The purpose of this volume is to help jump-start an urgently needed conversation about fairness and justice in access to higher education to counteract the ubiquitous mantras of neoliberal globalization and managerialism. The book seeks to carve out a strong moral and normative basis for opposing mainstream developments that engender increasing inequality and market-dependency in higher education. The book’s chapters consider how different national communities channel access to higher education, what their “implicit social contracts” are, and what outcomes are produced by different policies and methods. The book is essential reading for scholars of higher education and students concerned with increasing inequality in a globalizing educational marketplace.

How can new ways of thinking about education improve the lives of poor students? In Rethinking Education and Poverty, William G. Tierney brings together scholars from around the world to examine the complex relationship between poverty and education in the twenty-first century. International in scope, this book assembles the best contemporary thinking about how education can mediate class and improve the lives of marginalized individuals. In remarkably nuanced ways, this volume examines education's role as both a possible factor in perpetuating—and a tool for alleviating—entrenched poverty. Education has long been seen as a way out of poverty. Some critics, however, argue that educational systems mask inequality and perpetuate cycles of poverty and wealth; others believe that the innate resilience or intellectual ability of impoverished students is what allows those individuals to succeed. Rethinking Education and Poverty grapples in turn with the ramifications of each possibility. Throughout these compelling, far-reaching, and provocative essays, the contributors seek to better understand how local efforts to reduce poverty through education interact—or fail to interact—with international assessment efforts. They take a broad historical view, examining social, economic, and educational polices from the postWorld War II period to the end of the Cold War and beyond. Although there is no simple solution to inequality, this book makes clear that education offers numerous exciting possibilities for progress.

This book critically examines how the narrative of global economic competition was used to rationalize college preparatory curriculum for all high school students and promote charter schools in Detroit. Using mixed qualitative and quantitative methods, the study identifies neighborhood risk factors undermining students’ academic success, along with the positive effects of churches and service centers as mitigating forces. The authors focus on a range of topics and issues including market competition, urban decline, community resources, testing and accountability, smaller schools, and engaged learning. The volume illustrates how action studies by engaged scholars working with community activists empowers students to overcome emerging barriers.

Strategic Transformation of Higher Education examines the broken revenue-driven business model characteristic of higher education in an environment that demands greater access, more affordable tuition, accountable leaders, and faculty who deliver a consistently high quality of relevant education. The authors demonstrate that enduring business models must support institutional academic missions and that they are integral to systemic and strategic transformation by diagnosing the case for change and offering a practitioners’ guide for reform. This book surveys deficient government education policies, practices and funding formulas of select countries and offers remedies. It identifies impediments to change, along with ways to develop and deliver evidence-based solutions to improve institutional effectiveness and operating efficiencies, and it cites exemplars of change in these areas. Special attention is given to leadership attributes requisite of driving institutional redesign and to a paradigm shift that calls for transition from knowledge creation to plan implementation. Strategic Transformation of Higher Education emphasizes a collective need for reflection, a will to consistently question prevailing assumptions, and the courage to afford practical application to innovation.

Public Policy and Higher Education provides readers with new ways to analyze complex state policies and offers the tools to examine how policies affect students’ access and success in college. Rather than arguing for a single approach, the authors examine how policymakers and higher education administrators can work to inform and influence change within systems of higher education using research-based evidence along with consideration of political and historical values and beliefs. Raising new questions and examining recent developments, this updated edition is an invaluable resource for graduate students, administrators, policymakers, and researchers who seek to learn more about the crucial contexts underlying policy decisions and college access. Special Features: Case Studies—allow readers to examine strategies used by different types of colleges to improve access and retention. Reflective Exercises—encourage readers to discuss state and campus context for policy decisions and to think about the strategies used in a state or institution. Approachable Explanations—unpack complex public policies and financial strategies for readers who seek understanding of public policy in higher education. Research-Based Recommendations—explore how policymakers, higher education administrators, and faculty can work together to improve quality, diversity, and financial stewardship. New epilogues and a revised Part III—reexamine themes and encourage critical thinking about inequality and policy change

This book argues that American cities have been engaged for the past three decades in a radical-but failing-effort to transform general and vocational high schools into college preparatory institutions. By examining the educational reforms in four urban charter schools across the United States and four public high schools in New York City, it reveals how educators contend with the challenge of developing new courses while providing social support for students to build college-going cultures.

Reveals practices and issues in higher education admissions, which are critical factors for improving worldwide access and equity.

A provocative and authoritative compendium of writings on leadership in education from distinguished scholar-educators worldwide. What is educational leadership? What are some of the trends, questions, and social forces most relevant to the current state of education? What are the possible futures of education, and what can educational leadership contribute to these futures? To address these questions, and more, editors Duncan Waite and Ira Bogotch asked distinguished international thought leaders on education to share their insights, observations, and research findings on the nature of education and educational leadership in the global village. The Wiley International Handbook of Educational Leadership brings together contributions from authors in twenty-one countries, spanning six continents. Topics examined include leadership and aesthetics, creativity, eco‐justice, advocacy, Big Data and technology, neoliberalism, emerging philosophies and theories, critical democracy, gender and radical feminism, political economies, emotions, postcolonialism, and new directions in higher education. A must-read for teachers, researchers, scholars, and policy makers, this Handbook: Champions radical pluralism over consensus and pseudoscientific or political solutions to problems in education Embraces social, economic, and political relevance alongside the traditions of careful and systematic rigor Challenges traditional epistemological, cultural, and methodological concepts of education and educational leadership Explores the field’s historical antecedents and ways in which leadership can transcend the narrow disciplinary and bureaucratic constraints imposed by current research designs and methods Advances radically new possibilities for remaking educational leadership research and educational institutions

Educators all over the world are being challenged to provide effective instruction for culturally and linguistically diverse learners and immigrant communities while valuing and celebrating students’ cultural backgrounds. This task requires training, professional development, cultural sensitivity, and responsibility to promote positive outcomes. Beyond Language Learning Instruction: Transformative Supports for Emergent Bilinguals and Educators is a critical research publication that bridges linguistics theory and practice and comprehensively addresses all fundamentals of linguistics through the English language learning lens. Featuring topics such as curriculum design, immigrant students, and professional development, this book is essential for educators, academicians, administrators, curriculum designers, instructional designers, researchers, policymakers, and students.