Results by title

110 books match the query 'Education (Higher)' and 8 start with w

cover of We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States

We Are Not Dreamers

Undocumented Scholars Theorize Undocumented Life in the United States

Leisy J. Abrego and Genevieve Negrón-Gonzales, editors

Duke University Press, 2020

The widely recognized “Dreamer narrative” celebrates the educational and economic achievements of undocumented youth to justify a path to citizenship. While a well-intentioned, strategic tactic to garner political support of undocumented youth, it has promoted the idea that access to citizenship and rights should be granted only to a select group of “deserving” immigrants. The contributors to We Are Not Dreamers—themselves currently or formerly undocumented—poignantly counter the Dreamer narrative by grappling with the nuances of undocumented life in this country. Theorizing those excluded from the Dreamer category—academically struggling students, transgender activists, and queer undocumented parents—the contributors call for an expansive articulation of immigrant rights and justice that recognizes the full humanity of undocumented immigrants while granting full and unconditional rights. Illuminating how various institutions reproduce and benefit from exclusionary narratives, this volume articulates the dangers of the Dreamer narrative and envisions a different way forward.

Contributors. Leisy J. Abrego, Gabrielle Cabrera, Gabriela Garcia Cruz, Lucía León, Katy Joseline Maldonado Dominguez, Grecia Mondragón, Gabriela Monico, Genevieve Negrón-Gonzales, Maria Liliana Ramirez, Joel Sati, Audrey Silvestre, Carolina Valdivia
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cover of When Diversity Drops: Race, Religion, and Affirmative Action in Higher Education

When Diversity Drops

Race, Religion, and Affirmative Action in Higher Education

Park, Julie J.

Rutgers University Press, 2013

Julie J. Park examines how losing racial diversity in a university affects the everyday lives of its students. She uses a student organization, the InterVarsity Christian Fellowship (IVCF) at “California University,” as a case study to show how reductions in racial diversity impact the ability of students to sustain multiethnic communities.

The story documents IVCF’s evolution from a predominantly white group that rarely addressed race to the most racially diverse campus fellowship at the university. However, its ability to maintain its multiethnic membership was severely hampered by the drop in black enrollment at California University following the passage of Proposition 209, a statewide affirmative action ban.

Park demonstrates how the friendships that students have—or do not have—across racial lines are not just a matter of personal preference or choice; they take place in the contexts that are inevitably shaped by the demographic conditions of the university. She contends that a strong organizational commitment to diversity, while essential, cannot sustain racially diverse student subcultures. Her work makes a critical contribution to our understanding of race and inequality in collegiate life and is a valuable resource for educators and researchers interested in the influence of racial politics on students’ lives.
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cover of When Students Have Power: Negotiating Authority in a Critical Pedagogy

When Students Have Power

Negotiating Authority in a Critical Pedagogy

Ira Shor

University of Chicago Press, 1996

What happens when teachers share power with students? In this profound book, Ira Shor—the inventor of critical pedagogy in the United States—relates the story of an experiment that nearly went out of control.

Shor provides the reader with a reenactment of one semester that shows what really can happen when one applies the theory and democratizes the classroom. This is the story of one class in which Shor tried to fully share with his students control of the curriculum and of the classroom. After twenty years of practicing critical teaching, he unexpectedly found himself faced with a student uprising that threatened the very possibility of learning. How Shor resolves these problems, while remaining true to his commitment to power-sharing and radical pedagogy, is the crux of the book. Unconventional in both form and substance, this deeply personal work weaves together student voices and thick descriptions of classroom experience with pedagogical theory to illuminate the power relations that must be negotiated if true learning is to take place.
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cover of Whose Goals Whose Aspirations: Learning to Teach Underprepared Writers across the Curriculum

Whose Goals Whose Aspirations

Learning to Teach Underprepared Writers across the Curriculum

Stephen M. Fishman and Lucille McCarthy

Utah State University Press, 2002

Ever since Horace Mann promoted state supported schooling in the 1850s, the aims of U.S. public education have been the subject of heated national debate. Whose Goals? Whose Aspirations? joins this debate by exploring clashing educational aims in a discipline-based university classroom and the consequences of these clashes for "underprepared" writers.

In this close-up look at a White middle-class teacher and his ethnically diverse students, Fishman and McCarthy examine not only the role of Standard English in college writing instruction but also the underlying and highly charged issues of multiculturalism, race cognizance, and social class.

