Education As A Public Good

  education as a public good: Higher Education for the Public Good Adrianna Kezar, Anthony C. Chambers, John C. Burkhardt, 2015-06-22 This important book explores the various ways that higher education contributes to the realization of significant public ends and examines how leaders can promote and enhance their contribution to the social charter through new policies and best practices. It also shows how other sectors of society, government agencies, foundations, and individuals can partner with institutions of higher education to promote the public good. Higher Education for the Public Good includes contributions from leaders in the field—many of whom participated in dialogues hosted by the National Forum on Higher Education for the Public Good. These leaders are responsible for creating successful strategies, programs, and efforts that foster the public’s role in higher education.
  education as a public good: Reframing Education as a Public and Common Good Rita Locatelli, 2019-08-19 This book examines the normative principles that guide the governance of education, in particular the notion of education as a public good. Determining whether this concept is still valid is a topic of growing importance, especially considering the phenomena of increasing privatisation and marketisation in the sector. The author posits that the prioritisation of economic aspects of education may lead to the weakening of the role of the State in ensuring equality of opportunity and social justice, and thus to a significant risk of considering education as merely a private, marketable good. The volume argues that considering education as a common good can lead to the strengthening of democratic and participatory approaches to educational governance, based on the recognition of education as a shared endeavour and responsibility. It will be of interest and value to students and scholars of education as a public good, social justice, and the wider neoliberalisation of the education sector.
  education as a public good: Reclaiming the University for the Public Good Malcolm Noble, Cilla Ross, 2019-12-11 This book asks how we can reclaim the university for the public good. The editors and contributors argue that the sector is in crisis, accelerated by the passing of the UK Higher Education Research Act in 2017 and made visible during the University and College Union strikes in April 2018. In response to this, there are widespread demands to reclaim the university and protect education as a public good, using co-operative structures. Taking an interdisciplinary and social justice perspective, the editors and contributors offer concrete examples of alternative higher education: in doing so, analysing how the future of the university can be recovered. This intersectional volume discusses a broad range of approaches to higher education while disseminating new ideas. It will be of interest and value to those disenchanted with the current state of higher education in the UK and beyond, as well as activists and policy makers.
  education as a public good: Professional Education, Capabilities and the Public Good Melanie Walker, Monica McLean, 2013-10-01 This book innovatively explores how universities might be engines of reform and be directed towards social change. Using rich case studies drawn from South African research, the book comprehensively provides a myriad of new perspectives on what constitutes a set of appropriate public-good professional capabilities that will translate successfully into contributions to human development. It challenges universities to produce professionals who have the knowledge, skills and values to improve the lives of people living in poverty in urban and rural settings. It covers issues such as: Conceptualising Public-Good Professionalism Global Issues and Professional Education South African Debates about Higher Education Institutional conditions and professional education arrangements Social Constraints on educating ethically aware public professionals By drawing on an approach that focuses on differing public-good professional capabilities in five professions, this book produces a crucial new framework for the preparation of professionals relevant to the global study of higher education policy. It expands higher education’s contribution to global social justice beyond a concern with human capital, administering a challenge to higher education internationally to address human development in the 21st century. This book will be of great interest to all scholars of higher education involved in higher education studies, comparative education, and development studies. It will also prove valuable to policy makers, higher education leaders and lecturers and graduate professionals in diverse organizations.
  education as a public good: Governance and the Public Good William G. Tierney, 2012-02-01 The public good is not merely an economic idea of goods and services, but a place where thoughtful debate and examination of the polis can occur. In differentiating the university from corporations and other private sector businesses, Governance and the Public Good provides a framework for discussing the trend toward politicized and privatized postsecondary institutions while acknowledging the parallel demands of accountability and autonomy placed on sites of higher learning. If one accepts the notion of higher education as a public good, does this affect how one thinks about the governance of America's colleges and universities? Contributors to this book explore the role of the contemporary university, its relationship to the public good beyond a simple obligation to educate for jobs, and the subsequent impact on how institutions of higher education are and should be governed.
