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Research into ethnic attainment differences in British higher education and elsewhere tends to depict students from minority ethnic backgrounds as disadvantaged, marginalised, discriminated against and excluded. In The Minoritisation of Higher Education, Mieschbuehler demonstrates that this idea is shaping theoretical perspectives and informing higher education policies and practice across the country, yet current university policies and practices perpetuate, rather than ameliorate, the educational status of so-called minority ethnic students. Including an examination of current theories, as well as a wealth of empirical data from students, this book explains how group-based social differentiation and student-centred education foster the idea that ethnic and social attributes matter, losing any sense of our common humanity. Considering the consequences of this for students and university education as a whole, and challenging all pre-existing ideas of how to approach reported ethnic attainment gaps, The Minoritisation of Higher Education is a thought-provoking read. The book will be of great interest to scholars, postgraduate students and professionals in the areas of higher education; learning and teaching; equality and diversity; ethnicity; and attainment. It is also an important work for policymakers concerned with higher education.
This insightful book offers a wide-ranging collection of lively discussions on contemporary issues, policies and practices in higher education. Bartram integrates contributions from experienced academics, teachers and students in a unique approach and structure, designed to enable students with both specific and wide-ranging interests in higher education to extend their understanding. Including discussion points, research tasks and suggestions on further reading in each chapter, Understanding Contemporary Issues in Higher Education discusses a range of topics, such as: universities and the mental health ‘crisis’; knowledge, the state and the market; the role of technology in teaching and academic celebrification; disability, diversity and inclusive placement learning. Written specifically for Education Studies students, this book constitutes a timely addition to student-focused themed studies looking at aspects of higher education.
Beyond McDonaldization provides new concepts of higher education for the twenty-first century in a unique manner, challenging much that is written in mainstream texts. This book undertakes a reassessment of the growth of McDonaldization in higher education by exploring how the application of Ritzer’s four features efficiency, predictability, calculability and control has become commonplace. This wide-ranging text discusses arguments surrounding the industrialisation of higher education, with case studies and contributions from a wide range of international authors. Written in an accessible style, Beyond McDonaldization examines questions such as: Can we regain academic freedom whilst challenging the McDonaldization of thought and ideas? Is a McDonaldization of every aspect of academic life inevitable? Will the new focus on student experience damage young people? Why is a McDonaldized education living on borrowed time? Is it possible to recreate the university of the past or must we start anew? Does this industrialisation meet the educational needs of developing economies? This book brings international discussions on the changing world of higher education and the theory of McDonaldization together, seeking to provide a positive future vision of higher education. Analysing and situating the discussion of higher education within a wider social, political and cultural context, this ground-breaking text will have a popular appeal with students, academics and educationalists.
This groundbreaking book highlights the profound impact of internationalization in doctoral education, offering a variety of models to align with student interests and needs. It includes insights from over seventy contributors spanning more than thirty-five national contexts on six continents, who explore the values and benefits of internationalization at the doctoral level, such as social and cultural enrichment, academic and personal growth, network enhancement, and research collaboration, paving the way for meaningful career opportunities in academia or elsewhere. Evaluating the outcomes of internationalization and the development of researcher identities, the volume underscores the immeasurable value and impact of internationalized doctoral experiences while recognizing the importance of student agency. Reflections from students and graduates reveal the merits of international experiences but also address challenges and pitfalls, including environmental, economic, equity, and decolonization concerns. With implementable recommendations for institutions, academics, and students, this important book offers guidance for the future of internationalization in doctoral education and emphasizes the importance of strategic institutional approaches. Internationalization of the Doctoral Experience: Models, Opportunities and Outcomes is essential reading for anyone interested in the evolving landscape and transformative potential of internationalization in doctoral education.
