Why the American Superpower has Mediocre Educational Rankings

Although education holds implications for economic growth, scientific progress, and political participation, the United States remains on the lower end of educational quality compared to other industrial and first-world nations. Despite substantial efforts by the American government to mend this issue, reforms have yielded minimal improvement in results. Identifying the reasons for the declining nature of US education is essential in understanding how to improve the current academic state. Why has there been a decline in education quality in America compared to other first-world countries since World War II? In order to distinguish the characteristics correlating with low-achievement in the US, I examined cross-cultural comparisons between America and top-achieving nations. Once the absent or abnormal markers of American education were identified, I investigated possible roots through economic, social, and political perspectives. Results suggest the decline in American education is the consequence of lingering effects of the Cold War, the Civil Rights Movement, and the Standards Movement. These major societal events created a state of argument between levels of government and their partisan groups. Their products—misled reforms, drains of educational funding, poor curriculum decisions, and attempts at privatization—have contributed to poor academic achievement. Additionally, there are implications for the treatment of teachers and lacking precedence for core studies among the United States general population affecting academic success. With the knowledge of the issues and their roots facing American schooling today, the road to a more holistic and effective treatment of United States education becomes much more clear.https://scholarscompass.vcu.edu/uresposters/1232/thumbnail.jp

Working together: multicultural collaboration in the interfaith immigrant rights movement

In 2006, millions of Immigrant Rights Movement (IRM) activists and allies stomped through the streets of cities throughout the United States. Attracting a diverse array of participants, the IRM includes immigrants and non-immigrants and people from varying religious and non-religious traditions. This dissertation focuses on the social cohesion as an element of the collective identity of this multicultural and multi-faith movement. Taking the IRM in San Diego County as a critical case, this study included data from forty-nine extensive formal interviews with movement participants in sixteen organizations, along with countless informal conversations during participant observation in over two hundred activist-organized events from April 2006 until August 2008. By focusing on movement narratives, frames, and patterns of interaction, this study finds that stories of change, a progressively inclusive moral framework, and what I call "multicultural activist etiquette" serve as unifying mechanisms in the IRM. In stories of change, we hear how activists articulated the right to migrate and advocate for worker rights through shared narratives of agitation and hope-generating stories of collective action. A shared sense of injustice and collectively focused movement goals are informed by a belief system about how the world ought to operate that is located at the ideological intersection between religious and non-religious. An inclusive and humanitarian moral framework provided the common ground upon which diverse activists organize, but this progressive moral framework was differently legitimated by the diverse religious and non-religious traditions of the activists. They agreed that all people are inherently equal, and everyone ought to care for one another, upholding an emphasis on marginalized immigrants. This over-arching moral framework moved beyond multicultural and multi-faith rhetoric and helped guide and affirm the way activists interacted in meeting spaces. Together, they constructed a code of collaboration, the multicultural activist etiquette, that facilitated equality within organizational processes, in an emotionally and physically secure meeting space, while focusing on productivity toward movement goals. Finally, this study recognizes immigrant activists as "rule-changers," agents of change collaborating to improve their own quality of life in the U.S. It thus offers an alternative to current perspectives on immigrant assimilation into American society

The international movement of ideas and practices in education and social policy

This thesis comprises eight publications produced between 2000 and 2009 in addition to a critical review of that work. The review considers the contribution made by the author to the perspectives on policy making offered by the framework of policy transfer and its subsequent applications within global social policy and related sub disciplines. It develops to explore the author's use of critical policy sociology and methodological work in social policy, education and political science in order to enhance existing perspectives on policy transfer. In contrast to rational linear models of decision making, alternative recursive deliberate approaches are suggested throughout this work. The review also considers aspects of the author's work on integrated working or trans-professionalism in the public services. Those aspects of his work on policy theory which illuminate professional learning are critically assessed

Crossroads to the 21 st Century: The Evolution of Ethnic Studies at Bowling Green University

At Bowling Green State University\u27s Fourth Annual Ethnic Studies Conference, scholar Dr. James A. Banks observed that Bowling Green State University is soon to become the only institution of higher education in the United States to institute a university-wide requirement in cultural diversity. The implementation of this landmark requirement demonstrates the depth and vigor of the commitment to excellence and equity in education held by the University\u27s Department of Ethnic Studies

Oral History as Inquiry: Using Digital Oral History Collections to Teach School Desegregation

A body of literature in both history and history education indicates that when it comes to contemporary historical issues, oral history is one of the essential sources to investigate the past, particularly as a source for “history from below,” experiences of those who were undocumented or ill-recorded. Most of all, with new digital technologies, oral histories are more accessible than ever to those who are interested in using them in their research and teaching. This article uses the topic of school desegregation as a case study to highlight the value of oral histories as a historical methodology for studying the past and a pedagogical tool for teaching

Substantive Representation of Women (and improving it). What is and should it be about?