  education as a public good: The Privatization of Everything Donald Cohen, Allen Mikaelian, 2021-11-23 The book the American Prospect calls “an essential resource for future reformers on how not to govern,” by America’s leading defender of the public interest and a bestselling historian “An essential read for those who want to fight the assault on public goods and the commons.” —Naomi Klein A sweeping exposé of the ways in which private interests strip public goods of their power and diminish democracy, the hardcover edition of The Privatization of Everything elicited a wide spectrum of praise: Kirkus Reviews hailed it as “a strong, economics-based argument for restoring the boundaries between public goods and private gains,” Literary Hub featured the book on a Best Nonfiction list, calling it “a far-reaching, comprehensible, and necessary book,” and Publishers Weekly dubbed it a “persuasive takedown of the idea that the private sector knows best.” From Diane Ravitch (“an important new book about the dangers of privatization”) to Heather McGhee (“a well-researched call to action”), the rave reviews mirror the expansive nature of the book itself, covering the impact of privatization on every aspect of our lives, from water and trash collection to the justice system and the military. Cohen and Mikaelian also demonstrate how citizens can—and are—wresting back what is ours: A Montana city took back its water infrastructure after finding that they could do it better and cheaper. Colorado towns fought back well-funded campaigns to preserve telecom monopolies and hamstring public broadband. A motivated lawyer fought all the way to the Supreme Court after the state of Georgia erected privatized paywalls around its legal code. “Enlightening and sobering” (Rosanne Cash), The Privatization of Everything connects the dots across a wide range of issues and offers what Cash calls “a progressive voice with a firm eye on justice [that] can carefully parse out complex issues for those of us who take pride in citizenship.”
  education as a public good: Leading Higher Education As and For Public Good Tone Dyrdal Solbrekke, Ciaran Sugrue, 2020-04-07 Leading Higher Education As and For Public Good asserts that the purpose of higher education is twofold: for public good and as public good. Acknowledging that the notion of public good increasingly cannot be taken for granted, the book argues that leading, teaching and learning must be directly connected to its pursuit. It avers and demonstrates how this may be accomplished, articulating specific approaches and dispositions that require cultivation within university communities. This volume argues that leading higher education occurs within competing and sometimes conflicting webs of commitments, necessitating a capacity to negotiate legitimate compromises. Its empirical chapters expand on this, providing examples of academic developers who use deliberate communication as a method in cultivating leading and teaching praxis. What emerges is the potential of deliberative leadership to be transformative in building sustainable leadership in higher education, while simultaneously renewing commitments to education and contributing to public good. Leading Higher Education As and For Public Good is essential reading for policy-makers, university leaders and administrators, academics, students and all those interested in building a sustainable future for higher education that also contributes to public good.
  education as a public good: The Case against Education Bryan Caplan, 2019-08-20 Why we need to stop wasting public funds on education Despite being immensely popular—and immensely lucrative—education is grossly overrated. Now with a new afterword by Bryan Caplan, this explosive book argues that the primary function of education is not to enhance students' skills but to signal the qualities of a good employee. Learn why students hunt for easy As only to forget most of what they learn after the final exam, why decades of growing access to education have not resulted in better jobs for average workers, how employers reward workers for costly schooling they rarely ever use, and why cutting education spending is the best remedy. Romantic notions about education being good for the soul must yield to careful research and common sense—The Case against Education points the way.
  education as a public good: Higher Education and the Public Good Jon Nixon, 2011-01-13 >
  education as a public good: Education Research in the Public Interest Gloria Ladson-Billings, William F. Tate, 2014-04-15 Acclaimed African American scholar and teacher educator Gloria Ladson-Billings examines the field of teacher education through the accomplishments and contributions of well-known African American teacher educators—Lisa Delpit, Carl Grant, Jacqueline Jordan Irvine, Geneva Gay, Cherry McGee Banks, William Tate, and Joyce King. Using in-depth interviews and storytelling, Ladson-Billings depicts deeply personal portraits of these scholars’ experiences to confront race and racism, not only theoretically, but within their everyday professional lives in “the Big House” of the academy. Ladson-Billings gives these portraits even greater resonance and meaning by pairing these teacher educators with historical figures—such as Harriet Tubman, Nat Turner, and Charlotte Forten—whose contributions to the struggle for social justice are a wellspring of hope and courage to all educators, and a tribute to African Americans whose political, scientific, and spiritual efforts made life better for us all. This compelling book is important reading for all educators who want to transform teacher education for the better. “The American Association of Colleges for Teacher Education is enthused and excited about Ladson-Billings’s dynamic and provoking scholarship. Its focus on outstanding African American teacher educators is a major contribution to teacher education literature. This cutting-edge research is likely to prompt some of the best of unconventional teacher education thought.” —David G. Imig, President and CEO, American Association of Colleges for Teacher Education “In this moving and original book, Gloria Ladson-Billings offers complex insights about the politics of scholarship, the experiences of scholars of color in universities, and the larger enterprise of teaching and teacher education for social justice.” —Marilyn Cochran-Smith, Lynch School of Education, Boston College and President of the American Educational Research Association (AERA) for 2004–05.
