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New Scholarship in Critical Quantitative Research, Part 1: New Directions for Institutional Research, Number 158 (J-B IR Single Issue Institutional Research)
by Frances K. Stage Ryan S. WellsThis volume presents work focused on underrepresented persons in a variety of levels of higher education. Each scholar has used critical quantitative approaches to examine access and/or success in the higher education arena. Their scholarship pushes the boundaries of what we know by questioning mainstream notions of higher education through: the examination of policies the re-framing of theories and measures the reexamination of traditional questions for nontraditional populations. The work is divergent, but the commonality of the presentations lies in each scholar’s critical approach to conventional quantitative scholarship. Their research highlights inequities and explores factors not typically included in conventional quantitative analysis. This is the 158th volume of this Jossey-Bass quarterly report series. Always timely and comprehensive, New Directions for Institutional Research provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management.
Sustaining Resources for Tomorrow (Green Energy and Technology)
by Jacqueline A. Stagner David S.-K. TingThis book reflects the current state of knowledge on sustainability in a wide range of fields, from engineering to agriculture, to education. Though primarily intended to offer an update for experts and researchers in the field, it can also be used as a valuable educational tool for relevant undergraduate and graduate courses. Key aspects covered include the better and more responsible engineering and management of energy conversion processes, the development of renewable energy technologies, and improvements in conventional energy utilization and food production. In addition, the book addresses green buildings, the green economy, waste and recycling, water, ecopolitics and social sustainability.
An Analysis of Ernest Gellner's Nations and Nationalism (The Macat Library)
by Dale J StahlTo the dismay of many commentators – who had hoped the world was evolving into a more tolerant and multicultural community of nations united under the umbrellas of supranational movements like the European Union – the nationalism that was such a potent force in the history of the 20th-century has made a comeback in recent years. Now, more than ever, it seems important to understand what it is, how it works, and why it is so attractive to so many people. A fine place to start any such exploration is with Ernest Gellner's seminal Nations and Nationalism, a ground-breaking study that was the first to flesh out the counter-intuitive – but enormously influential – thesis that modern nationalism has little if anything in common with old-fashioned patriotism or loyalty to one's homeland. Gellner's intensely creative thesis is that the nationalism we know today is actually the product of the 19th-century industrial revolution, which radically reshaped ancient communities, encouraging emigration to cities at the same time as it improved literacy rates and introduced mass education. Gellner connected these three elements in an entirely new way, contrasting developments to the structures of pre-industrial agrarian economies to show why the new nationalism could not have been born in such communities. He was also successful in generating a typology of nationalisms in an attempt to explain why some forms flourished while others fizzled out. His remarkable ability to produce novel explanations for existing evidence marks out Nations and Nationalism as one of the most radical, stimulating – and enduringly influential – works of its day.
An Analysis of Ernest Gellner's Nations and Nationalism (The Macat Library)
by Dale J StahlTo the dismay of many commentators – who had hoped the world was evolving into a more tolerant and multicultural community of nations united under the umbrellas of supranational movements like the European Union – the nationalism that was such a potent force in the history of the 20th-century has made a comeback in recent years. Now, more than ever, it seems important to understand what it is, how it works, and why it is so attractive to so many people. A fine place to start any such exploration is with Ernest Gellner's seminal Nations and Nationalism, a ground-breaking study that was the first to flesh out the counter-intuitive – but enormously influential – thesis that modern nationalism has little if anything in common with old-fashioned patriotism or loyalty to one's homeland. Gellner's intensely creative thesis is that the nationalism we know today is actually the product of the 19th-century industrial revolution, which radically reshaped ancient communities, encouraging emigration to cities at the same time as it improved literacy rates and introduced mass education. Gellner connected these three elements in an entirely new way, contrasting developments to the structures of pre-industrial agrarian economies to show why the new nationalism could not have been born in such communities. He was also successful in generating a typology of nationalisms in an attempt to explain why some forms flourished while others fizzled out. His remarkable ability to produce novel explanations for existing evidence marks out Nations and Nationalism as one of the most radical, stimulating – and enduringly influential – works of its day.
