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This book explores the nature of public universities and higher education reforms in emerging economies, with a focus on India, South Africa and Brazil. Drawing on context-based case studies, the essays in the volume highlight the state of public universities amongst the developing world with their shared colonial past and social, caste and race inequalities. Based on comparative and multidisciplinary studies, the book provides a critical account of the policy reforms and changes on account of globalization and markets in higher education in public universities of the Global South regions. The chapters also compare methodological approaches to university reform and restructuring of public universities and higher education systems in USA, Australia, the European Union and India, and examine the California model, the Bologna process, the Melbourne model, the University of Delhi reforms, and engage critically with the New Public Management inspired reform policies. The book further lays the groundwork for understanding 'massification' in a contextual way, and the possibilities for expansion of scale of mass higher education through public provision. With its empirical findings and social theory analyses by global experts, the volume will be of great interest to scholars and researchers of education, higher education, sociology and social anthropology, development studies, public policy and administration, politics, political economy, and Global South studies. It will also be useful to educationists, policymakers and civil society organizations.
This book asks how we can reclaim the university for the public good. The editors and contributors argue that the sector is in crisis, accelerated by the passing of the UK Higher Education Research Act in 2017 and made visible during the University and College Union strikes in April 2018. In response to this, there are widespread demands to reclaim the university and protect education as a public good, using co-operative structures. Taking an interdisciplinary and social justice perspective, the editors and contributors offer concrete examples of alternative higher education: in doing so, analysing how the future of the university can be recovered. This intersectional volume discusses a broad range of approaches to higher education while disseminating new ideas. It will be of interest and value to those disenchanted with the current state of higher education in the UK and beyond, as well as activists and policy makers.
Lawrence Vale explores the rise, fall, and redevelopment of three public housing projects in Boston. Vale looks at these projects from the perspectives of their low-income residents and assesses the contributions of the design professionals who helped to transform these once devastated places during the 1980s and 1990s.
Over a decade ago, the first edition of City Schools and the American Dream debuted just as reformers were gearing up to make sweeping changes in urban education. Despite the rhetoric and many reform initiatives, urban schools continue to struggle under the weight of serious challenges. What went wrong and is there hope for future change? More than a new edition, this sequel to the original bestseller has been substantially revised to include insights from new research, recent demographic trends, and emerging political realities. In addition to surveying the various limitations that urban schools face, the book also highlights programs, communities, and schools that are making good on public education’s promise of equity. With renewed commitment and sense of urgency, this new edition provides a clear-eyed vision of what it will take to ensure the success of city schools and their students. “City schools continue to play one of the most important roles in our quest to restore democracy. This is a must-read . . . again!” —Gloria Ladson-Billings, University of Wisconsin–Madison “The authors provide concrete examples of innovative strategies and practices employed by urban schools that are succeeding against all odds.” —Betty A. Rosa, chancellor, New York State Board of Regents “This is the book every teacher, parent, policymaker, and engaged citizen should read.” —Marcelo M. Suárez-Orozco, UCLA
*** Winner of the Myrdal Prize for Evolutionary Political Economy *** The last few years have seen the spectacular failure of market fundamentalism in Europe and the US, with a seemingly never-ending spate of corporate scandals and financial crises. As the environmental limits and socially destructive tendencies of the current profit-driven economic model become daily more self-evident, there is a growing demand for a fairer economic alternative, as evidenced by the mounting campaigns against global finance and the politics of austerity. Reclaiming Public Ownership tackles these issues head on, going beyond traditional leftist arguments about the relative merits of free markets and central planning to present a radical new conception of public ownership, framed around economic democracy and public participation in economic decision-making. Cumbers argues that a reconstituted public ownership is central to the creation of a more just and sustainable society. This book is a timely reconsideration of a long-standing but essential topic.
The crisis of the neoliberal order has resuscitated a political idea widely believed to be consigned to the dustbin of history. Brexit, the election of Donald Trump, and the neo-nationalist, anti-globalisation and anti-establishment backlash engulfing the West all involve a yearning for a relic of the past: national sovereignty.In response to these challenging times, economist William Mitchell and political theorist Thomas Fazi reconceptualise the nation state as a vehicle for progressive change. They show how despite the ravages of neoliberalism, the state still contains resources for democratic control of a nation's economy and finances. The populist turn provides an opening to develop an ambitious but feasible left political strategy.Reclaiming the State offers an urgent, provocative and prescient political analysis of our current predicament, and lays out a comprehensive strategy for revitalising progressive economics in the 21st century.
For hundreds of years, knowledge has been central in understanding the university. Over recent decades, however, it is the economic value of knowledge that has come to the fore. Now, in a post-truth world, knowledge is also treated with suspicion and has become a vehicle for ideologies. Knowledge and the University combats all these ways of thinking. Its central claim is that knowledge is of value because of its connection with life. Knowledge is of life, from life, in life and for life. With an engaging philosophical discussion, and with a consideration of the evolution of higher education institutions, this book: Examines ways in which research, teaching and learning are bound up with life; Looks to breathe new life into the university itself; Widens the idea of the knowledge ecology to embrace the whole world; Suggests new roles for the university towards culture and the public sphere. Knowledge and the University is a radical text that looks to engender nothing less than a new spirit of the university. It offers a fascinating read for policy makers, institutional leaders, academics and all interested in the future of universities.
This book compares the trajectories of states and societies in Africa, Asia and Latin America under neoliberalism, a time marked by serial economic crises, escalating social conflicts, the re-militarisation of North-South relations and the radicalization of social and nationalist forces. Sam Moyo and Paris Yeros bring together researchers and activists from the three continents to assess the state of national sovereignty and the challenges faced by popular movements today. They show that global integration has widened social and regional inequalities within countries, exacerbated ethnic, caste, and racial conflicts, and generally reduced the bureaucratic capacities of states to intervene in a defensive way. Moreover, inequalities between the countries of the South have also widened. These structural tensions have all contributed to several distinct political trajectories among states: from fracture and foreign occupation, to radicalization and uncertain re-stabilization. This book re-draws the debate on the political economy of the contemporary South and provides students of international studies with an important collection of readings.
To reclaim the public university is to focus our energies on teaching all our students well, educating them for a new, increasingly complicated age. To deliver on this promise, we must interrogate the general education we provide for our students, for that is the vast, unrecognized ground we stand on. It is what students and faculty do most in common. If we can get educating our students right, generally and liberally, then we will have laid a claim to what the public university needs to be.