In Academic Apartheid, sociologist Sean J. Drake addresses long-standing problems of educational inequality from a nuanced perspective, looking at how race and class intersect to affect modern school segregation. Drawing on more than two years of ethnographic observation and dozens of interviews at two distinct high schools in a racially diverse Southern California suburb, Drake unveils hidden institutional mechanisms that lead to the overt segregation and symbolic criminalization of Black, Latinx, and lower-income students who struggle academically. His work illuminates how institutional definitions of success contribute to school segregation, how institutional actors leverage those definitions to justify inequality, and the ways in which local immigrant groups use their ethnic resources to succeed. Academic Apartheid represents a new way forward for scholars whose work sits at the intersection of education, race and ethnicity, class, and immigration.

In response to institutionalized oppression, professional disregard, and overt lack of agency, a silent majority speaks out. Academic Apartheid: Waging the Adjunct War responds to the pervasive “adjunct for hire” trend with a collection of poignant international essays covering a wide depth and breadth of experience (overseas, online, small private colleges, large state institutions) while uncovering the challenges implicit with living and working as an academic on the borders of the ivory tower. Because colleges and universities have continually increased their adjunct workforce over the last decade, turning a once-trend into an explosive and exploitive standard practice in higher education, adjunct employment practices often occur outside the boundaries of professionalism; too commonly are academics hired into teaching positions without the benefits of job security, adequate wages, health benefits, or even minimal professional resources, such as office space, a desk, or even use of a copier. What does this mean for the climate in higher education? Determined to address the ramifications of this shift, Academic Apartheid documents the agency and experiences of adjuncts always already subsumed by this classist shift.

The contributions to The Asian American Educationalexperience examine the most significant issues and concerns in the education of Asian Americans. Contributors, all leading experts in their fields, provide theoretical discussions, practical insights and recommendations, historical perspectives and an analytical context for the many issues crucial to the education of this diverse population--controversies in higher education over alleged admissions quotas, stereotypes of Asian American students as "whiz kids", Asian Americans as the "model minority", bilingual education, education of refugee and immigrant populations, educational quality and equity. Special emphasis is given to both the historic debates which have shaped the field, and the concerns and challenges facing educators of Asian American students at both the K-12 and university level.

This volume develops a comprehensive understanding of the manner in which dominant/emergent ideologies, discourses and social structures impact language education. The 17 chapters analyze the complex social dynamics of "isms" within language education and detail how such dynamics influence language education pedagogies and practices, institutional policies, intergroup subjectivities in addition to language proficiency achievements.

In light of the overwhelming presence of neoliberalism within academia, this book examines how academics resist and manage these changes. The first of two volumes, this diptych of critical academic work investigates generative spaces, or ‘cracks’ in neoliberal managerialism that can be exposed, negotiated, exploited and energised with renewed collegiality, subversion and creativity. The editors and contributors explore how academics continue to find space to work in collegial ways; defying the neoliberal logic of ‘brands’ and ‘cost centres’. Part I of this diptych illuminates the lived experiences of changing academic roles; portraying institutional life without the glossy filter of marketing campaigns and brochures, and revealing generative spaces through critical testimony, fiction, arts-based projects, feminist and Indigenous critical scholarship. It will be of interest and value to anyone concerned with neoliberalism in academia, as well as higher education more generally.

In this dismantling of the myth of Japanese "quality education", McVeigh investigates the consequences of what happens when statistical and corporatist forces monopolize the purpose of schooling and the boundary between education and employment is blurred.

Providing a comprehensive review of rigorous, innovative, and critical scholarship relevant to educational issues which impact Latinos, this Handbook captures the field at this point in time. Its unique purpose and function is to profile the scope and terrain of academic inquiry on Latinos and education. Presenting the most significant and potentially influential work in the field in terms of its contributions to research, to professional practice, and to the emergence of related interdisciplinary studies and theory, the volume is organized around five themes: history, theory, and methodology policies and politics language and culture teaching and learning resources and information. The Handbook of Latinos and Education is a must-have resource for educational researchers, graduate students, teacher educators, and the broad spectrum of individuals, groups, agencies, organizations and institutions sharing a common interest in and commitment to the educational issues that impact Latinos.

This book delves into the impacts and consequences of the policy of co-residence at the University of Oxford, investigating why and how women were kept at the periphery of the university and how Oxford responded to the growing demand for women’s higher education. The book further examines how the admittance of women into men’s colleges and vice versa ultimately shaped the identities of both the University and the student population. The author draws upon identity theory to explain the existence and persistence of single-sex colleges at the University, and the theory of social epidemics or cascades is used to explain the rapid embrace of co-residence by the remaining men’s colleges after its adoption by the first five men’s colleges. In addition, the author uses both quantitative and qualitative approaches to evaluate claims about the impact of co-residence on undergraduate women, women dons, and women’s colleges. Unearthing and providing a sustained and in-depth analysis of a quiet, yet revolutionary, undertaking at one of the world’s most renowned institutions, it will appeal to scholars, faculty, and upper-level students with interests in gender in education, educational inclusion and diversity, history of education, international education, as well as sociology of education and social theory.

The neglect of faith and religious diversity within educational practices poses a significant challenge in fostering inclusive learning environments. The current educational landscape often overlooks the profound impact of religion on individuals' identities and beliefs, leading to a lack of understanding and appreciation for diverse faith perspectives. This omission limits the potential for meaningful dialogue and hinders the development of equitable educational spaces. The Role of Faith and Religious Diversity in Educational Practices, edited by Jason DeHart, offers a compelling solution to address this critical issue. This transformative book explores the intersections between faith and educational practices, drawing on research-based narratives and studies to illuminate the implications of policy and practice through a faith-based lens. By embracing a broad definition of religion and faith, it fosters diverse perspectives and encourages critical reflection on the importance of religious diversity in education. Through practical insights and evidence-based guidance, this book empowers researchers and educators to create inclusive spaces for faith-related discussions and develop policies that honor and respect religious identities. By engaging with this book, scholars and educators can take tangible steps toward cultivating inclusive and enriching learning environments that value and celebrate the diverse religious perspectives of all students.

This book explores potential new directions in the growing field of language learning psychology. The individual chapters cover theoretical and conceptual developments and innovative methodological designs, while also exploring practical implications. Language learning psychology is a vibrant field of research that typically involves constructs from social and educational psychology, which it considers in terms of their relevance for the domain of language learning. The diverse theoretical and empirical chapters examine a range of familiar and lesser-known constructs, highlighting the importance of taking into account both learner and teacher psychologies, and recognising the complexity, dynamism and situatedness of psychological constructs, as well as the value of employing diverse research methodologies. It is hoped that these ‘new directions’ concerning populations, constructs and theoretical and methodological frameworks will pave the way for innovative future developments in this vibrant field.