More and more countries implement quotas and install women’s policy agencies as an answer to the under-representation of women and gender related interests in politics and policy. The main argument is that more women MPs and the structural presence of attention for women’s interests not only contribute to just and democratic politics, but also enhance the quality of democratic decision and policy-making on a substantive level. Women MPs and women’s policy agencies would foster the inclusion of women’s interests and gendered perspectives. However, it remains unclear what ‘substantive representation of women’ and improving it actually mean. This article first deals with the ‘what’ of substantive representation of women in terms of the acts and contents involved: what is it about? Next, it focuses on the improvement of the substantive representation of women: what is better substantive representation and how can it be reached? My answer to this question refers to quantitative improvements (e.g. more support for women’s interests) and qualitative improvements (e.g. support for more women). ‘Good’ substantive representation implies recognizing diversity and ideological conflict regarding women’s interests and gendered perspectives

From Obama to Samara: What changes do the Spanish education system and the Roma movement have to make so that one day it will be possible for a Roma woman to be president?

The American civil rights movement was started by an African American woman who was a participant in a popular education centre. This centre played a key role in the social transformations that led us to elect an African American president in the primary great world power. The Spanish education system needs progressive transformations which will contribute to overcoming the segregation and school failure of female Roma children. Roma women, as the driving force behind transformation in their population, are active agents when deciding on the type of schooling they want for the future of their children. Through associations, and hand in hand with the educational theories and practices provided by the international scientific community, in this article we present the transformations which many schools in Spain are carrying out in order to overcome the social exclusion of the Roma population. In this article we provide the foundations to build a movement of female Roma university graduates who, by including the voices of all of the women in their community, continue to be the driving force behind social transformation. In this way one day education and society in this country will have improved to such an extent that it will be possible for a Roma woman to be president.El movimiento por los derechos civiles fue iniciado por una mujer afroamericana participante de un centro de educación popular cuyo papel ha sido clave en las transformaciones sociales que nos han llevado hasta contar con un presidente afroamericano de la primera potencia mundial. El sistema educativo español requiere de transformaciones progresistas que contribuyan a superar la segregación y el fracaso escolar de las niñas gitanas. Las mujeres gitanas como motor de la transformación de su pueblo son agentes activos para decidir qué sistema educativo quieren para el futuro de sus hijos e hijas. Desde el movimiento asociativo y de la mano de las teorías y prácticas educativas que propone la comunidad científica internacional, presentamos en este artículo las transformaciones que muchos centros educativos en España están realizando para superar la exclusión social del pueblo gitano. En este artículo planteamos las bases para constituir un movimiento de mujeres gitanas universitarias que incluyendo las voces de todas las mujeres de su pueblo, sigan siendo motor de transformación social para que algún día la educación y la sociedad de este país haya mejorado tanto como para que sea posible una presidenta gitana.The INCLUD-ED Strategies for inclusion and social cohesion in Europe from education (2006-2011) project is an integrated project from the European Commission’s VI Framework Programme

Introduction: Exploring feminist ecological economics

These Explorations argue that more links between the fields of feminist ecology and feminist economics are both needed and promising, and presents new, boundary-crossing research in this area. It brings together contributions from various regions in the world that link political action and experience in practice and research in an economic theorizing that includes both environmental and feminist concerns.This research was supported by the Social Sciences and Humanities Research Council of Canad

An Overview on Urban Education: A Brief History and Contemporary Issues

This paper is designed to provide insights into both the ever-shifting nature-as well as the trajectory of-urban education in the United States. We provide a brief historical synopsis, a contextualization of how education in urban settings is commonly constructed through popular discourses, and a discussion of how the definitions and perceptions of urban schools influence research and policy measures. Lastly, this paper offers a brief exploration of recent movements and complications concerning urban education reform.Educatio