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cover of Women Who Make a Fuss: The Unfaithful Daughters of Virginia Woolf

Women Who Make a Fuss

The Unfaithful Daughters of Virginia Woolf

Isabelle Stengers

University of Minnesota Press, 2014

Virginia Woolf, to whom university admittance had been forbidden, watched the universities open their doors. Though she was happy that her sisters could study in university libraries, she cautioned women against joining the procession of educated men and being co-opted into protecting a “civilization” with values alien to women. Now, as Woolf’s disloyal (unfaithful) daughters, who have professional positions in Belgian universities, Isabelle Stengers and Vinciane Despret, along with a collective of women scholars in Belgium and France, question their academic careers and reexamine the place of women and their role in thinking, both inside and outside the university. They urge women to heed Woolf’s cry—Think We Must—and to always make a fuss about injustice, cruelty, and arrogance.

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cover of Women Writing the Academy: Audience, Authority, and Transformation

Women Writing the Academy

Audience, Authority, and Transformation

Gesa E. Kirsch. Foreword by John Trimbur

Southern Illinois University Press, 1993

Women Writing the Academy is based on an extensive interview study by Gesa E. Kirsch that investigates how women in different academic disciplines perceive and describe their experiences as writers in the university.

Kirsch’s study focuses on the writing strategies of successful women writers, their ways of establishing authority, and the kinds of audiences they address in different disciplinary settings. Based on multiple interviews with thirty-five women from five different disciplines (anthropology, education, history, nursing, and psychology) and four academic ranks (seniors, graduate students, and faculty before and after tenure), this is the first book to systematically explore the academic context in which women write and publish.

While there are many studies in literary criticism on women as writers of fiction, there has not been parallel scholarship on women as writers of professional discourse, be it inside or outside the academy. Through her research, for example, Kirsch found that women were less likely than their male counterparts to think of their work as sufficiently significant to write up and submit for publication, tended to hold on to their work longer than men before sending it out, and were less likely than men to revise and resubmit manuscripts that had been initially rejected.

This book is significant in that it investigates a new area of research— gender and writing—and in doing so brings together findings on audience, authority, and gender.

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cover of Women at Michigan: The "Dangerous Experiment," 1870s to the Present

Women at Michigan

The "Dangerous Experiment," 1870s to the Present

Ruth Bordin

University of Michigan Press, 2001

Women at Michigan traces the fascinating history of women at at the University of Michigan, from the first reluctant admission of women students in the 1870s (which one male administrator referred to as "the dangerous experiment") to the tumultuous post-World War II period and from the radical changes of the 1960s and 1970s to the present. The hurdles that women who pursued higher education at Michigan and elsewhere faced may surprise those who observe the relative freedom of women on college campuses today.
Women at Michigan was written by well respected historian Ruth Bordin, whose own career was impeded by the gender inequality of the era and who unfortunately died before seeing this book in print. Her study is grounded in historical detail. While drawing upon the larger historiography of women's higher education to round out its story, the book shows Michigan to be one case among many. Women at Michigan is richly illustrated with archival photographs depicting women's experience at the University of Michigan--as students, faculty, administrators, and staff--through the years.
Historian Ruth Bordin was author of A Pictorial History of The University of Michigan; Frances Willard: A Biography; and Alice Freeman Palmer: The Evolution of a New Woman. Martha Vicinus is Professor of English and History, University of Michigan. Kathryn Kish Sklar is Distinguished Professor of History, Binghamton University. Lynn Weiner is a historian and Associate Dean, Roosevelt University.
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cover of Women in Academe: Progress and Prospects

Women in Academe

Progress and Prospects

Mariam K. Chamberlain

Russell Sage Foundation, 1988

The role of women in higher education, as in many other settings, has undergone dramatic changes during the past two decades. This significant period of progress and transition is definitively assessed in the landmark volume, Women in Academe. Crowded out by returning veterans and pressed by social expectations to marry early and raise children, women in the 1940s and 1950s lost many of the educational gains they had made in previous decades. In the 1960s women began to catch up, and by the 1970s women were taking rapid strides in academic life. As documented in this comprehensive study, the combined impact of the women's movement and increased legislative attention to issues of equality enabled women to make significant advances as students and, to a lesser extent, in teaching and academic administration. Women in Academe traces the phenomenal growth of women's studies programs, the notable gains of women in non-traditional fields, the emergence of campus women's centers and research institutes, and the increasing presence of minority and re-entry women. Also examined are the uncertain future of women's colleges and the disappointingly slow movement of women into faculty and administrative positions. This authoritative volume provides more current and extensive data on its subject than any other study now available. Clearly and objectively, it tells an impressive story of progress achieved—and of important work still to be done.
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