
  • The role of the Gates Foundation and the philanthropic sector in shaping the emerging education market: lessons from the US on privatization of schools and education governance / Wayne Au and Christopher Lubienski
  • Philanthropic governance: charitable companies, the commercialization of education and that thing called "democracy" / Antonio Olmedo
  • Private authority or ambiguity? The evolving role of corporations and foundations in the Global Partnership for Education / Francine Menashy
  • Entrepreneurial influence in Brazilian education policies: the case of Todos Pela Educação / Erika Moreira Martins and Nora Rut Krawczyk
  • Brand aid funding for educating public humanitarians / Lisa Ann Richey and Stefano Ponte
  • Corporate social responsibility and neo-social accountability in education: the case of Pearson plc. / Anna Hogan, Sam Sellar and Bob Lingard
  • Knowledge production and the rise of consultocracy in education policymaking in England / Helen Gunter and Colin Mills
  • Donors, private actors and contracts: recasting the making and ownership of education policy in Pakistan / Shailaja Fennell and Rabea Malik
  • Teach for all, public-private partnerships, and the erosion of the public in education / Daniel Friedrich
  • Professional consultancy and global higher education: the case of branding of academia / Gili S. Drori
  • Financial markets and investment in education / Diego Santori, Stephen J. Ball and Carolina Junemann
  • Unbundling the university and making higher education markets / Susan Robertson and Janja Komljenovic
  • Education outside the public limelight: the "parallel universe" of ICT certifiers / Eva Hartmann
  • Questioning the global scaling-up of low-fee private schooling: the nexus between business, philanthropy and PPPs / Prachi Srivastava
  • Economy, business, and first class: the implications of for-profit education provision in the UAE / Natasha Ridge, Susan Kippels, and Soha Shami.
Education Library (Cubberley)
115 pages ; 23 cm.
Education Library (Cubberley)
xiii, 92 pages ; 23 cm.
  • Executive Summary vi Foreword xi Acknowledgments xiii The Contextual Significance of General Education in Higher Education 1 General Education s Interconnection With Higher Education s Purpose 1 General Education and the Current Context 4 General Education: Many Meanings, Multiple Functions 6 Purpose and Organization of Monograph 9 History Matters: Tracing the Development of General Education 12 Foundations (1636 1783) 13 Additions and Tensions (1784 1869) 16 Industrialization and Mediation (1870 1939) 21 Rapid Growth and New Expectations (1940 1976) 24 Overgrowth and Struggle (1977 2005) 27 Historical Reflections and Insights 30 Contemporary Perspectives and Models 33 Inherited Functions 33 Models of General Education 39 Contemporary Insights 50 Effective General Education in the Current Context 51 Characteristics of Good Practice on the Whole 51 Innovations in General Education 55 Effective General Education Course Design 58 Effective Practices to Support and Sustain General Education 60 Institutional Assessment and General Education 63 Sustaining and Renewing General Education 67 Closing Reflections and Recommendations 68 General Education: A Term of Endurance 69 Recommendations 70 Notes 73 References 75 Name Index 86 Subject Index 89 About the Author 92.
  • (source: Nielsen Book Data)9781119244653 20160830
General education is widely touted as an enduring distinctive of higher education, but what do we actually mean by general education? Differing perspectives not only make it challenging to consider its significance, but also open it up to a wide range of determinations regarding its effectiveness. This volume aims to sharpen understanding of the complex picture of general education by: * describing how various conceptions of general education evolved historically, * identifying various functions expected of general education in the contemporary context, and * pointing out the educational practices that fulfill general education s aims in the current context. The conceptions of, and aspirations for, general education are consequential. This volume disentangles the divergent conceptions that hinder its renewal and considers the range of avenues for realizing its effectiveness. This is the second issue of the 42nd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
(source: Nielsen Book Data)9781119244653 20160830
Education Library (Cubberley)
174 pages : illustrations ; 23 cm.
Education Library (Cubberley)
139 pages ; 23 cm.