Ethnography of a Neoliberal School: Building Cultures of Success (Routledge Studies in Education, Neoliberalism, and Marxism #14)
by Garth StahlAs a school ethnography, this book explores the controversial schooling practices and strategies embedded in charter school management organizations (CMOs), as well as how these practices influence teaching and learning, school leadership, teachers’ professional identities, and students’ understanding of success. By theorizing the common practices within the organization, Stahl connects current research in neoliberal governance, neoliberal structuring of educational policy, aspiration and social reproduction in schooling. Honing in on the discourse on education reform, Stahl demonstrates that a "unique blend" of neoliberalism and social justice values have permeated the CMO’s institutional culture, promoting the belief that adopting corporate practices will fix America’s schools and ensure equity of opportunity for all. The inclusion of institutional texts (emails, Blackberry messages, posters, and rubrics) balances the personal-subjective and inter-subjective to capture a blend of neoliberalism and social justice reframing.
Ethnography of a Neoliberal School: Building Cultures of Success (Routledge Studies in Education, Neoliberalism, and Marxism #14)
by Garth StahlAs a school ethnography, this book explores the controversial schooling practices and strategies embedded in charter school management organizations (CMOs), as well as how these practices influence teaching and learning, school leadership, teachers’ professional identities, and students’ understanding of success. By theorizing the common practices within the organization, Stahl connects current research in neoliberal governance, neoliberal structuring of educational policy, aspiration and social reproduction in schooling. Honing in on the discourse on education reform, Stahl demonstrates that a "unique blend" of neoliberalism and social justice values have permeated the CMO’s institutional culture, promoting the belief that adopting corporate practices will fix America’s schools and ensure equity of opportunity for all. The inclusion of institutional texts (emails, Blackberry messages, posters, and rubrics) balances the personal-subjective and inter-subjective to capture a blend of neoliberalism and social justice reframing.
Identity, Neoliberalism And Aspiration: Educating White Working-class Boys
by Garth StahlIn recent years there has been growing concern over the pervasive disparities in academic achievement that are highly influenced by ethnicity, class and gender. Specifically, within the neoliberal policy rhetoric, there has been concern over underachievement of working-class young males, specifically white working-class boys. The historic persistence of this pattern, and the ominous implication of these trends on the long-term life chances of white working-class boys, has led to a growing chorus that something must be done to intervene. This book provides an in-depth sociological study exploring the subjectivities within the neoliberal ideology of the school environment, in order to expand our understanding of white working-class disengagement with education. Chapters discuss how white working-class boys in three educational sites experience social and learner identities, focusing on the practices of "meaning-making" and "identity work" that the boys' experienced, and the disjunctures and commonalities between them. The book presents an analysis of the varying tensions influencing the identity of each boy and the consequences of these pressures on their engagement with education. Drawing on Bourdieu's theoretical tools and a model of egalitarian habitus, Identity, Neoliberalism and Aspiration in White Working-Class Boys will be of interest to academics, researchers and postgraduate students in the field of sociology of education, and those from related disciplines studying class and gender. 9781138025875 9781315774824
Identity, Neoliberalism And Aspiration: Educating White Working-class Boys (PDF)
by Garth StahlIn recent years there has been growing concern over the pervasive disparities in academic achievement that are highly influenced by ethnicity, class and gender. Specifically, within the neoliberal policy rhetoric, there has been concern over underachievement of working-class young males, specifically white working-class boys. The historic persistence of this pattern, and the ominous implication of these trends on the long-term life chances of white working-class boys, has led to a growing chorus that something must be done to intervene. This book provides an in-depth sociological study exploring the subjectivities within the neoliberal ideology of the school environment, in order to expand our understanding of white working-class disengagement with education. Chapters discuss how white working-class boys in three educational sites experience social and learner identities, focusing on the practices of "meaning-making" and "identity work" that the boys' experienced, and the disjunctures and commonalities between them. The book presents an analysis of the varying tensions influencing the identity of each boy and the consequences of these pressures on their engagement with education. Drawing on Bourdieu's theoretical tools and a model of egalitarian habitus, Identity, Neoliberalism and Aspiration in White Working-Class Boys will be of interest to academics, researchers and postgraduate students in the field of sociology of education, and those from related disciplines studying class and gender. 9781138025875 9781315774824
