Minority Voices From the Academic Superstructure is a critical conversation that bases its argument on interviews with Black, Indigenous, and people of color (BIPOC) faculty from across the United States and a range of institutions, including large public and private universities, small liberal arts colleges, and mid-size public institutions. Using critical race theory (CRT) and postcolonial studies as the central theoretical frameworks, and critical race feminism as a supporting critical paradigm, the authors bring to attention some of the persistent challenges that BIPOC faculty face even in the twenty-first century. The book builds on a now well-established scholarly tradition on faculty experiences in the academy to support the following argument: While many gains have been made, the vestiges of colonization—which critical race theorists continue to highlight as persisting in current systems—still render the present-day academy a challenging space for BIPOC faculty. Through the powerful stories of success and resolve shared by study participants, the authors show that colleges and universities represent enormous—if challenging—sites of opportunity where the goals of advancing greater racial, ethnic, and gender equality both within and beyond the ivory tower can be pursued. Minority Voices From the Academic Superstructure also explores the challenges BIPOC faculty and diversity, equity and inclusion (DEI) initiatives will likely face in a political environment that is increasingly hostile to such efforts. This book covers topics such as minorities in education, systemic racism, intersectionality, immigrant experience, gendered experiences in education, and is a useful resource for academicians, education professionals, administrators, sociologists, historians, economists, and researchers.

Introducing Communication Research: Paths of Inquiry teaches students the basics of communication research in an accessible manner by using interesting real-world examples, engaging application exercises, and up-to-date resources. Best-selling author Donald Treadwell and new co-author Andrea Davis guide readers through the process of conducting communication research and presenting findings for scholarly, professional, news/media, and web audiences. The Fourth Edition continues to emphasize the Internet and social media as topics of, and tools for, communication research, and incorporates new content on online methodologies, qualitative research, critical methodologies, and ethics.

His Master's Voice refutes the simplistic pattern of condescending criticism versus a complacent justification which often transpires from the debate on post-colonial Africa's general departure from political pluralism toward autocracy under single-party regimes. Hence, it places the debate in the historical context of statecraft and nation-building, whereby the line between pre-colonial heritage, colonial legacy and post-colonial innovations - against all appearances - has chiefly been a thin one.

"This book is a critical conversation that bases its argument on interviews with 99 BIPOC faculty from across the United States and across a range of institutions, including large public and private universities, small liberal arts colleges, and mid-size public institutions. Using critical race theory (CRT) and postcolonial studies as the central theoretical frameworks, and critical race feminism as a supporting critical paradigm, the authors bring to attention some of the persistent challenges that FOC face even in the twenty-first century"--

Major Garrett has been reporting on the White House for nearly two decades, covering four different presidencies for three news outlets. But if he thought that his distinguished journalistic career had prepared him for the unique challenges of covering Donald Trump, he was in for a surprise. Like many others in Washington, Garrett found himself having to unlearn many of his own settled notions about the nature and function of the presidency. He also had to separate the carnival-like noise of the Trump presidency from its underlying substance. For even in its first half, Trump’s tenure has been highly consequential. In Mr. Trump’s Wild Ride, Major Garrett provides what journalists are often said to do, but usually don’t: a true first draft of history. His goal was to sift through the mountains of distracting tweets and shrieking headlines in order to focus on the most significant moments of Trump’s young presidency, the ones that Garrett believes will have a lasting impact. The result is an authoritative, mature, and consistently entertaining account of one of the strangest eras in American political history. A consummate professional with unimpeachable integrity, remarkable storytelling skills, and a deep knowledge of his subject earned through decades of experience, Garrett brings to life the twists and turns of covering this White House and its unconventional occupant with wit, sagacity and style. Mr. Trump’s Wild Ride should place him securely in the first rank of Washington journalists.

Curriculum development occupied an increasingly important place on the educational scene in the mid 1960s, foreshadowing much of the national debate initiated by the Prime Minister of Britain in late 1976. The agencies for development take different forms in different countries, but the underlying issues are remarkably similar across the globe. It is the basic framework common to all planned curriculum change which The Politics of Curriculum Change (originally published in 1978) is concerned to bring into sharper focus. A major consideration in embarking on or analysing any curriculum programme is the extent to which it reflects public concerns about education. The notion of the ‘public curriculum’ is a central strand in the authors’ argument. It leads naturally into a discussion of mechanisms for control and development, and the political acceptability of new proposals to teachers, parents, pupils, and the public at large. But curriculum change has its internal, as well as its external politics. These are reflected in the contrasting styles of development, varied forms of evaluation, and in the conflicting response of the profession, both to change of the curriculum as a whole, and to a piecemeal subject-by-subject approach. The authors give these working aspects of curriculum development as careful attention as they afford to the larger issues of schooling in society. All in all, this book offers a view which has not hitherto been clearly articulated, but which is essential to understanding what curriculum development is all about. Its authors are in a good position to do this: one had a particularly close involvement with the external, and the other with the internal politics of development, and they previously worked together on an international study of curriculum.

This book systematically maps the evolution of the party–voter nexus of the United National Party (UNP) and Sri Lanka Freedom Party (SLFP). In doing so, it argues that these parties rely mostly on a complex Web of patronage-based networks to mobilise electorates. They employ informal and highly dynamic, loosely knit networks as their organisational structures at the local level. They mainly focus on mobilising voters through local political actors rather than maintaining clear party bases and membership schemes. The study highlights the salience of personalities at the national as well as local levels in forming electoral support for the parties. These individuals exploit their economic, social, and cultural capital to mobilise the most efficient network that would strengthen their party during elections. The study also analyses the emergence of two new coalition centres from within these traditional parties, the Sri Lanka Podujana Peramuna (SLPP) and Samagi Jana Balawegaya (SJB), and argues that these parties, though portraying themselves as new, have in fact retained the overall logic of the party–voter nexus by appropriating the organisational schemes and structures of their predecessors.

Nationalism in Southeast Asia seeks a definition of nationalism through examining its role in the history of southeast Asia, a region rarely included in general books on the topic. By developing such a definition and testing it out, Tarling hopes at the same time to make a contribution to southeast Asian historiography and to limit its 'ghettoization'. Tarling considers the role of nationalism in the 'nation-building' of the post-colonial phase, and its relationship both with the democratic aspirations associated with the winning of independence and with the authoritarianism of the closing decades of the 20th century.

This book combines theory, practice, and ethnography in an exploration of how teachers can fully implement diversity and antiracism as a foundation of their teaching approach. Kailin presents her curriculum, which has been influenced by many years of active involvement with parents and teachers in schools, along with ethnographic reports of the processes of change that teachers experience as they fully explore the realities of race relations, its history, and the lived experiences of others. Visit our website for sample chapters!

This book brings together scholars from across a variety of academic disciplines to assess the current state of the subfield of popular geopolitics. It provides an archaeology of the field, maps the flows of various frameworks of analysis into (and out of) popular geopolitics, and charts a course forward for the discipline. It explores the real-world implications of popular culture, with a particular focus on the evolving interdisciplinary nature of popular geopolitics alongside interrelated disciplines including media, cultural, and gender studies.