Are British research universities losing their way or are they finding a new way?
Nigel Thrift, a well-known academic and a former Vice-Chancellor, explores recent changes in the British research university that threaten to erode the quality of these higher education institutions. He considers what a research university has now become by examining the quandaries that have arisen from a succession of misplaced strategies and false expectations.
Challenging both higher education policy and leadership, he argues that the focus on student number growth and a series of research policy missteps has upset research universities’ priorities just at a point in the history of planetary breakdown when their research is most needed.
India will soon be the world’s most populated country and its political development will shape the world of the 21st century. Yet Hindu Nationalism – at the helm of contemporary Indian politics – is not well understood outside of India, and its links to the global neoliberal trajectory have not been much explored.
This important book shows for the first time why it is education, not a failed political system, that led to the rise of Modi and the right-wing nationalist ideology of Hindutva. It provides in depth insight into contemporary Indian politics and wider societal acceptance of India’s Hindu nationalist trajectory, as well as examining the role of class.
The first five years of Modi rule failed to bring about the development that had been promised and have seen India’s rapid change from a largely inclusive society to one where minorities are denied their basic rights.
Transitions to upper secondary education are crucial to understanding social inequalities. In most European countries, it is at this moment when students are separated into different tracks and faced with a ‘real choice’ in relation to their educational trajectory.
Based on a qualitative driven approach with multiple research techniques, including documentary analysis, questionnaires and over 100 interviews with policy makers, teachers and young people in Barcelona and Madrid, this book offers a holistic account of upper secondary educational transitions in urban contexts. Contributors explore the political, institutional and subjective dimensions of these transitions and the multiple mechanisms of inequality that traverse them.
Providing vital insights for policy and practice that are internationally relevant, this book will guarantee greater equity and social justice for young people regarding their educational trajectories and opportunities.
This book invites the reader to think about collaborative research differently. Using the concepts of ‘letting go’ (the recognition that research is always in a state of becoming) and ‘poetics’ (using an approach that might interrupt and remake the conventions of research), it envisions collaborative research as a space where relationships are forged with the use of arts-based and multimodal ways of seeing, inquiring, and representing ideas.
The book’s chapters are interwoven with ‘Interludes’ which provide alternative forms to think with and another vantage point from which to regard phenomena, pose a question, and seek insights or openings for further inquiry, rather than answers. Altogether, the book celebrates collaboration in complex, exploratory, literary and artistic ways within university and community research.
Schools play a vital role in safeguarding children and young people, yet there has been little research into how schools identify and respond to child protection concerns, and their engagement with local authority children’s services.
This book highlights the findings of a major ESRC-funded study on the child protection role played by schools, their decision-making processes and involvement in inter-agency working. Crucial reading for academics, practitioners and managers in children’s social care and education, it evaluates the impact of recent policy developments, including the Academies and Free Schools programme, as well as the restructuring of local authority children’s services.
Based on the Transforming Lives research project, this book explores the transformative power of further education.
Outlining a timely and critical approach to educational research and practice, the book draws extensively on the testimonies of students and teachers to construct a model of transformative teaching and learning. The book critiques reductive ‘skills’ policies in further education and illuminates the impact colleges and Lifelong Learning have on social justice both for individuals, their families and communities.
For trainee teachers, teachers, leaders, researchers and policymakers alike, this is a persuasive argument for transformative approaches to teaching and learning which highlights the often unmeasured and under-appreciated strong holistic social benefits of further education.
Increasingly it is not just the state that determines the content, delivery and governance of education. The influence of external actors has been growing, but the boundaries between internal and external have become blurred and their partnerships have become more complex.
This book considers how schooling systems are being influenced by the rise of external actors, including private companies, NGOs, parent organisations, philanthropies and international assessment frameworks.
It explores how the public, private and third sectors are becoming increasingly intertwined. Introducing new theoretical frameworks, it examines diverse sites – including Cambodia, Israel, Poland, Chile, Australia, Brazil and the US – to study the role of policies, institutions and contextual factors shaping the changing relationships between those seeking to influence schooling.
How is your institution enabling Black, Asian and minority ethnic staff and students to thrive? Is your institution effectively tackling racism?
Following the 2020 Black Lives Matter movement, the higher education sector has started making bold commitments to dismantling structural racism. However, big questions remain about how higher education can combat institutional racism and achieve real change.
This book disrupts the higher education sector through ambitious actions and collective, participatory and evidence-informed responses to racism. It offers a roadmap for senior leaders, staff and students to build strategies, programmes and interventions that effectively tackle racism.
Arising from current staff and recent student experiences, this book supports institutions driving equality, diversity, inclusion and intersectional programmes in higher education.
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Amid debates about the future of both higher education and Europeanisation, this book is the first full-length exploration of how Europe’s 35 million students are understood by key social actors across different nations.
The various chapters compare and contrast conceptualisations in six nations, held by policymakers, higher education staff, media and students themselves. With an emphasis on students’ lived experiences, the authors provide new perspectives about how students are understood, and the extent to which European higher education is homogenising. They explore various prominent constructions of students – including as citizens, enthusiastic learners, future workers and objects of criticism.
Although higher education in the UK has expanded opportunities for much of the population, in many ways it remains stubbornly elitist.
In order to address this crisis in education, Peter Scott, a leading expert and unique voice, examines the development of mass higher education and proposes a ‘radical escape-forward’. He calls for more robust action to secure fair access at all levels and changes in the governance and management at both system and institutional levels to ensure more democratic accountability.
Setting out a clear and radical programme for reform, this book makes an important contribution to current debates in education in the context of the evolution of the UK economy and wider society.