Identity, Neoliberalism and Aspiration: Educating white working-class boys (Routledge Research in Educational Equality and Diversity)
by Garth StahlIn recent years there has been growing concern over the pervasive disparities in academic achievement that are highly influenced by ethnicity, class and gender. Specifically, within the neoliberal policy rhetoric, there has been concern over underachievement of working-class young males, specifically white working-class boys. The historic persistence of this pattern, and the ominous implication of these trends on the long-term life chances of white working-class boys, has led to a growing chorus that something must be done to intervene. This book provides an in-depth sociological study exploring the subjectivities within the neoliberal ideology of the school environment, in order to expand our understanding of white working-class disengagement with education. The chapters discuss how white working-class boys in three educational sites enact social and learner identities, focusing on the practices of 'meaning-making' and 'identity work' that the boys experienced, and the disjunctures and commonalities between them. The book presents an analysis of the varying tensions influencing the identity of each boy and the consequences of these pressures on their engagement with education. Drawing on Bourdieu’s theoretical tools and a model of egalitarian habitus, Identity, Neoliberalism and Aspiration: Educating white working-class boys will be of interest to academics, researchers and postgraduate students in the field of sociology of education, and those from related disciplines studying class and gender.
Identity, Neoliberalism and Aspiration: Educating white working-class boys (Routledge Research in Educational Equality and Diversity)
by Garth StahlIn recent years there has been growing concern over the pervasive disparities in academic achievement that are highly influenced by ethnicity, class and gender. Specifically, within the neoliberal policy rhetoric, there has been concern over underachievement of working-class young males, specifically white working-class boys. The historic persistence of this pattern, and the ominous implication of these trends on the long-term life chances of white working-class boys, has led to a growing chorus that something must be done to intervene. This book provides an in-depth sociological study exploring the subjectivities within the neoliberal ideology of the school environment, in order to expand our understanding of white working-class disengagement with education. The chapters discuss how white working-class boys in three educational sites enact social and learner identities, focusing on the practices of 'meaning-making' and 'identity work' that the boys experienced, and the disjunctures and commonalities between them. The book presents an analysis of the varying tensions influencing the identity of each boy and the consequences of these pressures on their engagement with education. Drawing on Bourdieu’s theoretical tools and a model of egalitarian habitus, Identity, Neoliberalism and Aspiration: Educating white working-class boys will be of interest to academics, researchers and postgraduate students in the field of sociology of education, and those from related disciplines studying class and gender.
Self-Made Men: Widening Participation, Selfhood and First-in-Family Males
by Garth StahlThis book explores how boys from low-socioeconomic status backgrounds disengage from their education, and are resultantly severely underrepresented in post-compulsory education. For those who attend university, many will be first-in-their-family. As first-in-family students, they may encounter significant barriers which may limit their participation in university life and their acquisition of social and cultural capital. Drawing on a longitudinal study of young Australian men pursuing higher education, the book provides the first detailed account of socially mobile working-class masculinities. Investigating the experiences of these young men, this book analyses their acclimatisation to new learning environments as well as their changing subjectivities. The monograph draws on various sociological theories to analyse empirical data and make practical recommendations which will drive innovation in widening participation initiatives internationally. This book will be of interest to scholars interested in widening participation, transitions, social mobility and Critical Studies of Men and Masculinities.
