Civil Sociality: Children, Sport, and Cultural Policy in Denmark (Education Policy in Practice: Critical Cultural Studies)
Children, Sport, and Cultural Policy in Denmark
Author: Sally Anderson
Category: Social Science
Applied Anthropology provides a new perspective on today’s higher education environment. Volatile and unpredictable forces affect research and instruction across many sectors and levels, and global dynamics are among the strongest drivers of change. Further, within American higher education, daunting complexity and multiple layers of activity weave a rich tapestry of environment, structure, and culture. This book provides three complementary anthropological perspectives as a framework for analyzing the ground-shifting changes underway in higher education – the higher education mindset, political and policy perspectives, and instruction and learning. These domains intersect with many operational dimensions of higher education – research, health care, athletics, economic development, fiscal management, planning, and faculty roles/challenges – another way of framing the complexity of the situation we are addressing. Book chapters also provide a set of implications for higher education policy. The book concludes with a vision of next steps in research and practice to further anthropology’s contribution to higher education policy and practice. The intended audience includes both academic and professionals—e.g., faculty and students in departments of higher education, anthropology, and education policy. Higher education leaders, administrators, governing board members, and many others will find the book helpful in providing insight into today’s challenges. The book will also be of use to professionals outside higher education who work on policy issues, on meeting the needs of employers, and on preparing students for careers in public service.
Anthropological and Policy Perspectives
Author: Brian L. Foster,Steven W. Graham,Joe F. Donaldson
Rethinking the Education Doctorate so that practitioner knowledge is at the center of programmatic concern in teacher education raises provocative education policy/practice considerations. Participants in the national Carnegie Project on the Education Doctorate (CPED) are doing just this. Their accounts of rethinking what counts as educational knowledge and their reconsideration of the roles of teacher educators, scholarpractitioners, students, policy makers, and others are illuminated in this book. Asserting the primacy of practitioner knowledge, the book generates a rich and complex terrain of issues and considerations that participating CPED institutions navigate as multiple technical, normative, and political questions at the crux of educator preparation, professional growth, and control of their field. And, it is this terrain that calls attention to the nature of practitioner knowledge and its inherent potential for redirecting, mediating, and generating education policy. Conversations within and across national and local levels orient away from technical meansends “what works” questions alone, and open into normative and political questions about educational value and professional action. In documenting the largest, most coordinated effort to rethink the educational doctorate in a century of such efforts, this book will interest teacher educators and programs engaged in preservice and graduate level teacher education, practicing K16 teachers, and education policy/practice interest groups and individuals. Illustrating a policy development method that is neither topdown nor necessarily ‘grass roots’, it also invites the interest of other educational sectors. Additionally, as CPED implementation contexts value interdisciplinarity, multiple methodological perspectives, and interactions and deliberations across interests, the lived consequences and significances of doing so are mapped out and, as such, hold much potential for policy/practice intersections within manifold education settings, and beyond, to settings of all kinds invested in the primacy of practitioner knowledge. Thus, a core goal of this volume is to broach these considerations with a broad readership.
Rethinking the Policies and Practices of the Education Doctorate
Author: Margaret Macintyre Latta,Susan Wunder
Educated for Change?: Muslim Women in the West inserts Muslim women’s voice and action into the bifurcated, and otherwise male dominated, relations between the West and the Islamic East. A multilayered, multisite, educational ethnography, Buck and Silver’s study takes a novel approach to its feminist charge. Drawing upon thick description of refugee women’s school experiences in two seemingly distinct locations, Educated for Change? engages the dual nature of schooling as at once a disciplinary apparatus of local, national, and international governance, and paradoxically, a space and process through which school community members wield the power to observe, deliberate, and act as agents in the creative and willful endeavor of living. In doing so, the text locates formal schooling as a key location at which one can witness the politics of cultural change that emerge when Western and Islamic communities converge. Following an initial introduction to the ethnohistorical formation and dissolution of the Somali postcolonial state resulting in a prolonged exodus of Somali citizens, the text is divided into two parts. Part One features an examination of young women’s approaches to schooling in the Dadaab refugee camps of northeastern Kenya; Part Two looks at schooling among Somali women resettled in a northern region of the United States. Each part includes a description of the unique, if interconnected, local factors and policies that give rise to particular forms and ends of schooling as designed for refugee women. Several chapters depict women’s strategic use of schooling to respond to structural forces, build intercultural social networks, and negotiate new ways of being Somali women. Educated for Change? concludes with an analysis of the implications of Somali refugee women’s schooling experiences for working definitions of global social justice that undergird feminist political scholarship and gendersensitive, humanitarian aid policy and practice.
Muslim Refugee Women in the West
Author: Patricia Buck,Rachel Silver
In traditional educational research, race is treated as merely a variable. In 1995, Gloria LadsonBillings and William F. Tate, IV argued that race is undertheorized in education and called for educational researchers to pay closer attention to the relationship between race and educational inequity (LadsonBillings and Tate, 1995). In particular, they argued, drawing on legal scholar, Derrick Bell’s notion of Racial Realism (Bell, 1995), that racialized inequities are not accidental or aberrant; rather, racialized educational inequities are the result of particular and specific policies and practices that are designed to maintain particular forms of dominance and marginalization. More specifically, Bell and later LadsonBillings and Tate, argue that racial inequity persists despite liberal policies and legislation that were ostensibly designed to eradicate it. The Racial Realist perspective takes into the consideration the longevity and history of racism, racial inequity and White supremacy in the U.S. and serves as a mirror to reflect back the limitations of proposed policies and legislation that fail to address those issues. In this way, Critical Race Theory and the scholars who draw on CRT, view our work as an important “check and balance” in the effort toward racial equality.