  • Executive Summary 7 Foreword 13 Acknowledgments 17 Introduction and Relevance of Social Media 18 Definitions 19 Monograph Roadmap 20 Demographics of Technology/Mobile/Social Media Use 22 Historical Context 22 Understanding the Connections Between Internet Usage, Social Media, and Mobile Accessibility 24 Overall Social Media Data 25 Platform-Specific Data 26 Teenage Trends 28 College Student Use of Digital Technologies 29 Social Media and Students College Admission Process 33 Recruitment and Selection Process 33 Expectations of Prospective Students 34 Institutional Strategies 38 First-Generation College Students and College Choice 42 Greater Access to Information 42 Peer Feedback 45 Emotional Support and Reinforcement of Identity 46 Social Media and College Transitions 48 Prearrival College Transitions 49 Postarrival College Adjustment 50 Maintenance of Home Relationships 51 Forming Relationships with College Peers and Loneliness 51 Institutional Attachment and Persistence 52 College and University Social Media Interventions 53 Academic Uses of Social Media 55 Implementation of Social Media in the Curriculum 57 Outcomes of Social Media Integration into the Curriculum 61 The Negative Side of Social Media Use in the Curriculum 65 Campus Social Experience and Cocurricular Learning 73 Social Media and Student Engagement 74 Social Capital Acquisition and Social Media 74 Engagement on Social Media 76 Activism and Civic Engagement 77 Identity Development and Social Media 78 Self-Presentation 80 Digital Identity and Self-Presentation Implications for Practice 81 Social Media Use in Specific Functional Areas 83 Advancement, Development, and Alumni Relations 83 Athletics 85 Campus/Student Activities and Involvement 88 Career Services 89 Conduct Offices 90 Crisis Response 92 Multicultural Affairs 93 Residence Life 94 Emerging Challenges on Campus 96 Anonymity 96 Cyberbullying 98 Social Media in Higher Education 5 Racial Hostility 98 Relationships and Dating 99 Summary and Synthesis of Reviewed Literature 100 Practice and Institutional Policy-making 103 Research Implications 103 Functional Areas and Cocurricular Implications 104 Academic Implications 106 The Future of Social Media on Campus 108 References 112 Name Index 129 Subject Index 135 About the Authors 139.
  • (source: Nielsen Book Data)9781119335894 20161024
Social media is central to postsecondary education. It is how students engage with the campus community, and campus leaders and practitioners are interested in how an institution can employ social media to impact instruction, student services and institutional effectiveness in an increasingly competitive market. This volume presents the current research and scholarship on social media that provides a view of the higher education landscape in this new digital age and it demonstrates how social media influence behavior and campus culture. Drawing on a critical synthesis and analysis from recent research on this rapidly evolving phenomenon, this monograph examines: * some of the assumptions and presumptions around social media, * how social media is used and how it shapes the student experience and student development, and * best practices for enhancing curricular and co-curricular communities of practice. This is the 5th issue of the 42nd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
(source: Nielsen Book Data)9781119335894 20161024
Education Library (Cubberley)
xiv, 126 pages ; 23 cm.
  • Executive Summary vi Foreword x Acknowledgments xiii The Evolution of Affirmative Action: A Critical Review 1 Organization of the Monograph 3 Affirmative Action Redux 4 Contemporary Affirmative Action as Public Policy 8 Tensions in the Interpretation of Affirmative Action 12 The Backlash Against Affirmative Action 14 Contrasting Affirmative Action in Employment and Admissions 17 Diversity as a Compelling State Interest 21 Redefinition of the Fourteenth Amendment in Bakke 22 The Emergence of the Diversity Rationale 26 The Grutter and Gratz Decisions 27 The Fisher Case: A New Bright Line 30 Solidifying the Court s Equal Protection Argument: The Schuette Decision 36 The Educational Benefits of Diversity: Who Gains? 39 Contextual Conditions That Overcome Magical Thinking 43 Campus Racial Climate 51 The Changing Paradigm: Access and Success of Minoritized Students 57 Resegregation 61 Institutional Selectivity and Resources 63 The Risks of First-Generation-in-College Status 64 Intergenerational Wealth 65 Social and Cultural Capital 65 Financial Aid and Tuition Increases 67 The Impact of State Bans on Affirmative Action 69 The Evolution of Percent Plans 73 Socioeconomic Status as a Proxy for Disadvantage 78 Mismatch Theory: Empirical Findings 80 Undermatch 84 The Complexities of Class-Based Admissions Policies 85 Fisher and Beyond: A Sea Change 89 Workable Race-Neutral Practices 93 A Higher Burden of Proof: Recommendations for Practice 97 References 102 Name Index 117 Subject Index 122 About the Authors 125.