Working-Class Masculinities in Australian Higher Education: Policies, Pathways and Progress (Routledge Research in Educational Equality and Diversity)
by Garth StahlThis book takes a critical view of masculinities through an investigation of first-in-family males transitioning to higher education. Drawing on six in-depth longitudinal case studies, the focus is on how young men from working-class backgrounds engage with complex social inequalities, as well as the various capitals they draw upon to ensure their success. Through the longitudinal approach, the work problematises the rhetoric of ‘poverty of aspirations’ and foregrounds how class and gender influence the lives and futures of these young men. The book demonstrates how the aspirations of these young men are influenced by a complex interplay between race/ethnicity, religion, masculinity and social class. Finally, the book draws connections between the lived experiences of the participants and the implications for policy and practice in higher education. Drawn from a larger research project, each case study compels the reader to think critically regarding masculinities in relation to social practices, institutional arrangements and cultural ideologies. This is essential reading for those interested in widening participation in higher education, gender theory/masculinities, longitudinal research and social justice.
Working-Class Masculinities in Australian Higher Education: Policies, Pathways and Progress (Routledge Research in Educational Equality and Diversity)
by Garth StahlThis book takes a critical view of masculinities through an investigation of first-in-family males transitioning to higher education. Drawing on six in-depth longitudinal case studies, the focus is on how young men from working-class backgrounds engage with complex social inequalities, as well as the various capitals they draw upon to ensure their success. Through the longitudinal approach, the work problematises the rhetoric of ‘poverty of aspirations’ and foregrounds how class and gender influence the lives and futures of these young men. The book demonstrates how the aspirations of these young men are influenced by a complex interplay between race/ethnicity, religion, masculinity and social class. Finally, the book draws connections between the lived experiences of the participants and the implications for policy and practice in higher education. Drawn from a larger research project, each case study compels the reader to think critically regarding masculinities in relation to social practices, institutional arrangements and cultural ideologies. This is essential reading for those interested in widening participation in higher education, gender theory/masculinities, longitudinal research and social justice.
Gendering the First-in-Family Experience: Transitions, Liminality, Performativity (Routledge Research in Higher Education)
by Garth Stahl Sarah McDonaldDespite efforts to widen participation, first-in-family students, as an equity group, remain severely under-represented in higher education internationally. This book explores and analyses the gendered and classed subjectivities of 48 Australian students in the First-in-Family Project serving as a fresh perspective to the study of youth in transition. Drawing on liminality to provide theoretical insight, the authors focus on how they engage in multiple overlapping and mutually informing transitions into and from higher education, the family, service work, and so forth. While studies of class disadvantage and widening participation in HE remains robust, there is considerably less work addressing the gendered experiences of first-in-family students.
Gendering the First-in-Family Experience: Transitions, Liminality, Performativity (Routledge Research in Higher Education)
by Garth Stahl Sarah McDonaldDespite efforts to widen participation, first-in-family students, as an equity group, remain severely under-represented in higher education internationally. This book explores and analyses the gendered and classed subjectivities of 48 Australian students in the First-in-Family Project serving as a fresh perspective to the study of youth in transition. Drawing on liminality to provide theoretical insight, the authors focus on how they engage in multiple overlapping and mutually informing transitions into and from higher education, the family, service work, and so forth. While studies of class disadvantage and widening participation in HE remains robust, there is considerably less work addressing the gendered experiences of first-in-family students.
Masculinity and Aspiration in an Era of Neoliberal Education: International Perspectives (Routledge Critical Studies In Gender And Sexuality In Education Ser. #Vol. 3)
by Garth Stahl Joseph Nelson Derron WallaceThis collection investigates the ways in which boys and young men negotiate neoliberal discourse surrounding aspiration and how neoliberalism shapes their identities. Expanding the field of masculinity studies in education, the contributors offer international comparisons of different subgroups of boys and young men in primary, secondary and university settings. A cross-sectional analysis of race, gender, and class theory is employed to illuminate the role of aspiration in shaping boys’ identities, which adds nuance to their complex "identity work" in neoliberal times.
