Books in the Routledge Research in Higher Education series

This is the first book to critically address the issue of how we can enhance and develop creativities in higher music education. It features new international, richly diverse perspectives on the nature and practice of creativities in different cultural and institutional contexts, in varying roles and in response to diverse professional pressures and expectations of artistic and educational achievement.

This book provides detailed analysis of Supreme Court judgments which have impacted the rights of minorities in relation to higher education, and so illustrates ongoing issues of racial discrimination throughout the American education sector.

In this book international contributors consider how intentional learning can help students become integrative thinkers who can see connections in seemingly disparate information, and draw on a wide range of knowledge to make decisions.

Higher education has been presented as a solution to a host of local and global problems, despite the fact that learning and assessment can also be used as mechanisms for exclusion and social control. Developing Transformative Spaces in Higher Education: Learning to Transgress demonstrates that even when knowledge may appear to be the solution, it can be partial and disempowering to all but the dominant groups. The book shows the need to contest such knowledge claims and to learn to transgress, rather than to conform. It argues that transformative spaces need to be found and that these should be about the creation of new opportunities, ways of knowing and ways of being. Working in and through spaces of transgression, the contributors to this volume develop frameworks for the possibilities of transformative spaces in learning and teaching in higher education. The book critiques the ways in which Western higher education culture determines the academic agenda in relation to dialogue on social differences, minority groups and hierarchical structures, including issues of representation among different groups in the population.? It also explores the personal and political costs of transgression and outlines ways in which transitions can be?transformative. The book should be of interest to academics, researchers and postgraduate students engaged in the study of higher education, education studies, teacher training, social justice and transformation. It should also be essential reading for practitioners working in post-compulsory education.

Higher education has been presented as a solution to a host of local and global problems. Developing Transformative Spaces in Higher Education: Learning to Transgress demonstrates that even when knowledge may appear to be the solution, it can be partial and disempowering to all but the dominant groups.

Recent research suggests that Black and minority ethnic (BME) academics remain underrepresented, particularly at senior levels in higher education and tend to be concentrated in new, post-1992 universities. This book provides an original comparative study of BME academics in both the UK and the USA, considering issues of inequality, difference and identity in the Academy.

The explosive emergence of net-based learning in higher education brings with it new possibilities and constraints in teaching and learning environments.This edited collection considers how the concept of Academic Bildung - a term suggesting a personal educational process beyond actual educational learning - can be applied to net-based higher education. The book is drawing on Scandinavian research to address the topic from both a theoretical and practical standpoint. Chapters explore the facilitation of online courses and argue how and why universities should involve dimensions of Academic Bildung on both a strategic and technological pedagogical content level.

This book applies the core tenets of cosmopolitan thought to the practice of teaching and learning in contemporary universities. It presents an approach to education which allows all students - not only those with the resources to engage in physical mobility - to experience a truly international education, one which emphasises deep cultural exchange rather than mere transactional contact.

This book makes an important contribution to ongoing debates about the epistemological, ethical, ontological and political implications of relational ethics in higher education.

Although emerging technologies are becoming popularised for teaching, learning and research in higher education, the relationship between use and transformative effect on higher education remain largely unexplored. Thus, many of the current conceptions view emerging technologies as tools in `how tö manuals, remain at the level of simplistic discussions that are generally under theorised. This edited collection seeks to fill this gap by providing a more nuanced view, locating higher education pedagogical practice at an intersection of emerging technologies, authentic learning and activity systems.

This book presents new research into programs suggesting how best to prepare students for professional work and discusses different types of knowledge taught and learned. The book moves away from the current theory-practice divide to explore the concept of coherence as a way to overcome the dichotomy between different types and aspects of knowledge.

This volume provides an overview and concrete examples of globally-networked learning environments across the humanities from the perspective of all of their stakeholders: teachers, instructional designers, administrators and students. It offers a unique perspective on this form of curricular innovation through internationalization, and speaks directly to the ways in which new technologies and pedagogies can promote humanities-based learning for the future and with it the broader essential skills of intercultural sensitivity, communication and collaboration, and critical thinking.

Now the largest and fastest-growing ethnic population in the U.S., Latino students face many challenges and complexities when it comes to college choice and access. This edited volume provides much needed theoretical and empirical data on how the schooling experiences of Latino students shape their educational aspirations and access to higher education. It explores how the individual and collective influence of the home, school and policy shape the college decision-making process.

Recent research suggests that Black and minority ethnic (BME) academics remain underrepresented, particularly at senior levels in higher education and tend to be concentrated in new, post-1992 universities. This book provides an original comparative study of BME academics in both the UK and the USA, considering issues of inequality, difference and identity in the Academy.

This book explore the challenges surrounding the sustainability of mobile learning in K-12 and higher education, discusses theoretical models for the sustainability of mobile learning and provides the reader with strategies for sustaining mobile learning.

This book applies the core tenets of cosmopolitan thought to the practice of teaching and learning in contemporary universities. It presents an approach to education which allows all students ¿ not only those with the resources to engage in physical mobility ¿ to experience a truly international education, one which emphasises deep cultural exchange rather than mere transactional contact.

This book focuses on ways in which small scale research studies arising from issues of practice, such as those undertaken by post-graduate researchers and doctoral students, are conceptualised, theorised and implemented using different methodological approaches and research frameworks. The three editors have worked with a number of doctoral students in their home countries (UK, Sweden and Germany) from which case studies will tell real stories of projects and challenges that researchers face when making the transition from educational practitioner to researcher.

Though traditional working-class jobs now demand higher levels of education, educational policies make it increasingly difficult for working-class students to afford tuition at four-year colleges and universities, placing them in low-ranking institutions with plummeting retention and completion rates. Through a sociological framework, this volume challenges the popular notion of higher education access as a means to social mobility and equal opportunity for working-class students. It highlights the successes of working-class students within the constraints and obstacles presented by the current structure of the higher education system.