  • (source: Nielsen Book Data)9781119124924 20160618
The urgency of developing workable race-neutral admissions strategies that maximize the benefits of student diversity has increased. This practical guide offers: concrete recommendations and strategies for the creation of a campus ecosystem that maximizes the structural, curricular, and interactional benefits of diversity, extensive empirical findings and a rich research literature, opportunities for campuses to craft programs, processes, and intervention that maximize student learning outcomes related to diversity, and alternative strategies for addressing disadvantage, including the use of socioeconomic status and state-based percent plans. This book provides a comprehensive overview of key issues and strategic approaches that will assist institutions of higher education in fostering demographic diversity and building inclusive and welcoming campus environments. This is the 4th issue of the 41st volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
(source: Nielsen Book Data)9781119124924 20160618
Education Library (Cubberley)
xiv, 117 pages ; 25 cm.
  • Executive Summary vii Foreword x Acknowledgments xiii Critical Race Theory 1 Critical Race Theory in Higher Education 3 Critical Legal Studies 3 The Origins of Critical Race Theory 4 Critical Race Theory 5 Key Tenets of Critical Race Theory 5 Critical Race Theory in Higher Education: 20 Years of Theoretical and Research Innovations 14 Critical Race Theory in Higher Education 16 Tensions and Possibilities 16 Race and Racism on the U.S. University Campus 18 Engaging with Students of Color s Experiences 20 Understanding Faculty of Color s Experiences 24 Critical Race Theory, Higher Education Policy, and the Law 30 Conclusion 32 Critical Race as a Methodology 34 A Critical Race Methodology 35 Elements of a Critical Race Methodology 35 Providing Voice and Legitimizing People of Color s Experiences 36 Master Narrative/Majoritarian Stories 37 Storytelling 38 Counterstories 39 Functions of the Counterstory 39 Types of Counterstories 40 Descendant Theories of Critical Race Theory 41 Growing the Counterstory? 46 Positionality 52 Conclusion 55 Critical Race Theory as a (Student) Development Theory 57 Centering Race in Student Development 58 Critical Race Theory and Intersectionality 62 Critical Race Theory and Campus Environments 64 The Ecological Perspective of Campus Space 65 Impact to Student Development 67 Toward a Critical Race Theory of (Student) Leadership 68 Conclusion: The Educator as Architect 70 Racial Microaggressions 72 Racial Microaggressions in Scholarship 73 Contextualizing Microaggressions 74 Types of Microaggressions 76 Research on Microaggressions 78 Microaggressions and Critical Race Theory 79 Decolonizing Microaggressions: A Concluding Thought 81 Critical Race Theory and the Next 20 Years 84 Reflexivity and Listening 86 Call to Praxis 87 Glossary 89 Notes 98 References 99 Name Index 110 Subject Index 114 About the Authors 117.
  • (source: Nielsen Book Data)9781119111924 20160618
Critical race theory (CRT) was introduced in 1995 and for almost twenty years, the theory has been used as a tool to examine People of Color s experiences with racism in higher education. This monograph reviews the critical race literature with a focus on race and racism s continued role and presence in higher education, including: legal studies and history, methodology and student development theory, the use of storytelling and counterstories, and the types of and research on microaggressions. The goal of the editors is to illuminate CRT as a theoretical framework, analytical tool, and research methodology in higher education. As part of critical race theory, scholars and educators are called upon to extend their commitment to social justice and to the eradication of racism and other forms of oppression. This is the 3rd issue of the 41st volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
(source: Nielsen Book Data)9781119111924 20160618
Education Library (Cubberley)
169 pages : illustrations ; 21 cm.
Education Library (Cubberley)
xxiii, 248 pages : illustrations, maps ; 24 cm.
