Take Back Higher Education
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| Author | : H. Giroux |
| Publisher | : Springer |
| Total Pages | : 326 |
| Release | : 2004-06-24 |
| Genre | : Science |
| ISBN | : 140398266X |
At the beginning for the new millennium, higher education is under siege. No longer viewed as a public good, higher education increasingly is besieged by corporate, right-wing and conservative ideologies that want to decouple higher education from its legacy of educating students to be critical and autonomous citizens, imbued with democratic and public values. The greatest danger faced by higher education comes from the focus of global neo-liberalism and the return of educational apartheid. Through the power of racial backlash, the war on youth, deregulation, commercialism, and privatization, neo-liberalism wages a vicious assault on all of those public spheres and goods not controlled by the logic of market relations and profit margins. Take Back Higher Education argues that if higher education is going to meet the challenges of a democratic future, it will have to confront neo-liberalism, racism, and the shredding of the social contract.
| Author | : Henry A. Giroux |
| Publisher | : Macmillan |
| Total Pages | : 344 |
| Release | : 2004-05-10 |
| Genre | : Education |
| ISBN | : 9781403964236 |
Higher education is under siege. No longer viewed as a public good, it is attacked by businesses who want to refashion institutions in the image of the marketplace. Higher education is the target of cultural conservatives who have undermined academic freedom and access by deriding the academy as a hotbed of left-multicultural-radicalism and anti-Americanism. The historic mission to educate students as citizens motivated by democratic values is overshadowed by profit margins. Giroux and Giroux argue that the greatest danger faced by higher education comes from corporatization and educational apartheid. If higher education is to meet the challenges of a democratic future, it must encourage students to be critical thinkers and citizens, as it vouchsafes conditions for educators to produce scholarship in the service of an inclusive democracy.
| Author | : Wendy Fischman |
| Publisher | : MIT Press |
| Total Pages | : 406 |
| Release | : 2022-03-22 |
| Genre | : Education |
| ISBN | : 0262046539 |
Why higher education in the United States has lost its way, and how universities and colleges can focus sharply on their core mission. For The Real World of College, Wendy Fischman and Howard Gardner analyzed in-depth interviews with more than 2,000 students, alumni, faculty, administrators, parents, trustees, and others, which were conducted at ten institutions ranging from highly selective liberal arts colleges to less-selective state schools. What they found challenged characterizations in the media: students are not preoccupied by political correctness, free speech, or even the cost of college. They are most concerned about their GPA and their resumes; they see jobs and earning potential as more important than learning. Many say they face mental health challenges, fear that they don’t belong, and feel a deep sense of alienation. Given this daily reality for students, has higher education lost its way? Fischman and Gardner contend that US universities and colleges must focus sharply on their core educational mission. Fischman and Gardner, both recognized authorities on education and learning, argue that higher education in the United States has lost sight of its principal reason for existing: not vocational training, not the provision of campus amenities, but to increase what Fischman and Gardner call “higher education capital”—to help students think well and broadly, express themselves clearly, explore new areas, and be open to possible transformations. Fischman and Gardner offer cogent recommendations for how every college can become a community of learners who are open to change as thinkers, citizens, and human beings.
| Author | : Mitchell Stevens |
| Publisher | : Stanford University Press |
| Total Pages | : 336 |
| Release | : 2015-01-07 |
| Genre | : Education |
| ISBN | : 0804793557 |
Between 1945 and 1990 the United States built the largest and most productive higher education system in world history. Over the last two decades, however, dramatic budget cuts to public academic services and skyrocketing tuition have made college completion more difficult for many. Nevertheless, the democratic promise of education and the global competition for educated workers mean ever growing demand. Remaking College considers this changing context, arguing that a growing accountability revolution, the push for greater efficiency and productivity, and the explosion of online learning are changing the character of higher education. Writing from a range of disciplines and professional backgrounds, the contributors each bring a unique perspective to the fate and future of U.S. higher education. By directing their focus to schools doing the lion's share of undergraduate instruction—community colleges, comprehensive public universities, and for-profit institutions—they imagine a future unencumbered by dominant notions of "traditional" students, linear models of achievement, and college as a four-year residential experience. The result is a collection rich with new tools for helping people make more informed decisions about college—for themselves, for their children, and for American society as a whole.
| Author | : John M. Ellis |
| Publisher | : Encounter Books |
| Total Pages | : 196 |
| Release | : 2021-08-10 |
| Genre | : Education |
| ISBN | : 1641772158 |
A series of near-riots on campuses aimed at silencing guest speakers has exposed the fact that our universities are no longer devoted to the free exchange of ideas in pursuit of truth. But this hostility to free speech is only a symptom of a deeper problem, writes John Ellis. Having watched the deterioration of academia up close for the past fifty years, Ellis locates the core of the problem in a change in the composition of the faculty during this time, from mildly left-leaning to almost exclusively leftist. He explains how astonishing historical luck led to the success of a plan first devised by a small group of activists to use college campuses to promote radical politics, and why laws and regulations designed to prevent the politicizing of higher education proved insufficient. Ellis shows that political motivation is always destructive of higher learning. Even science and technology departments are not immune. The corruption of universities by radical politics also does wider damage: to primary and secondary education, to race relations, to preparation for the workplace, and to the political and social fabric of the nation. Commonly suggested remedies—new free-speech rules, or enforced right-of-center appointments—will fail because they don’t touch the core problem, a controlling faculty majority of political activists with no real interest in scholarship. This book proposes more drastic and effective reform measures. The first step is for Americans to recognize that vast sums of public money intended for education are being diverted to a political agenda, and to demand that this fraud be stopped.
