Educational Equity in Community Colleges

ISSN: 2690-4438

This series centers theory and practice in enacting educational equity, and, ultimately, educational justice at the administrative, institutional/programmatic, governance, and pedagogical levels of community colleges and other institutions of higher learning (Woods & Harris, 2016; Nevarez & Wood, 2010). There is a corpus of literature on the pernicious effects of oppressive pedagogy at the K-12 level, especially for traditionally marginalized, minoritized students (Nasir, 2011; Delpit, 2012; Leonardo, 2010). However, this is not the case at the community college level even though these same traditionally marginalized, minoritized students overwhelming start their college careers in two-year community colleges. Frankly, though there are many valuable contributions to community college education, overall there is a dearth of literature on critical, justice-centered pedagogy, theory and practice (i.e., praxis) within community college administration, governance, programming, and pedagogy. Community college practitioners are interested in enacting educational equity. However, there is little community college-specific literature for them to use to reimagine and, ultimately, reconstruct their administrative, programmatic, and pedagogical practices so that these institutionalized practices become commensurate with educational equity and justice (Tuck & Yang, 2018). Therefore, the goal of this series is to blend the work of university researchers and community college practitioners to illuminate best practices in achieving educational equity and justice via a critical-reality pedagogical framework (Giroux, 2004; Emdin, 2017; Sims, 2018). This series aims to highlight work that illuminates both the successes and struggles in developing institutionalized practices that positively impact poor ethno-racially minoritized students of color. Therefore, we will be looking at pedagogies, policies, and practices that are intentionally developed, curated and sustained by committed educators, administrators, and staff at their respective college campuses that work to ensure just learning conditions for all students.

4 publications

Umweltbildung, Umweltkommunikation und Nachhaltigkeit / Environmental Education, Communication and Sustainability

"The book Series "Environmental Education, Communication and Sustainability" is the world´s longest running book series on matters related to education, communication and training on sustainable development. Since it started in 1998, the book series has produced a number of ground-breaking publications focusing on environmental communication, sustainable development in formal and non-formal education, and in university programmes. Some examples of publications produced to date include "Greening the Curriculum", "Handbook of Sustainability Research" or the newly-launched book – volume 34 – "Sustainability at Universities: New Horizons" resulting from a workshop held in Rio de Janeiro parallel to the UN Conference on Sustainable Development (Rio+20). Prior to publication, the quality of the works published in this series is double blind reviewed by external referees appointed by the editor. The referees are not aware of the author’s name when performing the review; the referees’ names are not disclosed. Editor’s Homepage: Prof. Dr. Walter Leal Filho" "The book Series "Environmental Education, Communication and Sustainability" is the world´s longest running book series on matters related to education, communication and training on sustainable development. Since it started in 1998, the book series has produced a number of ground-breaking publications focusing on environmental communication, sustainable development in formal and non-formal education, and in university programmes. Some examples of publications produced to date include "Greening the Curriculum", "Handbook of Sustainability Research" or the newly-launched book – volume 34 – "Sustainability at Universities: New Horizons" resulting from a workshop held in Rio de Janeiro parallel to the UN Conference on Sustainable Development (Rio+20). Prior to publication, the quality of the works published in this series is double blind reviewed by external referees appointed by the editor. The referees are not aware of the author’s name when performing the review; the referees’ names are not disclosed. Page d'accueil d’éditeur : Prof. Dr. Walter Leal Filho" "The book Series "Environmental Education, Communication and Sustainability" is the world´s longest running book series on matters related to education, communication and training on sustainable development. Since it started in 1998, the book series has produced a number of ground-breaking publications focusing on environmental communication, sustainable development in formal and non-formal education, and in university programmes. Some examples of publications produced to date include "Greening the Curriculum", "Handbook of Sustainability Research" or the newly-launched book – volume 34 – "Sustainability at Universities: New Horizons" resulting from a workshop held in Rio de Janeiro parallel to the UN Conference on Sustainable Development (Rio+20). Prior to publication, the quality of the works published in this series is double blind reviewed by external referees appointed by the editor. The referees are not aware of the author’s name when performing the review; the referees’ names are not disclosed. Editor’s Homepage: Prof. Dr. Walter Leal Filho"

29 publications

Petite enfance et éducation / Early childhood and education

8 publications

Education Management

ISSN: 1947-6256

The Education Management: Contexts, Constituents, and Communities (EM:c3) series includes the best scholarship on the varied dynamics of educational leadership, management, and ad-ministration across the educational continuum. In order to disseminate ideas and strate-gies useful for schools, colleges, and the education community, each book investigates critical topics missing from the extant literature and engages one or more theoretical perspectives. This series bridges the gaps between the traditional management research, practical approaches to academic administration, and the fluid nature of organizational realities. Additionally, the EM:c3 series endeavors to provide meaningful guidance on con-tinuing challenges to the effective and efficient management of educational contexts. Volumes in the series foreground important policy/praxis issues, developing professional trends, and the concerns of educational constituencies. The aim is to generate a corpus of scholarship that discusses the unique nature of education in the academic and social spaces of all school types (e.g., public, private, charter, parochial) and university types (e.g., public, private, historically black, tribal institutions, community colleges). The EM:c3 series offers thoughtful research presentations from leading experts in the fields of educational administration, higher education, organizational behavior, pub-lic administration, and related academic concentrations. Contributions represent re-search on the United States as well as other countries by comparison, address issues related to leadership at all levels of the educational system, and are written in a style ac-cessible to scholars, educational practitioners and policymakers throughout the world.

17 publications

Education beyond Borders

The “Education beyond Borders series“ establishes a forum for theoretical and practical contributions on Education and Sociology. By connecting typical questions on education with new aspects of academic mobility and migration, the series seeks to investigate contemporary global trends and impacts on Didactics and Pedagogy and vice versa. The editor professor Fred Dervin has an exceptional focus on multicultural education. This series will not be continued. The “Education beyond Borders series“ establishes a forum for theoretical and practical contributions on Education and Sociology. By connecting typical questions on education with new aspects of academic mobility and migration, the series seeks to investigate contemporary global trends and impacts on Didactics and Pedagogy and vice versa. The editor professor Fred Dervin has an exceptional focus on multicultural education. This series will not be continued. The “Education beyond Borders series“ establishes a forum for theoretical and practical contributions on Education and Sociology. By connecting typical questions on education with new aspects of academic mobility and migration, the series seeks to investigate contemporary global trends and impacts on Didactics and Pedagogy and vice versa. The editor professor Fred Dervin has an exceptional focus on multicultural education. This series will not be continued.

2 publications

Rethinking Education

Rethinking education has never been more important. While there are many examples of good, innovative practice in teaching and learning at all levels, the conventional education mindset has proved largely resistant to pedagogic or systemic change, remaining preoccupied with the delivery of standardised packages in a standardised fashion, relatively unresponsive to the diversity of learners’ experiences and inclinations as well as to the personal perspectives of individual teachers. The challenge of our times in relation to education is to help transform that mindset. This series takes up this challenge. It re-examines perennial major issues in education and opens up new ones. It includes, but is not confined to, pedagogies for transforming the learning experience, any-time-any-place learning, new collaborative technologies, fresh understandings of the roles of teachers, schools and other educational institutions, providing for different learning styles and for students with special needs, and adapting to changing needs in a changing environment.

12 publications

Culture, Curriculum and Education

0 publications