Masculinity and Aspiration in an Era of Neoliberal Education: International Perspectives (PDF) (Routledge Critical Studies In Gender And Sexuality In Education Ser. #Vol. 3)
by Garth Stahl Joseph Nelson Derron WallaceThis collection investigates the ways in which boys and young men negotiate neoliberal discourse surrounding aspiration and how neoliberalism shapes their identities. Expanding the field of masculinity studies in education, the contributors offer international comparisons of different subgroups of boys and young men in primary, secondary and university settings. A cross-sectional analysis of race, gender, and class theory is employed to illuminate the role of aspiration in shaping boys’ identities, which adds nuance to their complex "identity work" in neoliberal times.
Masculinity and Aspiration in an Era of Neoliberal Education: International Perspectives (Routledge Critical Studies in Gender and Sexuality in Education)
by Garth Stahl Joseph Nelson Derron WallaceThis collection investigates the ways in which boys and young men negotiate neoliberal discourse surrounding aspiration and how neoliberalism shapes their identities. Expanding the field of masculinity studies in education, the contributors offer international comparisons of different subgroups of boys and young men in primary, secondary and university settings. A cross-sectional analysis of race, gender, and class theory is employed to illuminate the role of aspiration in shaping boys’ identities, which adds nuance to their complex "identity work" in neoliberal times.
Real-Time Coaching and Pre-Service Teacher Education (SpringerBriefs in Education)
by Garth Stahl Erica Sharplin Benjamin KehrwaldThis book details the findings of a small-scale research study on the use of real-time coaching in pre-service teacher education, founded upon the nexus of teacher education, mentoring, immediate feedback, teacher effectiveness, technology-enhanced learning and innovative approaches to developing better teaching practices. The book includes a robust literature review summarizing the scholarship on coaching models used in teacher education. The authors explore how real-time coaching, as a specific approach, has the potential to address persistent problems in teacher education and early career teacher performance in the areas of teachers’ growth mindset, teacher resilience and disjuncture in applying theory to practice. The scholarship allows readers to gain a better understanding of the history of coaching in teacher training, and the capacity of real-time coaching, specifically, in pre-service teacher training told through the words of participants.
International Perspectives on Theorizing Aspirations: Applying Bourdieu’s Tools (Social Theory and Methodology in Education Research)
by Garth Stahl Derron Wallace Ciaran Burke Steven ThreadgoldInternational Perspectives on Theorizing Aspirations offers new insights and guidance for those looking to use Bourdieu's tools in an educational context, with a focus on how the tools can be applied to issues of aspiration. Written by contributors from the UK, USA, Australia, Nigeria, Jamaica and Spain, the book explores how Bourdieu's tools have been applied in recent cutting-edge educational research on a range of topics, including widening participation, migration, ethnicity, and class. The contributors consider how aspirations are theorized in sociology, as well as exploring the structure/agency debates, before recapitulating Bourdieu's tools and their applicability in educational contexts. A key question running through the chapters is: how does social theory shape research? Including recommended readings, this is essential reading for anyone looking to use Bourdieu in their research and for those studying aspiration in an educational research setting.
International Perspectives on Theorizing Aspirations: Applying Bourdieu’s Tools (Social Theory and Methodology in Education Research)
by Garth Stahl Derron Wallace Ciaran Burke Steven ThreadgoldInternational Perspectives on Theorizing Aspirations offers new insights and guidance for those looking to use Bourdieu's tools in an educational context, with a focus on how the tools can be applied to issues of aspiration. Written by contributors from the UK, USA, Australia, Nigeria, Jamaica and Spain, the book explores how Bourdieu's tools have been applied in recent cutting-edge educational research on a range of topics, including widening participation, migration, ethnicity, and class. The contributors consider how aspirations are theorized in sociology, as well as exploring the structure/agency debates, before recapitulating Bourdieu's tools and their applicability in educational contexts. A key question running through the chapters is: how does social theory shape research? Including recommended readings, this is essential reading for anyone looking to use Bourdieu in their research and for those studying aspiration in an educational research setting.
