Empty Promises the Myth of College Access in America
Author | : |
Publisher | : DIANE Publishing |
Total Pages | : 64 |
Release | : |
Genre | : |
ISBN | : 1428960856 |
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Author | : |
Publisher | : DIANE Publishing |
Total Pages | : 64 |
Release | : |
Genre | : |
ISBN | : 1428960856 |
Author | : |
Publisher | : |
Total Pages | : 68 |
Release | : 2002 |
Genre | : College costs |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 51 |
Release | : 2002 |
Genre | : College costs |
ISBN | : |
Author | : United States. Department of Education |
Publisher | : |
Total Pages | : |
Release | : 2002* |
Genre | : |
ISBN | : |
Author | : United States. Congress. House. Committee on Education and the Workforce |
Publisher | : |
Total Pages | : 126 |
Release | : 2002 |
Genre | : Education |
ISBN | : |
Author | : Edward St. John |
Publisher | : Routledge |
Total Pages | : 386 |
Release | : 2009-05-07 |
Genre | : Education |
ISBN | : 113585114X |
A thought-provoking textbook written for students enrolled in graduate Higher Education and Student Affairs Masters and PhD programs, College Organization and Professional Development focuses on the framing of critical issues in organization practice, the gaps between moral beliefs and actions, and improving equity within organizations. This breakthrough text seeks to revolutionize how we understand ethical practice and provides a new theory that informs practice within organizations. Unlike the majority of Organization textbooks currently available which lack social contextual understanding of moral issues and social justice, this text encourages the use of action research to inform and support change in professional practice. Students will find the pedagogical exercises useful for reflecting on their own goals, examining their own practices, and testing new intervention methods within their organizations and communities of practice. Reflective assignments are suggested for readers to help them engage in a process of reflective analysis of professional practice. This textbook is organized into three parts: Part I: Focuses on the foundations for moral reasoning in practice, introduces the framework used in the book and encourages introspection and reflection as an integral part of professional practice. Part II: Focuses on frames of professional development, both as frames of reasoning and as developmental pathways, focusing methods of learning moral reasoning and changing organizations that support just practice. Part III: Focuses on challenges of building communities of practice that support social-critical changes and environmental consciousness. Practicing professionals and those academics at different stages in their careers who wish to reflect on the gaps between their moral values and their actions in work situations will also find this text informative and useful. The chapters include fundamental and insightful guidance for reflection on the topics raised and discussed.
Author | : United States. Congress. House. Committee on Education and Labor |
Publisher | : |
Total Pages | : 788 |
Release | : 2007 |
Genre | : Educational equalization |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 788 |
Release | : 2008 |
Genre | : |
ISBN | : |
Author | : Michel Desmurget |
Publisher | : Max Milo |
Total Pages | : 225 |
Release | : 2023-07-04 |
Genre | : Social Science |
ISBN | : 2315011132 |
In America, liberalism brings prosperity to the majority? False. In America, "anything is possible" for those who work hard? False. In America, the unemployment rate is minimal? False. In America, poverty is relative and the poor live "like modest Europeans?" False. In America, those excluded from the health care system receive free care when they really need it? False—really false. In an excellent investigation, with clear and relevant examples, Michel Desmurget shatters the myth of a beautiful and prosperous America where everyone can succeed as long as they are hardworking and courageous. Taking the opposite view of the current dominant discourse on the virtues of the Anglo-Saxon liberal model, the author writes a disconcerting antithesis, based on American researchers, sociologists and journalists who have studied the failures of the American model and who, for the most part, recommend surprisingly European solutions (universal social security, introduction of a minimum wage indexed to inflation, federalized education, etc.). Michel Desmurget is a doctor of neuropsychology. He attended several major American universities (MIT, Emory, UCSF) and is now a research director at INSERM in cognitive neuroscience. He is particularly interested in the problems of brain organization and plasticity. He is the author of the book TV Lobotomy (Max Milo, 2022), which is based in part on his personal history. Exasperated by having to constantly justify the choice not to have television at home—and to prevent his children from having access to it—and not to be seen as a sociopath in the eyes of those around him, he has done a massive job to argue his point.
Author | : Peter Sacks |
Publisher | : Univ of California Press |
Total Pages | : 389 |
Release | : 2007 |
Genre | : Education |
ISBN | : 0520261690 |
"Tearing Down the Gates is a superb book which exposes the dirty little secret of American education: that while our public schools and universities are meant to be engines for social mobility, they too often reinforce stratification. Peter Sacks is one of the great storytellers of American inequality, interweaving devastating statistics with poignant stories of individuals he came to know well in his reporting. While much of the literature on inequality rightfully tackles the barriers of race and gender, Sacks digs deeper, laying bare the taboo reality of social class in America."—Richard D. Kahlenberg, Senior Fellow, The Century Foundation, and author of The Remedy: Class, Race, and Affirmative Action "Peter Sacks has been relentless in his writings that we, as a nation, are failing in our responsibility to provide access to a quality education for our poorest citizens. In his latest work, Tearing Down the Gates, he provides compelling data and anecdotes to drive home the stark reality that our higher education system is not accessible to low-income students in the same way that it is for students from more affluent families. He challenges the education community in particular, and all of our democratic institutions in general, to remove the barriers that keep motivated low-income citizens from succeeding. Not only is it the right thing to do; our country's societal and economic survival may depend on it."—William D. Boyd, Senior Associate Vice President, Student Affairs, San Diego State University "Peter Sacks pulls no punches in pointing out the hypocrisy and resulting tragedy of our society's educational inequities, puncturing our self serving belief in meritocracy that is not quite that. The results of his study will be controversial, but the topic could not be more pressing for all of us and for the future of our democracy and economy."—Anthony W. Marx, President, Amherst College "Peter Sacks has written a compelling account of the ways in which class determines educational opportunity. Made vivid by anecdotes, supported by socioeconomic data, Tearing Down the Gates will give anyone concerned with higher education much food for thought about the ways in which our colleges reinforce class privilege, failing to provide the equal opportunity we value so highly."—Carol T. Christ, President, Smith College "A powerful, timely, and richly documented work on the stunning disparities in success and opportunity along the lines of class and race that undermine the promises of democratic education in America. Drawing upon vivid personal experience, Sacks brings a close lens to bear upon allegedly progressive institutions such as the Berkeley, California, public schools; and demonstrates the enduring contradiction between high ideals annunciated by a liberal community and the actual behavior of the parents of the privileged who go to school in such communities. In a valiant effort to open up an avenue of hope, the author identifies schools and universities that have attempted to tear down the gates which have perpetuated caste divisions in our nation and its pedagogic institutions-but in clear-sighted recognition of the potent backlash on the part of these who fervently defend inequities which benefit their children. This very important and disturbing book reminds us of the struggle still ahead."—Jonathan Kozol, author of The Shame of the Nation: The Restoration of Apartheid Schooling in America "In the spirit of Jonathan Kozol's writing on K-12 education, Peter Sacks carries the story of inequity, social stratification, and unequal opportunities to the domain of higher education. While the story has been described by statisticians, Sacks puts a human face on the disparities in opportunity by socioeconomic class through revealing portraits of individual young people from widely differing circumstances, and the vastly different educational opportunities they face. It is hardly surprising that as education has grown sharply in economic value, wealthy parents will do whatever it takes to give their children every educational advantage; what has not caught up to reality is our continuing belief that all children have equal opportunity. One example of the punch of this book is his treatment of Berkeley High School, where even in this most liberal of cities, the wealthy have found ways to advantage their young. A must read for all who care about the future shape of civil society in this country."—David Breneman, University of Virginia