  education as a public good: Higher Learning, Greater Good Walter W. McMahon, 2009-03-18 The chronic underinvestment in higher education has serious ramifications for both individuals and society. Winner, Best Book in Education, 2009 PROSE Awards, Professional and Scholarly Publishing Division, Association of American Publishers Winner, Best Book in Education, PROSE Awards, Professional and Scholarly Publishing Division, Association of American Publishers A college education has long been acknowledged as essential for both personal success and economic growth. But the measurable value of its nonmonetary benefits has until now been poorly understood. In Higher Learning, Greater Good, leading education economist Walter W. McMahon carefully describes these benefits and suggests that higher education accrues significant social and private benefits. McMahon's research uncovers a major skill deficit and college premium in the United States and other OECD countries due to technical change and globalization, which, according to a new preface to the 2017 edition, continues unabated. A college degree brings better job opportunities, higher earnings, and even improved health and longevity. Higher education also promotes democracy and sustainable growth and contributes to reduced crime and lower state welfare and prison costs. These social benefits are substantial in relation to the costs of a college education. Offering a human capital perspective on these and other higher education policy issues, McMahon suggests that poor understanding of the value of nonmarket benefits leads to private underinvestment. He offers policy options that can enable state and federal governments to increase investment in higher education.
  education as a public good: Why Democracy Needs Public Goods Angela Kallhoff, 2011-08-16 Why Democracy Needs Public Goods provides arguments for a new theoretical perspective in favor of public goods. Kallhoff details the benefits of public goods for any democratic state: they contribute to social inclusion, help generate the public forum, and foster national identity. These arguments are supplemented by reconsidering major counter-arguments against this approach, both from political theory and from theories on public finance. Political philosophers, political theorists, and political economists will benefit most from this perspective.
  education as a public good: Land-Grant Universities for the Future Stephen M. Gavazzi, E. Gordon Gee, 2018-11-15 Land-grant colleges and universities have a storied past. This book looks at their future. Land-grant colleges and universities occupy a special place in the landscape of American higher education. Publicly funded agricultural and technical educational institutions were first founded in the mid-nineteenth century with the Morrill Act, which established land grants to support these schools. They include such prominent names as Cornell, Maryland, Michigan State, MIT, Ohio State, Penn State, Rutgers, Texas A&M, West Virginia University, Wisconsin, and the University of California—in other words, four dozen of the largest and best public universities in America. Add to this a number of historically black colleges and universities (HBCUs) and tribal colleges—in all, almost 300 institutions. Their mission is a democratic and pragmatic one: to bring science, technology, agriculture, and the arts to the American people. In this book, Stephen M. Gavazzi and E. Gordon Gee discuss present challenges to and future opportunities for these institutions. Drawing on interviews with 27 college presidents and chancellors, Gavazzi and Gee explore the strengths and weaknesses of land-grant universities while examining the changing threats they face. Arguing that the land-grant university of the twenty-first century is responsible to a wide range of constituencies, the authors also pay specific attention to the ways these universities meet the needs of the communities they serve. Ultimately, the book suggests that leaders and supporters should become more fiercely land-grant in their orientation; that is, they should work to more vigorously uphold their community-focused missions through teaching, research, and service-oriented activities. Combining extensive research with Gee’s own decades of leadership experience, Land-Grant Universities for the Future argues that these schools are the engine of higher education in America—and perhaps democracy’s best hope. This book should be of great interest to faculty members and students, as well as those parents, legislators, policymakers, and other area stakeholders who have a vested interest in the well-being of America’s original public universities.