| Author | : Ronald J. Daniels |
| Publisher | : JHU Press |
| Total Pages | : 337 |
| Release | : 2021-10-05 |
| Genre | : Education |
| ISBN | : 1421442698 |
Introduction -- American dreams : access, mobility, fairness -- Free minds : educating democratic citizens -- Hard facts : knowledge creation and checking power -- Purposeful pluralism : dialogue across difference on campus -- Conclusion.
| Author | : Ryan Craig |
| Publisher | : Macmillan |
| Total Pages | : 254 |
| Release | : 2015-03-10 |
| Genre | : Education |
| ISBN | : 1137279699 |
There is a revolution happening in higher education—and this is how it's unfolding
| Author | : Michael Anthony Rose |
| Publisher | : The New Press |
| Total Pages | : 226 |
| Release | : 2012 |
| Genre | : Education |
| ISBN | : 1595587861 |
"Shines a light on institutions that are teaching students, young and old, how to rebuild our economy and put America back to work" (President Bill Clinton). It's a statistic that's sure to surprise: Close to forty-five percent of postsecondary students in the United States today did not enroll in college directly out of high school, and many attend only part-time. Following a tradition of self-improvement as old as the Republic, the "nontraditional" college student is becoming the norm. Back to School is the first book to look at the schools that serve a growing population of "second-chancers," exploring what higher education--in the fullest sense of the term--can offer our rapidly changing society and why it is so critical to support the institutions that make it possible for millions of Americans to better their lot in life. In the anecdotal style of his bestselling Possible Lives, Mike Rose crafts rich and moving vignettes of people in tough circumstances who find their way, who get a second . . . or third . . . or even fourth chance, and who, in a surprising number of cases, reinvent themselves as educated, engaged citizens. Rose reminds us that our nation's economic and civic future rests heavily on the health of the institutions that serve millions of everyday people--not simply the top twenty universities listed in U.S. News and World Report--and paints a vivid picture of the community colleges and adult education programs that give so many a shot at reaching their aspirations. "Thoughtful and surprising." --The Washington Post "Inspiring stories of older Americans attending secondary schools." --Kirkus Reviews
| Author | : Les Back |
| Publisher | : MIT Press |
| Total Pages | : 273 |
| Release | : 2016-03-25 |
| Genre | : Education |
| ISBN | : 1906897581 |
Sharp and witty observations of academic life that range from the local to the global, from PowerPoint to the halls of power. Is a university education still relevant? What are the forces that threaten it? Should academics ever be allowed near Twitter? In Academic Diary, Les Back has chronicled three decades of his academic career, turning his sharp and often satirical eye to the everyday aspects of life on campus and the larger forces that are reshaping it. Presented as a collection of entries from a single academic year, the diary moves from the local to the global, from PowerPoint to the halls of power. With entries like “Ivory Towers” and “The Library Angel,” these smart, humorous, and sometimes absurd campus tales not only demystify the opaque rituals of scholarship but also offer a personal perspective on the far-reaching issues of university life. Commenting on topics that range from the impact of commercialization and fee increases to measurement and auditing research, the diary offers a critical analysis of higher education today. At the same time, it is a passionate argument for the life of the mind, the importance of collaborative thinking, and the reasons that scholarship and writing are still vital for making sense of our troubled and divided world.
| Author | : Jeffrey T. Grabill |
| Publisher | : JHU Press |
| Total Pages | : 125 |
| Release | : 2022-03-01 |
| Genre | : Education |
| ISBN | : 1421443228 |
It's time to design the next iteration of higher education. There is no question that higher education faces significant challenges. Most of today's universities aren't prepared to tackle issues like demographic change, the continued defunding of public education, cost pressures, and the opportunities and challenges of educational technologies. Then, of course, there is the shock of the COVID-19 pandemic, which will reverberate for years and may very well usher higher education into an era of significant structural change. Some critics argue that a premium should be placed on change functions—that is to say, on creativity, innovation, organizational learning, and change management. Yet few institutions of higher education have functions focused on thoughtful, iterative problem-solving and opportunity identification. The authors of Design for Change in Higher Education argue that we must imagine and actively make our way to new institutional forms. They assert that design—a practical art that is conceptually rich and visible in its concreteness—must become a core internal competency of the university. They propose one grounded in the practical experiences of a specific educational design organization: Michigan State University's Hub for Innovation in Learning and Technology, which all three authors have helped to run. The Hub was created to address issues of participation, impact, and scale in moving learning innovations from the individual to the collective and from the classroom to the institution. Framing each chapter around a case study of design practice in higher education, the book uses that case study as the foundation on which to build design theory for higher education. It is complemented by an online playbook featuring tactics that can be used and adapted by others interested in facilitating their own design work. Touching on learning experience design (LXD) as an increasingly critical practice, the authors also develop a constructivist view of designing conversations. A playbook that grounds theory in practice, Design for Change in Higher Education is aimed at faculty, staff, and students engaged in the important work of imagining new forms of education.
