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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
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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
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Achieving Equity in School Writing
Causes and Cures for Opportunity and Achievement Gaps in a Key Twenty-First Century Skill©2023 Monographs -
Minding the Obligation Gap in Community Colleges and Beyond
Theory and Practice in Achieving Educational Equity©2020 Textbook -
Assessment and selection in the 21st Century
Fairness, equity and competitive advantage©2023 Monographs -
STEM21
Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation©2018 Textbook -
Constructing Critical Consciousness
Narratives that Unmask Hegemony and Ideas for Creating Greater Equity in Education©2015 Textbook -
Vygotsky in 21st Century Society
Advances in Cultural Historical Theory and Praxis with Non-Dominant Communities©2011 Textbook -
Higher Education As a Public Good
Critical Perspectives on Theory, Policy and Practice©2015 Textbook -
New Media Technology and Motion Pictures
©2024 Textbook -
Environment and Sustainability
©2019 Edited Collection -
Modelling Nonlinearities in the German Stock Market
©1999 Thesis -
RIP Jim Crow
Fighting Racism through Higher Education Policy, Curriculum, and Cultural Interventions©2016 Textbook -
Language, Nation, and Identity in the Classroom
Legacies of Modernity and Colonialism in Schooling©2015 Textbook