  education as a public good: Making Up Our Mind Sigal R. Ben-Porath, Michael C. Johanek, 2019-04-24 If free market advocates had total control over education policy, would the shared public system of education collapse? Would school choice revitalize schooling with its innovative force? With proliferating charters and voucher schemes, would the United States finally make a dramatic break with its past and expand parental choice? Those are not only the wrong questions—they’re the wrong premises, argue philosopher Sigal R. Ben-Porath and historian Michael C. Johanek in Making Up Our Mind. Market-driven school choices aren’t new. They predate the republic, and for generations parents have chosen to educate their children through an evolving mix of publicly supported, private, charitable, and entrepreneurial enterprises. The question is not whether to have school choice. It is how we will regulate who has which choices in our mixed market for schooling—and what we, as a nation, hope to accomplish with that mix of choices. Looking beyond the simplistic divide between those who oppose government intervention and those who support public education, the authors make the case for a structured landscape of choice in schooling, one that protects the interests of children and of society, while also identifying key shared values on which a broadly acceptable policy could rest.
  education as a public good: Public Goods, Sustainable Development and the Contribution of Business Roland Bardy, Arthur Rubens, Raymond Saner, Lichia Yiu, 2021-02-18 This book provides an expansive review of the public goods theme and highlights the inherent linkage between sustainable development and corporate responsibility for improving the current and future welfare of communities both at home and abroad. The main proposition here is that sustainable development is focused on preserving and maintaining public goods. Consequently, whoever uses public goods is liable for their preservation, their maintenance, and, where they are underdeveloped, for their expansion. Successful delivery, both now and in the future, depends on a positive relationship of the public sector with the private sector. This book will serve to stimulate discussions of scholars and policy makers in the field of sustainable development with business leaders, and will close the gap between the public and the private sectors by building a common understanding and common methodologies for implementing and measuring sustainable development in the macro- and the micro-spheres.
  education as a public good: Social Entrepreneurship in Education Michael R. Sandler, 2010-01-16 Social Entrepreneurship in Education chronicles the twenty-five-year history of entrepreneurs who responded to the call of A Nation at Risk and helped launch an education industry. It tells the story of these 'education entrepreneurs' and the lessons they learned, using entrepreneurial skills to tackle public problems and improve outcomes for millions of students. This book demonstrates, firsthand, the importance of mentorship and profiles the individuals behind the businesses, highlighting the skills and characteristics that one must possess to successfully execute and operate enterprises in education. It reflects on the development of a burgeoning industry and illuminates the possibilities for applying a private sector mind-set to education. This book is fundamental for understanding the ins and outs of utilizing social entrepreneurship to improve education for American students.
  education as a public good: In the Shadow of the Ivory Tower Davarian L Baldwin, 2021-03-30 Across America, universities have become big businesses—and our cities their company towns. But there is a cost to those who live in their shadow. Urban universities play an outsized role in America’s cities. They bring diverse ideas and people together and they generate new innovations. But they also gentrify neighborhoods and exacerbate housing inequality in an effort to enrich their campuses and attract students. They maintain private police forces that target the Black and Latinx neighborhoods nearby. They become the primary employers, dictating labor practices and suppressing wages. In the Shadow of the Ivory Tower takes readers from Hartford to Chicago and from Phoenix to Manhattan, revealing the increasingly parasitic relationship between universities and our cities. Through eye-opening conversations with city leaders, low-wage workers tending to students’ needs, and local activists fighting encroachment, scholar Davarian L. Baldwin makes clear who benefits from unchecked university power—and who is made vulnerable. In the Shadow of the Ivory Tower is a wake-up call to the reality that higher education is no longer the ubiquitous public good it was once thought to be. But as Baldwin shows, there is an alternative vision for urban life, one that necessitates a more equitable relationship between our cities and our universities.
  education as a public good: Higher Education, Public Good and Markets Jandhyala B. G. Tilak, 2018
  education as a public good: Of Human Kindness Paula Marantz Cohen, 2021-02-09 An award-winning scholar and teacher explores how Shakespeare's greatest characters were built on a learned sense of empathy While exploring Shakespeare's plays with her students, Paula Marantz Cohen discovered that teaching and discussing his plays unlocked a surprising sense of compassion in the classroom. In this short and illuminating book, she shows how Shakespeare's genius lay with his ability to arouse empathy, even when his characters exist in alien contexts and behave in reprehensible ways. Cohen takes her readers through a selection of Shakespeare's most famous plays, including Hamlet, Othello, King Lear, and The Merchant of Venice, to demonstrate the ways in which Shakespeare thought deeply and clearly about how we treat the other. Cohen argues that only through close reading of Shakespeare can we fully appreciate his empathetic response to race, class, gender, and age. Wise, eloquent, and thoughtful, this book is a forceful argument for literature's power to champion what is best in us.