Policy, Practice and Qualitative Research
Author: Adrienne D. Dixon
A volume in Education Policy in Practice: Critical Cultural StudiesSeries Editors Bradley A. U. Levinson, and Margaret Sutton, Indiana UniversityThis book explores the diversity of American roles in education for democracy cross-culturally, both within the UnitedStates and around the world. Cross-cultural engagement in education for democracy inevitably bears the impressions of eachculture involved and the dynamics among them. Even high-priority, well-funded U.S. government programs are neithermonolithic nor deterministic in their own right, but are rather reshaped, adapted to their contexts, and appropriated by theirpartners. These partners are sometimes called "recipients," a problematic label that gives the misleading impression thatpartners are relatively passive in the overall process.The authors pay close attention to the cultures, contexts, structures, people, and processes involved in education for democracy.Woven throughout this volume's qualitative studies are the notions that contacts between powers and cultures are complexand situated, that agency matters, and that local meanings play a critical role in the dynamic exchange of peoples andideas. The authors span an array of fields that concern themselves with understanding languages, cultures, institutions, andthe broad horizon of the past that shapes the present: history, anthropology, literacy studies, policy analysis, political science, and journalism.This collection provides a rich sampling of the diverse contexts and ways in which American ideas, practices, and policies ofeducation for democracy are spread, encountered, appropriated, rejected, or embraced around the world. This volume introduces concepts, identifies processes, notesobstacles and challenges, and reveals common themes that can help us to understand American influence on education for democracy more clearly, wherever it occurs.
U.S. influence abroad and domestic practices
Author: Doyle Stevick,Bradley A. Levinson
Publisher: Information Age Pub Inc
Author: American Anthropological Association
Category: Publishers' catalogs
Author: Arthur James Wells
Category: English literature
Category: Bibliography, National
Author: Ralph Berndt
Category: Business & Economics
Coverage of publications outside the UK and in non-English languages expands steadily until, in 1991, it occupies enough of the Guide to require publication in parts.
Author: James Willing
Category: English newspapers
Der Kulturdiskurs ist denkbar unübersichtlich. Nicht nur, dass in fast allen Wissenschaften kulturbezogene Ansätze verbreitet sind: Auch im Alltag und in den Medien wird der Kulturbegriff fast bis zum Überdruss verwendet. Dabei ist es oft ausgesprochen unklar, auf welche Fachdiskurse und Bezugspersonen man sich stützt. Diese Einführung in die Kulturtheorie versucht, einen Überblick über ausgewählte Fachdebatten über den Kulturbegriff (in Philosophie, Soziologie, Staatsrecht etc.) zu geben. Kultur wird so sowohl als fachwissenschaftliches, aber auch als praxisrelevantes Konzept transparenter, zumal auch Hinweise für vertiefende Studien gegeben werden.
Einführung in die Kulturtheorie
Author: Max Fuchs
Category: Political Science
Amy Chua ist Juraprofessorin in Yale und zweifache Mutter. Ihre Kinder will sie zum Erfolg erziehen - mit allen Mitteln. Und gemäß den Regeln ihrer Wurzeln in China ist Erfolg nur mit härtester Arbeit zu erreichen. Sie beschließt, dass ihre Töchter als Musikerinnen Karriere machen sollen. Nun wird deren Kindheit zur Tortur. Wo eine Eins minus als schlechte Note gilt, muss Lernen anders vermittelt werden als in unserer westlichen Pädagogik. In ihrem Erlebnisbericht erzählt die Autorin fesselnd, witzig und mit kluger Offenheit von einem gnadenlosen Kampf, der ihr und ihren Töchtern alles abverlangte: ein packendes und hochkomisches Buch über Familie und Erziehung, über Leistungsdruck und über den Willen, unbedingt zu siegen.
Wie ich meinen Kindern das Siegen beibrachte
Author: Amy Chua
Publisher: Carl Hanser Verlag GmbH Co KG
Die Analyse des kulturellen Konsums ist für alle von Interesse, die geneigt sind, ihre eigenen, meist als selbstverständlich aufgefassten kulturellen Vorlieben und Praktiken zu prüfen. Der Reiz und das Verdienst des Buches liegen darin, dass der Autor immer im Kontakt zum konkreten Alltag bleibt. Die Lektüre der Feinen Unterschiede wird ein spannender Selbsterfahrungsprozess.
Kritik der gesellschaftlichen Urteilskraft
Author: Pierre Bourdieu
Category: Aesthetics, French
Edition for 1983/84- published in 3 vols.: vol. 1, Organization descriptions and index; vol. 2, International organization participation; vol. 3, Global action networks.
Category: International agencies