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Community engagement and lifelong learning

In this broad sweep, Mayo explores dominant European discourses of higher education, in the contexts of different globalisations and neoliberalism, and examines its extension to a specific region. It explores alternatives in thinking and practice including those at the grassroots, also providing a situationally grounded project of university–community engagement. Signposts for further directions for higher education lifelong learning, with a social justice purpose, are provided.

Series: Irish Society

This book provides a definitive examination of higher education: exploring its nature and purpose, and locating it in the context of the state and the market. It presents new research on an elite group: senior managers in universities. They are relatively powerful in relation to their students and staff but relatively powerless in relation to wider neo-liberal forces. Written in a clear, student friendly, accessible style, and drawing on policy analysis and interviews with those at the top three levels of university management, it provides an in-depth analysis of the structures, cultures and practices at that level and locates these in a cross national context. Through the eyes of these senior managers, we are able to understand this gendered world, where four fifths of those in these positions are men, and to consider the implications of this in a world where diversity is crucial for innovation. Despite the managerialist rhetoric of accountability, we see structures where access to power is effectively through the Presidents’ ‘blessing,’ very much as in a medieval court. We see a culture that is less than comfortable with the presence of women, and which in its narratives, stereotypes and interactions exemplifies a rather 19th century view of women. Sites and agents of change are identified: both in the universities and in the wider international policy context. Essential for undergraduate and postgraduate students and their lecturers in education, management, sociology policy and gender studies, it will challenge them to critically reflect on management and on higher education.

When ‘merit’ reproduces inequalities
Andy Smith

Introduction The paths of socialization we began to explore in the previous chapter, of course, continue as each child approaches adolescence, goes through this complex stage of their personal development, then comes out of it ‘the other side’, after leaving school in a variety of ways. During this period of ten to fifteen years, a great deal of time is spent in establishments of secondary, professional or higher education. As in many other countries, in France these forms of education are frequently, even constantly, the subject of intense public debate. If

in Made in France
Chris Duke
Michael Osborne
, and
Bruce Wilson

4 Two key partners – (2) higher education Introduction Chapter 3 explored two particular issues before considering the region as a partner: the scope and diversity of regions, and the impact of national and global change. Two essential similar questions arise in relation to the other main partner in this study, higher education: what is the scope of HE and how do national and global forces affect the situation? On this ‘other side’ – higher education institutions as against public sector governance – there is a swelling literature on the transformation of higher

in A new imperative
Shaun McDaid
Catherine McGlynn

‘chilling effect’ on free speech has not come to pass. Nevertheless, the policy should be abolished because it is ineffective to the point of being counter-productive, and is built on poor foundations in terms of evidence. The key threat to the dynamics of contemporary higher education comes not from language that the Prevent duty has the potential to suppress but from the lexicon of safeguarding and vulnerability that has been developed to ease counter-radicalisation into public spaces. Prevent, radicalisation and terrorism Prevent is a key plank of the UK’s counter

in The free speech wars
Idowu Biao
Roseline Tawo

7 Higher education intervention in the management of soil erosion and ­agricultural practice in Nigeria Idowu Biao and Roseline Tawo Introduction S oil erosion is a major ecological problem in Nigeria in general, but particularly in south-eastern Nigeria. In addition to being a major issue, the incidence of soil erosion in Nigeria is a long-standing problem and has been the subject of numerous high-level discussions since the beginning of the twentieth century. For example, Ofomota (2009) indicated that the Udi Forest Reserve and an antierosion plantation, also

in University engagement and environmental sustainability
Bulletin of the John Rylands Library

Anti-racist scholar-activism raises urgent questions about the role of contemporary universities and the academics who work within them. As profound socio-racial crises collide with mass anti-racist mobilisations, this book focuses on the praxes of academics working within, and against, their institutions in pursuit of anti-racist social justice.

Amidst a searing critique of the university’s neoliberal and imperial character, Joseph-Salisbury and Connelly situate the university as a contested space, full of contradictions and tensions.

Drawing upon original empirical data, the book considers how anti-racist scholar-activists navigate barriers and backlash in order to leverage the opportunities and resources of the university in service to communities of resistance.

Showing praxes of anti-racist scholar-activism to be complex, diverse, and multifaceted, and paying particular attention to how scholar-activists grapple with their own complicities in the harms perpetrated and perpetuated by higher education institutions, this book is a call to arms for academics who are, or would like to be, committed to social justice.

Abstract only
A history

This book focuses on the handful of innovators who 'were crucial' for the creation of the Open University (OU), which enjoyed a 'rapid gestation period'. It is about the political framework, positioning the OU within the patterns of convergence and divergence in the expanding higher education system of the late twentieth and early twenty-first centuries. The OU has its roots in more than a century of engagement with those excluded from conventional higher education. The book is an assessment of the ways in which, since the 1990s, the OU has sought to enable learners to work together to create knowledge. One way to understand the development of the OU is in terms of a business model. The book addresses the crucible in which the OU was formed in terms of politics, socio-economic developments and innovations in teaching. Through practice, reflection and amendment of teaching the OU developed ways of supporting learning through participation in dialogues. The book concentrates upon the activities of Harold Wilson and a small group around him who were responsible for the creation and early running of the university. It focuses on how governments sought to deploy versions of the market across the higher education sector. The book outlines the OU's continued development of self-directed, student-centred learning.

This book provides an account of the University of Manchester's struggle to meet the government's demands for the rapid expansion of higher education in the 1950s and the 1960s. It looks at the University's ambitious building programme: the controversial attempts to reform its constitution and improve its communications amid demands for greater democracy in the workplace, the struggle to retain its old pre-eminence in a competitive world where new ‘green field’ universities were rivalling older civic institutions. The book tells the story, not just from the point of view of administrators and academics, but also from those of students and support staff (such as secretaries, technicians and engineers). It not only uses official records, but also student newspapers, political pamphlets and reminiscences collected through interviews.