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The Dilemmas of Neo-Liberal Reform at Makerere University, 1989-2005
Scholars in the Marketplace is a case study of market-based reforms at Uganda's Makerere University. With the World Bank heralding neoliberal reform at Makerere as the model for the transformation of higher education in Africa, it has implications for the whole continent. At the global level, the Makerere case exemplifies the fate of public universities in a market-oriented and capital friendly era. The Makerere reform began in the 1990s and was based on the premise that higher education is more of a private than a public good. Instead of pitting the public against the private, and the state against the market, this book shifts the terms of the debate toward a third alternative than explores different relations between the two. The book distinguishes between privatisation and commercialisation, two processes that drove the Makerere reform. It argues that whereas privatisation (the entry of privately sponsored students) is compatible with a public university where priorities are publicly set, commercialisation (financial and administrative autonomy for each faculty to design a market-responsive curriculum) inevitably leads to a market determination of priorities in a public university. The book warns against commercialisation of public universities as the subversion of public institutions for private purposes.
From Promise to Practice
An increasingly important and appealing concept for school renewal is that of school as community. While community holds multiple promises for schools, little is known about the practice of community in schools. This collection furthers our understanding about the nature of school community, its practice in public schools, and the role of leadership in this practice. Of particular importance is the question of how community can be created and sustained in K–12 public schools with highly diverse populations.
The Legal Pursuit of Educational Adequacy
“Adequacy lawsuits” have emerged as an alternative strategy in pursuit of improved public education in America. Plaintiffs allege insufficient resources to provide students with the quality of education promised in their state’s constitution, hoping the courts will step in and order the state to increase its level of aid. Since 1980, 45 of the 50 states have faced such suits. How pervasive—and effective—is this trend? What are its ramifications, at the school district level and on a broader scope? This important new book addresses these questions. The contributors consider the legal theory behind adequacy lawsuits, examining how the education clauses in state constitutions have been reinterpreted. According to James Guthrie and Matthew Springer, this trend has more fully politicized the process of cost modeling in school finance. Frederick Hess looks at the politics of adequacy implementation. Research by Christopher Berry of Harvard finds that the most significant result of the movement has not resulted in broad-ranging changes in school funding. How the No Child Left Behind Act and adequacy lawsuits impact one another is an especially interesting question, as addressed by Andrew Rudalevige and Michael Heise. This is the most comprehensive analysis to date of the adequacy lawsuit strategy, a topic of increasing importance in a controversial area of public policy that touches virtually all Americans. It will be of interest to readers engaged in education policy discussions and those concerned about the power of the courts to make policy rather than simply to enforce it.
Localism, Cultural Tradition, and the Development of Alabama's Public Education System, 1865-1915
This richly researched and impressively argued work is a history of public schooling in Alabama in the half century following the Civil War. It engages with depth and sophistication Alabama’s social and cultural life in the period that can be characterized by the three “R”s: Reconstruction, redemption, and racism. Alabama was a mostly rural, relatively poor, and culturally conservative state, and its schools reflected the assumptions of that society.
Life at a Failing School in the Heart of America
Searching for Hope is a gripping account of life in a once-great high school in a rough Indianapolis neighborhood. Granted unfiltered access to Manual High throughout an entire school year, award-winning journalist Matthew Tully tells the complex story of the everyday drama, failures, and triumphs in one of the nation's many troubled urban public high schools. He walks readers into classrooms, offices, and hallways, painting a vivid picture of the profound academic problems, deep frustrations, and apathy that absorb and sometimes consume students, teachers, and administrators. Yet this intimate view also reveals the hopes, dreams, and untapped talents of some amazing individuals. Providing insights into the challenges confronting those who seek to improve the quality of America's schools, Tully argues that school leaders and policy makers must rally communities to heartfelt engagement with their schools if the crippling social and economic threats to cities such as Indianapolis are to be averted.
Portraits of a Native Hawaiian Charter School
In 1999, Noelani Goodyear-Ka‘ōpua was among a group of young educators and parents who founded Hālau Kū Māna, a secondary school that remains one of the only Hawaiian culture-based charter schools in urban Honolulu. The Seeds We Planted tells the story of Hālau Kū Māna against the backdrop of the Hawaiian struggle for self-determination and the U.S. charter school movement, revealing a critical tension: the successes of a school celebrating indigenous culture are measured by the standards of settler colonialism.
How, Goodyear-Ka‘ōpua asks, does an indigenous people use schooling to maintain and transform a common sense of purpose and interconnection of nationhood in the face of forces of imperialism and colonialism? What roles do race, gender, and place play in these processes? Her book, with its richly descriptive portrait of indigenous education in one community, offers practical answers steeped in the remarkable—and largely suppressed—history of Hawaiian popular learning and literacy.
This uniquely Hawaiian experience addresses broader concerns about what it means to enact indigenous cultural–political resurgence while working within and against settler colonial structures. Ultimately, The Seeds We Planted shows that indigenous education can foster collective renewal and continuity.
Examining Deaf Languacultures in Education
Thomas P. Horejes’s new book focuses on revealing critical knowledge that addresses certain social justice issues, including deafness, language, culture, and deaf education. He conveys this information through discourses about his own experiences being deaf and through his research in which he “stresses the contingency of the social” in educational institutions. In Social Constructions of Deafness: Examining Deaf Languacultures in Education, Horejes contends that schools as social institutions play powerful and exacting roles in the creation and maintenance of social constructions such as language and culture for deaf children. He subscribes to Michael Agar’s concept of “languaculture,” defined as the inextricable relationship between language and culture in which a specific language will shape and influence culture. His approach employs other anthropological methodology as he connects his personal experiences as a deaf student (emic) to academic research on deafness (etic) to bring understanding to the multidimensional aspects of his own negotiated identities. Horejes extends his inquiry through his analysis of two kindergarten classes for deaf students, one orally oriented and the other conducted using sign language. His findings are sobering evidence of the myriad challenges educators face in defining appropriate academic, linguistic, and cultural pedagogy for deaf children in schools and other social institutions.
Teachers Unions and America's Public Schools
Why are America's public schools falling so short of the mark in educating the nation's children? Why are they organized in ineffective ways that fly in the face of common sense, to the point that it is virtually impossible to get even the worst teachers out of the classroom? And why, after more than a quarter century of costly education reform, have the schools proven so resistant to change and so difficult to improve?
In this path-breaking book, Terry M. Moe demonstrates that the answers to these questions have a great deal to do with teachers unions which are by far the most powerful forces in American education and use their power to promote their own special interests at the expense of what is best for kids.
Despite their importance, the teachers unions have barely been studied. Special Interest fills that gap with an extraordinary analysis that is at once brilliant and kaleidoscopic shedding new light on their historical rise to power, the organizational foundations of that power, the ways it is exercised in collective bargaining and politics, and its vast consequences for American education. The bottom line is simple but devastating: as long as the teachers unions remain powerful, the nation's schools will never be organized to provide kids with the most effective education possible.
Moe sees light at the end of the tunnel, however, due to two major transformations. One is political, the other technological, and the combination is destined to weaken the unions considerably in the coming years loosening their special-interest grip and opening up a new era in which America's schools can finally be organized in the best interests of children.