Masculinity and Aspiration in an Era of Neoliberal Education: International Perspectives (Routledge Critical Studies in Gender and Sexuality in Education)
by Garth Stahl Derron Wallace Joseph NelsonThis collection investigates the ways in which boys and young men negotiate neoliberal discourse surrounding aspiration and how neoliberalism shapes their identities. Expanding the field of masculinity studies in education, the contributors offer international comparisons of different subgroups of boys and young men in primary, secondary and university settings. A cross-sectional analysis of race, gender, and class theory is employed to illuminate the role of aspiration in shaping boys’ identities, which adds nuance to their complex "identity work" in neoliberal times.
Computer Support for Collaborative Learning: Foundations for A Cscl Community (cscl 2002 Proceedings)
by Gerry StahlComputer Support for Collaborative Learning (CSCL) is a field of study centrally concerned with meaning and the practices of meaning-making in the context of joint activity, and the ways in which these practices are mediated through designed artifacts. This volume includes abstracts of papers that were presented during interactive poster sessions at CSCL 2002. Documenting an extremely heterogeneous, productive phase of inquiry with broad social consequences, these proceedings reflect the current state of CSCL research--particularly in North America and Western Europe.
Studying Virtual Math Teams (Computer-Supported Collaborative Learning Series #11)
by Gerry StahlStudying Virtual Math Teams centers on detailed empirical studies of how students in small online groups make sense of math issues and how they solve problems by making meaning together. These studies are woven together with materials that describe the online environment and pedagogical orientation, as well as reflections on the theoretical implications of the findings in the studies. The nature of group cognition and shared meaning making in collaborative learning is a foundational research issue in CSCL. More generally, the theme of sense making is a central topic in information science. While many authors allude to these topics, few have provided this kind of detailed analysis of the mechanisms of intersubjective meaning making. This book presents a coherent research agenda that has been pursued by the author and his research group. The book opens with descriptions of the project and its methodology, as well as situating this research in the past and present context of the CSCL research field. The core research team then presents five concrete analyses of group interactions in different phases of the Virtual Math Teams research project. These chapters are followed by several studies by international collaborators, discussing the group discourse, the software affordances and alternative representations of the interaction, all using data from the VMT project. The concluding chapters address implications for the theory of group cognition and for the methodology of the learning sciences. In addition to substantial introductory and concluding chapters, this important new book includes analyses based upon the author's previous research, thereby providing smooth continuity and an engaging flow that follows the progression of the research. The VMT project has dual goals: (a) to provide a source of experience and data for practical and theoretical explorations of group knowledge building and (b) to develop an effective online environment and educational service for collaborative learning of mathematics. Studying Virtual Math Teams reflects these twin orientations, reviewing the intertwined aims and development of a rigorous science of small-group cognition and a Web 2.0 educational math service. It documents the kinds of interactional methods that small groups use to explore math issues and provides a glimpse into the potential of online interaction to promote productive math discourse.
Theoretical Investigations: Philosophical Foundations of Group Cognition (Computer-Supported Collaborative Learning Series #18)
by Gerry StahlComputers have transformed how we think, discuss and learn—as individuals, in groups, within cultures and globally. However, social media are problematic, fostering flaming, culture wars and fake news. This volume presents an alternative paradigm for computer support of group thinking, collaborative learning and joint knowledge construction. This requires expanding concepts of cognition to collectivities, like collaborative groups of networked students. Theoretical Investigations explores the conditions for group cognition, supplying a philosophical foundation for new models of pedagogy and methods to analyze group interaction. Twenty-five self-contained investigations document progress in research on computer-supported collaborative learning (CSCL)—both in Stahl’s own research and during the first decade of the CSCL journal.The volume begins with two new reflections on the vision and theory that result from this research. Representing both ethnomethodological and social-constructivist research paradigms, the investigations within this volume comprise a selection of seminal and influential articles and critical commentaries that contribute to an understanding of concepts and themes central to the CSCL field. The book elaborates an innovative theory of group cognition and substantiates the pedagogical potential of CSCL. Theoretical Investigations: Philosophical Foundations of Group Cognition is essential as a graduate text for courses in educational theory, instructional design, learning and networked technologies. The investigations will also appeal to researchers and practitioners in those areas.