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.

37 publications

Higher Education Research and Policy

ISSN: 2193-7613

The Higher Education Research and Policy (HERP) series is intended to present both research-oriented and policy-oriented studies of higher education systems in transition, especially from international comparative perspectives. Higher education systems worldwide are currently under multi-layered pressures to transform their funding and governance structures in rapidly changing environments. The series intends to explore the impact of such wider social and economic processes as globalization, internationalization and Europeanization on higher education institutions and it is focused on such issues as changing relationships between the university and the state, the changing academic profession, changes in public funding and university governance, the emergent public/private dynamics in higher education, the consequences of educational expansion, education and public/private goods, and the impact of changing demographics on national systems. Its audience includes higher education researchers and higher education policy analysts, university managers and administrators, as well as national policymakers and staff of international organizations involved in higher education policymaking. Board Members Daniel C. Levy, Department of Educational Administration and Policy Studies, State University of New York, Albany, USA Peter Maassen, Department of Edcational Research, University of Oslo, Norway Paul Temple, Centre for Higher Education Studies (CHES), Institute of Education, London, United Kingdom Pavel Zgaga, Centre for Educational Policy Studies (CEPS), Faculty of Education, University of Ljubljana, Slovenia

10 publications

Higher Education and Civic Democratic Engagement

How might we interrogate and reimagine the impact of civic, democratic engagement across higher education? This series invites narratives and new studies that critically and creatively explore the possibilities and limitations of civic, democratic engagement within higher education. The editors seek to gather inclusive, imaginary, transdisciplinary scholarship exploring the impact of next generation civic, democratic engagement from a diverse range of voices. Among others, we hope these voices will include international and indigenous perspectives, members from a diverse array of communities, researchers from across disciplines, teacher-scholars, practitioners and activists, undergraduate and graduate students, politicians, businesses, and different forms of administration. The editors invite proposals that critically examine historical, cultural, and structural dimensions of impact while exploring innovative strategies for disrupting and recreating more inclusive, liberatory, and plural forms of civic democratic engagement. The editors welcome and encourage a wide-range of formats including, but not limited to, narrative studies, ethnographies, mixed method studies, case studies, socio-cultural and/or historical analyses, theoretical treatises from multiple theoretical lens as well as reports and toolkits that support efforts to examine the impact of civic democratic engagement. For inquiries on submitting a proposal should contact the Series Editors Barry Kanpol (Kanpolb@gvsu.edu) & Danielle Lake (lakeda@gvsu.edu) with a brief overview of their project, and explanation of how it fits the series, and a current CV.

1 publications

Higher Ed

What are the purposes of higher education? When undergraduates 'declare their majors,' they agree to enter into a world defined by the parameters of a particular academic discourse, a discipline. But who decides those parameters? How do they come about? What are the discussions and proposed outcomes of disciplined inquiry? What should an undergraduate know to be considered educated in a discipline? How does the disciplinary knowledge base inform its pedagogy? Why are there different disciplines? When has a discipline 'run its course'? Where do new disciplines come from? Where do old ones go? How does a discipline produce its knowledge? What are the meanings and purposes of disciplinary research and teaching? What are the key questions of disciplined inquiry? What questions are taboo within a discipline? What can the disciplines learn from one another? What might they not want to learn and why? Once we begin asking these kinds of questions, positionality becomes a key issue. One reason why there aren't many books on the meaning and purpose of higher education is that once such questions are opened for discussion, one's subjectivity becomes an issue with respect to the presumed objective stances of Western higher education. Academics don't have positions because positions are 'biased,' 'subjective,' 'slanted,' and therefore somehow invalid. So the first thing to do is to provide a sense, however broad and general, of what dinds of positionalities will inform the books and chapters on the above questions. Certainly the questions themselves, and any others we might ask, are already suggesting a particular 'bent,' but as the series takes shape, the authors we engage will no doubt have positions on these questions. From the stance of interdisciplinary, multidisciplinary, or transdisciplinary practitioners, will the chapters and books we solicit solidify disciplinary discourses, or liquefy them? Depending on who is asked, interdisciplinary inquiry is either a polite collaboration among scholars firmly situated in their own particular discourses, or it is a blurring of the restrictive parameters that define the very notion of disciplinary discourse. So will the series have a stance on the meaning and purpose of interdisciplinary inquiry and teaching? This can possibly be finessed by attracted thinkers from disciplines that are already multicisciplinary, e.g., the various knids of 'studies' programs (Women's, Islamic, American, Cultural, etc.), or the hybrid disciplines like Ethnomusicology (Musicology, Folklore, Anthropology). But by including people from these fields (areas? disciplines?) in our series, we are already taking a stand on disciplined inquiry. A question on the comprehensive exam for the Columbia University Ethnomusicology Program was to defend Ethnomusicology as a 'field' or a 'discipline.' One's answer determined one's future, at least to the extent that the gatekeepers had a say in such matters. So, in the end, what we are proposing will no doubt involve political struggles.

31 publications