Despite comprising the largest minority in rural settings, the literature to date largely subsumes African American rural students into a broader set of Black and African American students, with a primarily urban focus. This volume focuses on the higher education pathways of rural African American
students and highlights their experiences in US colleges and universities.
Addressing the fact that rural students have higher high school graduation rates than their urban peers but are less likely to take paths towards higher education, the authors identify research needs, areas of concerns, and strategies to encourage and sustain greater postsecondary participation
among African Americans from rural settings. Contributors to the volume address the meaning of race and place, cultural capital, gender dynamics, gifted education, college choice, teacher and education leader preparation, campus programming and the role of Historically Black Colleges and
Universities, with specific reference to African American rural students, to pin down a clear picture of the barriers and drivers of their higher education journeys.
Renae D. Mayes, Marjorie C. Shavers, James L. Moore III
£93.75
Book + eBook
African American Young Girls and Women in PreK12 Schools and Beyond presents a comprehensive viewpoint on preK-12 schooling for African American females. Including theoretical, conceptual, and research based chapters, this volume offers readers compelling evidence of the educational challenges and
successes for this student population.
The expert authors in this collection provide rich perspectives on the experiences of African American females throughout their elementary and secondary education. Each chapter includes strong implications for education research, practice, and policy, as well as concrete recommendations to important
stakeholders, such as educators, school counsellors, and parents. Collectively, the contributors communicate throughout that educational change is needed and that educational success is attainable for all African American females. It is intended that this work will help inform education research,
practice, and policy as they relate to African American females. Equally important, it is envisioned that the readers will develop a greater interest in the education of African American females.
The goal of the ARCIE volume is to examine current perspectives and future directions for the field using several essays as a context for discussion and analysis. Contributed Volume chapters begin by addressing the questions and themes discussed in these essays which will include: the use of new
conceptual or methodological frameworks; the role of CIE in teacher education and higher education; the emergence of new area studies, and diversification of the field to include human rights, multicultural and social education, environmental education, education for sustainable development, arts
education, and special education, among others. The format of ARCIE pieces entails an analytic overview of published work in the field, noting key issues and future directions. It provides an important and well-cited international forum for the discussion of matters of comparative and international
education theory, policy and practice.
This year’s Annual Review of Comparative and International Education surveys the field from several globally representative perspectives. Contributors include scholars, policymakers and development consultants and cover comparative and international education trends and issues unique to
Africa, Asia, Europe, North America, Oceania, and South America.
This volume is representative of a wide range of recent trends and important concerns in the CIE community worldwide and within particular regions or specific communities. Additionally, the Annual Review celebrates its fifth year of continuous publication this year, which highlights the ongoing
interest in and importance of reflective practice and the professionalization of comparative and international education.
Since 2013, the Annual Review of Comparative and International Education has covered the significant developments in the field of comparative and international education. This year’s edition begins with a collection of reflective essays about comparative education trends and directions written
by both professional and scholarly leaders in the field. Topics covered in the 2018 volume include major theoretical and methodological developments, reports on research-to-practice, area studies and regional developments, and the diversification of comparative and international education. A special
introductory chapter addresses the “osmosis” of comparative and international education research across field and disciplinary boundaries.
This book sheds light on the most recent advances and patterns within the field of comparative education and will prove an essential text for researchers in the field of global education.
Since 2013, the Annual Review of Comparative and International Education has covered the significant developments in the field of comparative and international education. The Annual Review of Comparative and International Education 2019 begins with a collection of reflection essays about comparative
education trends and directions written by both professional and scholarly leaders in the field. Topics covered in the 2019 volume include major theoretical and methodological developments, reports on research-to-practice, area studies and regional developments, and the diversification of
comparative and international education. A special introductory chapter builds on the assumption that scholarship and professional practice in comparative and international education often supports and encourages inclusiveness, interdisciplinarity, and contextualization in research and in the field.
However, the introductory chapter interrogates the assumption that comparative and international education scholars and professionals promote these same concepts of gender equality, empowerment, and inclusiveness in the field itself.
Since 2013, the Annual Review of Comparative and International Education has covered significant developments in the field of comparative and international education. The Annual Review of Comparative and International Education 2020 begins with a collection of discussion essays about comparative
education trends and directions written by both professional and scholarly leaders in the field.
Topics covered in this volume include major theoretical and methodological developments, reports on research-to-practice, area studies and regional developments, and the diversification of comparative and international education. A special introductory chapter examines the diversity in research
trends in online versus traditional publications in the field and investigates the differences in content and representation among Global North and Global South research contributions.
Since 2013, the Annual Review of Comparative and International Education has covered significant developments in the intersecting fields of comparative education, international education, and comparative and international education. The Annual Review of Comparative and International Education 2021,
Part B, begins with several chapters exploring conceptual and methodological developments in comparative and international education, followed by studies exploring research-to-practice, and new developments in comparative and international education.
Topics covered in this volume include major theoretical and methodological developments such as critical realism, the effects of the coronavirus pandemic, and an exploration of white diaspora, anti-blackness and universities in the Global South; research-to-practice reports on education in emergency
settings, surveillance studies, the needs of refugee and immigrant students; and new developments involving the internationalisation of community college careers, and educator acculturation in overseas schools. With contributions from leading scholars and professionals across the field of
comparative and international education, this edition will be of use to education researchers and professionals alike.
Since 2013, the Annual Review of Comparative and International Education has covered significant developments in the intersecting fields of comparative education, international education, and comparative and international education. The Annual Review of Comparative and International Education 2021,
Part A, begins with a collection of discussion essays about comparative and international education trends and directions, followed by studies that focus on new developments in comparative and international education by regional area.
Topics covered in this volume include diversity in research trends in comparative and international education; refugee education programs; the syndemic of race, gender, and Covid-19; the impact of Covid-19 in schools; the right to education in South American countries; the effects and challenges of
online learning during the pandemic in China; and a comparison of racial and ethnic inequalities in South Africa. With contributions from leading scholars and professionals across the field of comparative and international education, this edition will be of use to education researchers and
professionals alike.
Art schools in our universities play a big role in many ways and not only within the institutions they are situated in. When considering that the act of engaging in arts and culture has a demonstrable but indirect effect on innovation, welfare, social cohesion, entrepreneurship, local identity and
the knowledge economy, our universities can and do use arts to make themselves more permeable and to provide co-created spaces of learning.
This book is a timely exploration of where creative practices and arts live in our higher education communities? How do creatives shape this creative education ecosystem? How does art provide an interface between what is within and outside of our knowledge institutions? And why should all of this
matter for our communities, for the economy and for our society, specifically in a post pandemic recovery.
Carola Boehm explores the delightful ways that art finds itself in every corner of academia, exploring questions of where art lives in the university sector and how it interacts with the outside, interfacing with the communities beyond its boundaries, and how it got where it is today. And with all
that comes the advocacy of providing a strong justification that we need creative provisions in our universities, as there are few more powerful tools left to our disposal that can glue together and heal our divided society and our fragmented humanity.