  • Educating elites: the changing dynamics and meanings of privilege and power / Agnes van Zanten
  • Elites: some questions for a new research agenda / Claire Maxwell
  • A family affair: reproducing elite positions and preserving the ideals of meritocratic competition and youth autonomy / Agnes van Zanten
  • Elite schools in Buenos Aires: the role of tradition and school social networks in the production and reproduction of privilege / Victoria Gessaghi and Alicia Mendez
  • Changes in elite education in the United States / Shamus Rahman Khan
  • The changing strategies of social closure in elite education in Brazil / Ana Maria F. Almeida
  • Germany's hesitant approach to elite education. stratification processes in German secondary and higher education / Ulrike Deppe, Werner Helsper, Reinhard Kreckel, Heinz-Hermann Krüger and Manfred Stock
  • The boundaries of privilege: elite English schools' geographies and depictions of a local community / Rachel Brooks and Johanna Waters
  • Globalisation and elite universities in China / Tien-Hui Chiang, Fan-Hua Meng, and Xiao-Ming Tian
  • The discourse of 'Asia rising' in an elite Indian school / Fazal Rizvi
  • National and international students' definitions of merit in French Grandes Écoles / Brigitte Darchy-Koechlin, Hugues Draelants and Elise Tenret
  • Globalizing femininity in elite schools for girls: some paradoxical failures of success / Jane Kenway, Diana Langmead and Debbie Epstein
  • Elite universities, elite schooling and reproduction in Britain / Paul Wakeling and Mike Savage
  • Paths to the elite in France and in the United States / Jules Naudet
  • Contextually bound authoritative knowledge: a comparative study of British, French and Norwegian administrative elites' merit and skills / Marte Mangset
  • Higher education, corporate talent and the stratification of knowledge work in the global labour market / Phillip Brown, Hugh Lauder and Johnny Sung
  • Conclusion: Elites, education and identity. an emerging research agenda / Stephen J. Ball
Education Library (Cubberley)
xi, 109 pages ; 23 cm.
  • A history of intercollegiate athletics and the NCAA
  • The NCAA Division I athletic funding crisis
  • The role of athletics in the coporatized university
  • Emerging debate and the future of athletics to higher education
  • Conclusion and challenges for future research.
Education Library (Cubberley)
vi, [313] pages ; 23 cm.
  • Learning in and across contexts: reimagining education / Jennifer A. Vadeboncoeur, Hitaf Kady-Rachid, & Bruce Moghtader
  • Part 1. Seeing education holistically
  • A history of informal, out-of-school education / Ryan W. Coughlan, Alan R. Sadovnik, & Susan F. Semel
  • Alternative learning contexts and the goals of democracy in education / Deirdre M. Kelly
  • "The local trap" : problematizing place, education, and policy / Kalervo N. Gulson
  • Part 2. Learning in and across contexts with children and youth
  • Afterschool: Growth! (The All Stars way) / Bonny L. Gildin
  • Space-time configurations of youth-voice driven science practices: insights into local and global mobilities / Jrène Rahm
  • Learning from and with aboriginal learners: rethinking aboriginal education in Canada / Natalia Panina-Beard
  • Creative "garages" for community and economic youth development / Shirley Brice Heath
  • Learning contexts for children and young people with learning differences / Harry Daniels
  • Creating hybrid spaces for talk: humor as a resource learners bring to informal learning contexts / Doris Ash - A dialogical inquiry into practice frameworks within Jabiru Community College: re-centering young people and community within a social constructionist frame / Peter Westoby, M.F. Paul Toon, & Ken Morris
  • Part 3. Advancing research on learning
  • Research with a transformative activist agenda: creating the future through education for social change / Eduardo Vianna & Anna Stetsenko
  • Studying movement, hybridity, and change: toward a multi-sited sensibility for research on learning across contexts and borders / Shirin Vossoughi & Kris D. Gutiérrez
  • Part 4. Attending to possible futures in the present
  • Imagined futures in the present: minding learning opportunities / Jennifer A. Vadeboncoeur & Dale Murray.
Education Library (Cubberley)
xiii, 94 pages ; 23 cm.
Education Library (Cubberley)