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In recent years, the publicly held corporation has assumed a central position in both the economic and political spheres of American life. Economically, the public corporation has long acted as the key institution within American capitalism. Politically, the public corporation now can use its economic might to sway electoral outcomes as never before. Indeed, individuals who control public firms wield more economic might and political power today than ever before. These truths profoundly shape American society. The power, control, and role of the public corporation under law and regulation, therefore, hold more importance than at any other time period.Even though corporate law and regulation define all aspects of this central economic and political institution within the American system, the development of corporate law is impeded by a deficient pedagogy -- and thus, to a certain degree, scholarship -- that scarcely mentions the power and influence corporations hold. Critical voices, in particular, are excluded from virtually all corporate law textbooks. Many corporate law texts taught in law school classrooms treat the social role of the public corporation as a black box of corporate law pedagogy and, by extension, mainstream legal scholarship. Indeed, a relentless stream of legal scholarship challenging the law and regulation of the public firm from the perspective of its broader social and economic implications receives little to no mention in the key textbooks adopted and taught from in law schools today. This Article challenges the dominant corporate law master narrative perpetuated in all of the major business law textbooks. This master narrative prevents students of the law and legal scholars from fully understanding and analyzing the changing nature and evolution of law and power in the United States.
Outlining significant dynamics that may pave the way for future evolution in the field of corporate law, this timely Research Agenda explores provocative and cutting-edge developments to identify new directions for scholarly inquiry. Bringing together a diverse group of scholars, the book evaluates doctrinal and normative issues in corporate law from a range of contextual and interdisciplinary viewpoints.
Corporate law has traditionally assumed that men organize business, men profit from it, and men bring cases in front of male judges when disputes arise. It overlooks or forgets that women are dealmakers, shareholders, stakeholders, and businesspeople too. This lack of inclusivity in corporate law has profound effects on all of society, not only on women's lives and livelihoods. This volume takes up the challenge to imagine how corporate law might look if we valued not only women and other marginalized groups, but also a feminist perspective emphasizing the importance of power dynamics, equity, community, and diversity in corporate law. Prominent lawyers and legal scholars rewrite foundational corporate law cases, and also provide accompanying commentary that situates each opinion in context, explains the feminist theories applied, and explores the impact the rewritten opinion might have had on the development of corporate law, business, and society.
Richard Greggory Johnson III, Phi Beta Kappa, is Associate Professor in the Educational Leadership and Policy Studies Program and faculty in the Masters of Public Administration Program at the University of Vermont. He is widely published and serves as an executive editor for Peter Lang's Black Studies and Critical Thinking series. Dr. Johnson is a life member of Alpha Phi Alpha fraternity. --Book Jacket.
Marcuse’s Challenge to Education, a collection of unpublished lecture notes by the thinker himself as well as essays by scholars who have explicated his theories, examines Herbert Marcuse’s ground-breaking critique of education as well as his own pedagogical alternatives. Edited by Douglas Kellner, this compilation provides an overview of the various themes of Marcuse’s challenges to traditional education and connections with ideas of other radical thinkers ranging from Bloch and Freire to Freud and Lacan.
Racism has been endemic in the history of western societies, while the nature of race as a social category of difference is controversial and rigorously contested from scholarly and everyday perspectives today. This edited collection traces the history of considerations of the meaning and importance of race and racism in society and education through a deep dive into the contents of the archives of the journal Educational Philosophy and Theory. Journal articles from the 1970s to today have been carefully selected throughout the text to showcase the trends and transformations in the field of educational philosophy over time. While historically western analytic philosophy of education did not focus particularly on race and racism, this changed in the 1990s, with the emergence of critical conversations about social justice that moved beyond liberal models. More recently, historical and theoretical accounts have sought to understand the processes of racialization in depth, as well as the intersectional nature of race privilege and discrimination across contemporary diverse societies worldwide. Taken together, the pieces in this book illustrates both the history of theorizing about race and racism in educational philosophy and theory as well as the breadth of present-day concerns. This collection provides a foundation for developing a historical understanding of the position of race and racism in philosophy of education, while it also inspires new works in Critical Race Theory, Black and African Studies, critical pedagogy, and related areas. Additionally, it will inspire educators and scholars across diverse fields to further consider the significance of race and racism in education and in research in the present age.
Organizational Behavior for School Leadership provides a theoretical and practical framework to help emerging leaders build the mental models they need to be effective. Presenting traditional, modern, and contemporary perspectives, each chapter offers opportunities for readers to reflect on the ideas and apply their leadership perspective and skills to their own work settings. In this way, this important book helps graduate students in educational leadership understand organizational situations and circumstances, an essential step in making appropriate decisions about people, school operations, and the community that generate improved student and teacher outcomes. Special features include: Guiding questions—chapter openers to initiate student thinking. Case studies and companion rubrics—engage students in applying content to real-life school scenarios with guiding rubrics to help think through answers. Reflections and relevance—interactive learning activities, simulations, and graphic assignments deepen readers' understanding. PSEL Standards—each chapter aligns with the 2015 Professional Standards for Educational Leaders. Companion website—includes case studies and rubrics, supplementary materials, additional readings, and PowerPoint slides for instructors.
The practice of teaching international law is conducted in a wide range of contexts across the world by a host of different actors – including scholars, practitioners, civil society groups, governments, and international organisations. This collection brings together a diversity of scholars and practitioners to share their experiences and critically reflect on current practices of teaching international law across different contexts, traditions, and perspectives to develop existing conversations and spark fresh ones concerning teaching practices within the field of international law. Reflecting on the responsibilities of teachers of international law to engage with and confront histories, contemporary crises, and everyday events in their teaching, the collection explores efforts to decenter the teacher and the law in the classroom, opportunities for dialogical and critical approaches to teaching, and the possibilities of co-producing non-conventional pedagogies that question the mainstream underpinnings of international law teaching. Focusing on the tools and techniques used to teach international law to date, the collection examines the teaching of international law in different contexts. Traversing a range of domestic and regional contexts around the world, the book offers insights into both the culture of teaching in particular domestic settings, aswell as the structural challenges and obstacles that arise in terms of who, what, and how international law is taught in practice. Offering a unique window into the personal experiences of a diversity of scholars and practitioners from around the world, this collection aims to nurture conversations about the responsibilities, approaches, opportunities, and challenges of teaching international law.
The Blackwell Companion to Social Inequalities is afirst-rate collection of social science scholarship oninequalities, emphasizing race, ethnicity, class, gender,sexuality, age, and nationality. Highlights themes that represent the scope and range oftheoretical orientations, contemporary emphases, and emergingtopics in the field of social inequalities. Gives special attention to debates in the field, developingtrends and directions, and interdisciplinary influences in thestudy of social inequalities. Includes an editorial introduction and suggestions for furtherreading.