How did public higher education become an industry? This unprecedented account reveals how campus leaders and faculty preserved the vitality and core values of public higher education despite changing resources and expectations. American public higher education is in crisis. After decades of public scrutiny over affordability, access, and quality, indictments of the institution as a whole abound. Campus leaders and faculty report a loss of public respect resulting from their alleged unresponsiveness to demands for change. But is this loss of confidence warranted? And how did we get to this point? In Academic Fault Lines, Patricia J. Gumport offers a compelling account of the profound shift in societal expectations for what public colleges and universities should be and do. She attributes these new attitudes to the ascendance of "industry logic"—the notion that higher education must prioritize serving the economy. Arguing that industry logic has had far-reaching effects, Gumport shows how this business-oriented mandate has prompted colleges to restructure for efficiency gains, adopt more corporate forms, develop deeper ties with industry, and mold academic programs in the interest of enhancing students' future employment prospects. She also explains how industry logic gained traction and momentum, altering what constitutes legitimacy for public higher education. Yet Gumport's narrative is by no means defeatist. Drawing on case studies of nine public colleges and universities, as well as more than 200 stakeholder interviews, Gumport's nuanced account conveys the successful efforts of leaders and educators to preserve and even strengthen fundamental public values such as educational access, knowledge advancement regardless of currency, and civic responsibility. Ultimately, Academic Fault Lines demonstrates how intrepid faculty and administrators engaged their communities both on and off campus, collaborating and inventing win-win scenarios to further public higher education's expanding legacy of service to all citizens while preserving its centrality to society and the world.

This state of the art collection offers fresh perspectives on why intersections between literature, religion, and ethics can address the fault lines of modernity and are not necessarily the cause of modernity's 'faults.' From a diverse cohort of scholars from around the world, with appointments in comparative literature and other disciplines, the essays suggest that the imagined hegemony of a Judeo-Christian Western project is neither exclusively true nor productive. However, the essays also suggest that elements of the Western religious traditions are important vectors for understanding modernity's complicated relationship to the past.

Faultlines in Postcoloniality: Contemporary Readings is a collection of scholarly articles addressing fundamental postcolonial and/or postmodern concerns. The articles are nursed from the background of social, cultural, political, linguistic, ideological and literary tensions in the fabric that holds, or is supposed to hold, the human race and the world together. Variously expressed and exemplified, the articles point to a complex interplay of factors, all of which result in a certain degree of social and literary fragmentation, partly due to the absence of communication or the lack of the creation of communication avenues across the divide, be they imaginary or real. Each of the chapters in this collection bridges the gaps caused by different linguistic, literary and artistic faultlines.

"In this powerful book, Voddie Baucham, a preacher, professor, and cultural apologist, explains the sinister worldview behind the social justice movement and Critical Race Theory--revealing how it already has infiltrated some seminaries, leading to internal denominational conflict, canceled careers, and lost livelihoods. Like a fault line, it threatens American culture in general--and the evangelical church in particular."--From publisher's description.

Understand how to respond to the battle being waged against our foundation through the mainstream media, the entertainment industry, and the educational system. More Americans than ever are counting themselves among the "nones"--the cohort of Americans who are not necessarily atheistic, but who do not claim allegiance to a particular religious system. The key question is: why? Consider that the nation's three main educational systems--the mainstream media, entertainment, and the university system--lean to the political left and typically paint an inaccurate picture of what Christianity truly is. With this in mind, Billy Hallowell skillfully explores how society's main educational avenues fail to deliver fair-minded content and how their biases are reinforcing negative values and fueling the rise of the "nones." Hallowell also offers practical steps for all Christians to take and provides advice on how to respond to these growing problems.

Research is increasingly becoming more influential in the field of education and this Handbook brings together a range of top academic experts who represent diverse fields within and outside of education, as well as quantitative, qualitative, and mixed method approaches to provide an upto- date, advanced analysis of all relevant issues involved in educational research. The Handbook is written in lively, welcoming prose and central to the handbook is an intention to encourage and help researchers place ideas at the epicenter of inquiry. In addition explicit discussion of the fundamental challenges that researchers must consciously address throughout their inquiry are identified and solutions provided to help future researchers overcome similar obstacles.

Shaping Education Policy is a comprehensive overview of education politics and policy during the most turbulent and rapidly changing period in American history. Respected scholars review the history of education policy to explain the political powers and processes that shape education today. Chapters cover major themes that have influenced education, including the civil rights movement, federal involvement, the accountability movement, family choice, and development of nationalization and globalization. Sponsored by the Politics of Education Association, this edited collection examines the tumultuous shifts in education policy over the last six decades and projects the likely future of public education. This book is a necessary resource for understanding the evolution, current status, and possibilities of educational policy and politics.

This Handbook discusses the theoretical and disciplinary background to the study of English-medium instruction (EMI) in higher education worldwide. It highlights issues relating to EMI pedagogy, varying motivations for EMI education, and the delivery of EMI in diverse contexts across the world. The spread of English as a teaching medium and the lingua franca of the academic world has been the subject of various debates in recent years on the perceived hegemony of the English language and the ‘domain loss’ of non-English languages in academic communication. Encompassing a wide range of contributions to the field of EMI, the chapters of this Handbook are arranged in four distinct parts: Part I provides an overview of English-medium instruction in higher education worldwide; Part II focusses on EMI in Europe; Part III on EMI in the Middle East, North Africa, and Sub-Saharan Africa; and Part IV on EMI in the Asian region. The overall scope and level of expertise of this Handbook provides an unrivalled overview of this field of education. It serves as an essential reference for many courses dealing with applied linguistics, English language education, multilingualism, sociolinguistics, and related subjects at many levels of education, including Master’s and PhD-level studies. This Handbook serves as a valuable edition for university libraries across the world and an essential read for many faculty, undergraduate and postgraduate students, educators, and policymakers.

University rankings have gained popularity around the world, and are now a significant factor shaping reputation. This book is the first comprehensive study of rankings from a global perspective, making an important contribution to our understanding of the rankings phenomenon. This book has also been published in Japanese.

The first edition of The Color of Success was a groundbreaking, asset-based exploration of the educational trajectories of high-achieving, low-income students within urban schools. The author brings his now seminal book up to date with insights based on existing and new research, current policies, and innovative pedagogical approaches. Conchas utilizes a critical lens to examine the intersectional identities of racially minoritized students, the role of existing power hierarchies within schools, and offers specific structural approaches that create educational opportunity. The Color of Success 2.0 amplifies student voice; explores school, family, and community partnerships; promotes culturally relevant pedagogy and teacher preparation; includes a new chapter on Black male optimism after the historic election of President Barack Obama; and offers a thought-provoking additional chapter on the role of educational leaders in promoting successful school pathways; plus, a thoroughly revised quantitative chapter on social capital. With a sense of urgency, readers will gain vital insights for understanding what is needed to create, promote, and expand equitable school environments and transformative pathways for racially minoritized urban youth. “This updated edition of The Color of Success is a timely and practical resource for practitioners and researchers alike. . . . Conchas’s work, once again, confirms that positive reforms are possible. Anyone who shares a commitment to social justice in education will find compelling and valuable insights.” —From the Foreword by Cynthia Feliciano, professor, Washington University in St. Louis