Equity in Higher Education Theory, Policy, and Praxis

A BOOK SERIES FOR EQUITY SCHOLARS & ACTIVISTS Beth Powers-Costello, General Editor Globalization increasingly challenges higher education researchers, administrators, faculty members, and graduate students to address urgent and complex issues of equitable policy design and implementation. This book series provides an inclusive platform for discourse about – though not limited to – diversity, social justice, administrative accountability, faculty accreditation, student recruitment, admissions, curriculum, pedagogy, online teaching and learning, completion rates, program evaluation, cross-cultural relationship-building, and community leadership at all levels of society. Ten broad themes lay the foundation for this series but potential editors and authors are invited to develop proposals that will broaden and deepen its power to transform higher education: (1) Theoretical books that examine higher education policy implementation, (2) Activist books that explore equity, diversity, and indigenous initiatives, (3) Community-focused books that explore partnerships in higher education, (4) Technological books that examine online programs in higher education, (5) Financial books that focus on the economic challenges of higher education, (6) Comparative books that contrast national perspectives on a common theme, (7) Sector-specific books that examine higher education in the professions, (8) Educator books that explore higher education curriculum and pedagogy, (9) Implementation books for front line higher education administrators, and (10) Historical books that trace changes in higher education theory, policy, and praxis. Expressions of interest for authored or edited books will be considered on a first come basis. A Book Proposal Guideline is available on request. For individual or group inquiries please contact editorial@peterlang.com.

35 publications

Inclusion and Teacher Education

Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences. Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences. Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences.

7 publications

CEAUP Studies on Africa

ISSN: 2235-591X

Still-existing gaps in the current knowledge on Africa are an opportunity for collective scientific efforts: if formerly stable academic boundaries can be transgressed, then these lacunas may provide a good chance to advance with new interdisciplinary designs. CEAUP (Centre of African Studies of the Porto University) is an interdisciplinary research centre working on African issues. This series allows the discussion of CEAUP’s efforts in a larger, international context. The studies to be included focus on subjects regarded as especially innovative and which may help our understanding of African current impasses: – Identity and group conflict – Patterns of change in production and labour relationships, notably forced labour – Access to natural resources, such as water, land and raw materials – State building and ‘civil society’ The series accepts monographs, collected papers and conference proceedings in English. Still-existing gaps in the current knowledge on Africa are an opportunity for collective scientific efforts: if formerly stable academic boundaries can be transgressed, then these lacunas may provide a good chance to advance with new interdisciplinary designs. CEAUP (Centre of African Studies of the Porto University) is an interdisciplinary research centre working on African issues. This series allows the discussion of CEAUP’s efforts in a larger, international context. The studies to be included focus on subjects regarded as especially innovative and which may help our understanding of African current impasses: – Identity and group conflict – Patterns of change in production and labour relationships, notably forced labour – Access to natural resources, such as water, land and raw materials – State building and ‘civil society’ The series accepts monographs, collected papers and conference proceedings in English. Still-existing gaps in the current knowledge on Africa are an opportunity for collective scientific efforts: if formerly stable academic boundaries can be transgressed, then these lacunas may provide a good chance to advance with new interdisciplinary designs. CEAUP (Centre of African Studies of the Porto University) is an interdisciplinary research centre working on African issues. This series allows the discussion of CEAUP’s efforts in a larger, international context. The studies to be included focus on subjects regarded as especially innovative and which may help our understanding of African current impasses: – Identity and group conflict – Patterns of change in production and labour relationships, notably forced labour – Access to natural resources, such as water, land and raw materials – State building and ‘civil society’ The series accepts monographs, collected papers and conference proceedings in English.

2 publications