Keohane regards colleges and universities as intergenerational partnerships in learning and discovery, whose compelling purposes include not only teaching and research but also service to society. Their mission is to equip students with a moral education, not simply preparation for a career or professional school.
But the modern era has presented universities and their leadership with unprecedented new challenges. Keohane worries about access to education in a world of rising costs and increasing economic inequality, and about threats to academic freedom and expressions of opinion on campus. She considers diversity as a key educational tool in our increasingly pluralistic campuses, ponders the impact of information technologies on the university’s core mission, and explores the challenges facing universities as they become more “global” institutions, serving far-flung constituencies while at the same time contributing to the cities and towns that are their institutional homes.
Reflecting on the role of contemporary university leaders, Keohane asserts that while they have many problems to grapple with, they will find creative ways of dealing with them, just as their predecessors have done.
The beauty of science may be pure and eternal, but the practice of science costs money. And scientists, being human, respond to incentives and costs, in money and glory. Choosing a research topic, deciding what papers to write and where to publish them, sticking with a familiar area or going into something new—the payoff may be tenure or a job at a highly ranked university or a prestigious award or a bump in salary. The risk may be not getting any of that.
At a time when science is seen as an engine of economic growth, Paula Stephan brings a keen understanding of the ongoing cost-benefit calculations made by individuals and institutions as they compete for resources and reputation. She shows how universities offload risks by increasing the percentage of non-tenure-track faculty, requiring tenured faculty to pay salaries from outside grants, and staffing labs with foreign workers on temporary visas. With funding tight, investigators pursue safe projects rather than less fundable ones with uncertain but potentially path-breaking outcomes. Career prospects in science are increasingly dismal for the young because of ever-lengthening apprenticeships, scarcity of permanent academic positions, and the difficulty of getting funded.
Vivid, thorough, and bold, How Economics Shapes Science highlights the growing gap between the haves and have-nots—especially the vast imbalance between the biomedical sciences and physics/engineering—and offers a persuasive vision of a more productive, more creative research system that would lead and benefit the world.
Winner of the Jackie Kirk Award
Winner of the AESA Critics’ Choice Award
“Blazes new trails in the study of the lives of girls, challenging all of us who care about justice and gender equity not only to create just and inclusive educational institutions but to be unapologetically feminist in doing so. Seamlessly merging research with the stories and voices of girls and those who educate them, this book reminds us that we should do better and inspires the belief that we can. It is the blueprint we’ve been waiting for.”
—Brittney C. Cooper, author of Eloquent Rage
“Nuamah makes a compelling and convincing case for the development of the type of school that can not only teach girls but also transform them…An essential read for all educators, policymakers, and parents invested in a better future.”
—Joyce Banda, former President of the Republic of Malawi
This bold and necessary book points out a simple and overlooked truth: most schools never had girls in mind to begin with. That is why the world needs what Sally Nuamah calls “feminist schools,” deliberately designed to provide girls with achievement-oriented identities. And she shows how these schools would help all students, regardless of their gender.
Educated women raise healthier families, build stronger communities, and generate economic opportunities for themselves and their children. Yet millions of disadvantaged girls never make it to school—and too many others drop out or fail. Upending decades of advice and billions of dollars in aid, Nuamah argues that this happens because so many challenges girls confront—from sexual abuse to unequal access to materials and opportunities—go unaddressed. But it isn’t enough just to go to school. What you learn there has to prepare you for the world where you’ll put that knowledge to work.
A compelling and inspiring scholar who has founded a nonprofit to test her ideas, Nuamah reveals that developing resilience is not a gender-neutral undertaking. Preaching grit doesn’t help girls; it actively harms them. Drawing on her deep immersion in classrooms in the United States, Ghana, and South Africa, Nuamah calls for a new approach: creating feminist schools that will actively teach girls how and when to challenge society’s norms, and allow them to carve out their own paths to success.
In 1982, the United States Supreme Court ruled that Amy Rowley, a deaf six-year-old, was not entitled to have a sign language interpreter in her public school classroom. Lawrence Siegel wholeheartedly disagrees with this decision in his new book The Human Right to Language: Communication Access for Deaf Children. Instead, he contends that the United States Constitution should protect every deaf and hard of hearing child’s right to communication and language as part of an individual’s right to liberty. Siegel argues that when a deaf or hard of hearing child sits alone in a crowded classroom and is unable to access the rich and varied communication around her, the child is denied any chance of success in life.
In The Human Right to Language, Siegel proposes that the First and Fourteenth Amendments of the Constitution be enforced so that Amy Rowley and her peers can possess that which virtually every other American child takes for granted – the right to receive and express thought in school. He asserts that the common notion of a right to “speech” is too infrequently interpreted in the narrowest sense as the right to “speak” rather than the broader right to receive and transmit information in all ways. Siegel reveals that there are no judicial decisions or laws that recognize this missing right, and offers here a legal and constitutional strategy for change. His well-reasoned hypothesis and many examples of deaf children with inadequate communication access in school combine to make a compelling case for changing the status quo.
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