There is a growing demand for educational professionals to develop a more critical understanding of the key and emerging debates in education so that they can better meet the challenges and demands placed upon them. Exploring Education at Postgraduate Level represents a range of perspectives from educational experts to academic researchers, and highlights the key issues surrounding contemporary education. Organised into three parts and drawing on key issues in education theory, policy and practice, the book considers areas such as SEN, evaluating learning, ESOL and gender. Featuring reflective questions, case studies and summaries of core ideas, the chapters include: Troublesome learning journey; Applying educational thinkers to contemporary educational practice; Values production through social and emotional learning; Policy research: In defence ad hocery?; We are all critically reflective now: The politics of critical reflection in higher education and in the work place; Developing critical thought about SEN; The refuge of relativism. Aimed at supporting students on Masters-level courses, this acessible but critically provocative text is an essential resource for those wishing to develop a more critical understanding of the role, purpose and function of educational systems and practices.
The present volume explores lesser-heard and unheard issues in the study of religion. Among other things, lived experiences of religion in higher education are interrogated; culture is studied as lived experience; and “evangelicalism” is outlined as an emic and etic concept.
This book analyses the egalitarian foundations of equality law from a classical liberal perspective by asking two central questions: does justice ideally demand equality? Are differences in abilities among people in some sense unfair? The book examines these questions in the context of racial diversity. Racial justice as a component of social justice is often considered to be so emotionally and morally compelling that its implications for economic freedom are rarely subjected to critical scrutiny. In defending the classical ideal of formal equality in contexts of racial diversity this book questions the ethical status of egalitarian social and moral ideals. Economic Freedom and Social Justice argues that egalitarian ideals, like all subjective value judgements, must be subjected to critical intellectual inquiry rather than treated axiomatically. Drawing upon the legal framework in the UK and other common law jurisdictions, this book shows some of the ways in which egalitarian ideals, in addition to resting on false premises, are costly, harmful, and ultimately inimical to justice and liberty. The book argues that legal entitlements and policy guidelines constructed upon notions of racial equity are wrongly constituted as the main prism through which liberal market democracies govern private relationships, including the employment relationship. Written in a clear and forthright style, this book will be of interest to students and scholars in law, economics, philosophy and political economy.
How does coding change the way we think about architecture? This question opens up an important research perspective. In this book, Miro Roman and his AI Alice_ch3n81 develop a playful scenario in which they propose coding as the new literacy of information. They convey knowledge in the form of a project model that links the fields of architecture and information through two interwoven narrative strands in an “infinite flow” of real books. Focusing on the intersection of information technology and architectural formulation, the authors create an evolving intellectual reflection on digital architecture and computer science.
This book critically reflects on the international function of the Bologna Process by exploring motivations and interests behind its ‘global strategy’ as well as how the reforms have been perceived and applied beyond Europe. Since its initiation in 1999, the Bologna Process has evolved into an important example of regional higher education policy coordination. Now with 48 signatory states both within and outside the European Union, the Bologna reforms have pushed forward an ambitious agenda for a European Higher Education Area (EHEA), and the EU specifically as it aims to consolidate its knowledge-economy. Alongside its regional focus, the Bologna Process has also promoted an international reach through its ‘global strategy’. Through this externalisation, the Bologna Process has become a point of reference for higher education internationalisation worldwide Featuring examples of Bologna’s ‘reach’ from Oceania to North America and in between, the book offers a timely contribution to the understanding of the reform’s global influence. As a whole the contributions offer important insights to the understanding and conceptualisation of the EU’s global influence, comparative regionalism and global higher education development more broadly. This book was originally published as a special issue of the European Journal of Higher Education.
This open access book offers in depth knowledge on the challenges and opportunities offered by the inclusion of minority teachers in mainstream educational settings from an international perspective. It aims to be a unique and important contribution for scholars, policy-makers, and practitioners considering the complexities brought about by global trends into national/local educational systems and settings. It will also serve to guide future research, policy, and practice in this important field of inquiry. The work will contribute answers to questions such as: How do immigrant/minority teachers experience their work in mainstream educational settings?; How do mainstream shareholders experience the inclusion of immigrant/minority teachers in mainstream educational settings?; What is the effect of the successful (and/or unsuccessful) integration of minority teachers and teacher educators into mainstream education settings?.