Curating the contributions of Twitter users via hashtags, crowd-sourced syllabi respond to evolving crises and critical questions in real time, resulting in living materials for educators, scholars and students. This book showcases how crowd-sourced syllabi are filling a gap in educational efficacy
by providing access to forgotten, hidden, unsanctioned and unpopular resources.
Recognising that educational institutions are no longer able to provide the timely and critical response to emergent situations that punctuate the everyday, Leanne McRae invites readers to re-assess the tools and frames that determine how meaning is made, and consider how by rethinking the way that
syllabi are constructed, we might resist the limitations of our curriculums. By reading this book we learn how the crowd-sourced syllabus cultivates possibilities for a double refusal – the refusal to be dominated, as well as a refusal to dominate.
This book is insightful reading for teachers, scholars and students who are interested in how to utilise, contribute to, and circulate the crowd-sourced syllabus in order to deepen the range, type and immediacy of resources available to us.
As students are bearing an increasing proportion of the costs of their participation in higher education, increasing attention has been paid nationally and internationally to the issue of what higher education does for its students. What do students gain from engaging in higher education, and how
might this be accurately measured?
This volume explores the latest thinking, research and practice on this topic from across the globe. Acknowledging that institutions of higher education, along with national governments and international organizations, are closely concerned with the answers to these questions, the authors
demonstrate how it is critically important to be able to demonstrate convincingly and transparently how students have progressed, and what measurable skills and knowledge they have acquired.
Charter schools continue to grow in influence, as does the push for inclusive education for students with disabilities. What is the value and impact of these schools, especially on the marginalized populations they often serve? Relying on the fields of DisCrit, and Sociology of Special and Inclusive
Education, this book answers these questions by focusing on the topics of neoliberalism and inclusive education.
Mac focuses on the history of the school choice and privatization movement in the United States with special consideration given to how ideologies such as disaster capitalism and neoliberalism shaped and influenced the movement, as well as how successful (or not) these privatization efforts have
been overall as a social justice endeavor for marginalized students. The author also recounts the history of education for students with disabilities, highlighting historical inequities of schooling for students with disabilities in the United States.
Drawing from an ethnographic case study of an independent, urban charter school, the school’s vision and reality of day-to-day life for students with disabilities at this school are explored. The author investigates the school’s inclusion program in the broader neoliberal landscape of
free market competition in the educational marketplace and argues that as a result of inclusive education and neoliberal reforms being virtually incompatible, the pervasive neoliberal environment presents the biggest hurdle to successful inclusive education.
Although academic freedom in teaching and learning methods is crucial to a nation’s growth, the concept comes with numerous misnomers and is subjected to much academic debate and doubt. This volume maps out how truth and intellectual integrity remain the fundamental principle on which the
foundation of a university should be laid.
Seeking to widen the frontiers of academic freedom, the authors serve up a diverse range of case studies and examples of real-life practice to encourage readers to recognize the importance of the academic freedom of faculty and students, and acknowledge this freedom as one of the main goals to be
achieved by any university. Ultimately, the authors demonstrate that the autonomy to work freely remains the foremost criterion of success, that it is a pre-requisite to facilitating the advancement of knowledge and quality of research in any institution of higher education, and is to be encouraged
and supported by the leadership teams within those institutions.
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