  education as a public good: The Decline in Educational Standards James D. Williams, 2019-04-15 The Decline in Educational Standards: From a Public Good to a Quasi-Monopoly is about the “commodification” of education and the factors that have changed education from a public good into a “commodity” over the last 50 years. When we look at today’s education, we see that academic standards in public education have been declining for decades even as education funding has reached nearly a trillion dollars per year to fund such failed programs as No Child Left Behind and Common Core. Simultaneously, tuition and fees at public universities have increased nearly 2000 percent over the last 30 years, and student loan debt is now a staggering $1.5 trillion. Quite simply, education has become big business. This book examines the various issues associated with the commodification of education, especially neoliberalism and privatized Keynesianism—what they are, how they developed, and how they have affected education and public policy. It argues that neoliberalism and the related socioeconomic shift to “debt-based consumerism” are at the center of commodification, leading to a significant decline in the exchange value of a college degree. It also argues that we cannot understand the changes in our public and higher education systems without examining the historical, social, economic, and political factors that have essentially created an education system that is significantly different from what it was in the not so distant past.
  education as a public good: A Wolf at the Schoolhouse Door Jack Schneider, Jennifer C. Berkshire, 2023-03-07 A trenchant analysis of how public education is being destroyed in overt and deceptive ways—and how to fight back In the “vigorous, well-informed” (Kirkus Reviews) A Wolf at the Schoolhouse Door, the co-hosts of the popular education podcast Have You Heard expose the potent network of conservative elected officials, advocacy groups, funders, and think tanks that are pushing a radical vision to do away with public education. “Cut[ing] through the rhetorical fog surrounding a host of free-market reforms and innovations” (Mike Rose), Jack Schneider and Jennifer Berkshire lay bare the dogma of privatization and reveal how it fits into the current context of right-wing political movements. A Wolf at the Schoolhouse Door “goes above and beyond the typical explanations” (SchoolPolicy.org), giving readers an up-close look at the policies—school vouchers, the war on teachers’ unions, tax credit scholarships, virtual schools, and more—driving the movement’s agenda. Called “well-researched, carefully argued, and alarming” by Library Journal, this smart, essential book has already incited a public reckoning on behalf of the millions of families served by the American educational system—and many more who stand to suffer from its unmaking. “Just as with good sci-fi,” according to Jacobin, “the authors make a compelling case that, based on our current trajectory, a nightmare future is closer than we think.”
  education as a public good: Trust and the Public Good William G. Tierney, 2006 Textbook
  education as a public good: Redefining Asia Pacific Higher Education in Contexts of Globalization: Private Markets and the Public Good Deane E. Neubauer, Christopher S. Collins, 2015-10-18 This edited volume addresses the dynamic global contexts redefining Asia Pacific higher education, including cross-border education, capacity and national birthrate profiles, pressures created within ranking/status systems, and complex shifts in the meanings of the public good that influence public education in an increasingly privatized world.
  education as a public good: Privatisation and Commercialisation in Public Education Anna Hogan, Greg Thompson, 2020-10-08 Privatisation and Commercialisation in Public Education asks how publicness is being redefined through the restructuring of nominally public school systems. Over the past few decades, governments have engineered a wave of reforms in their public systems opening them to privatisation and commercialisation. In public education systems competition, choice and autonomy have become entrenched vectors of these reforms. This edited collection carefully examines the difference between privatisation and commercialisation and traces the varying effects privatised and commercialised policy reforms have had in different educational contexts. Many countries have approached the thorny issues of school choice and school autonomy in different ways, and this book investigates the impact of these agendas across the USA, UK, Australia, New Zealand, parts of Europe, sub-Saharan Africa and India. This book brings together contemporary, international perspectives from high-profile policy academics on both privatisation and commercialisation in public education systems under the provocation of how the ‘public’ nature of schooling is changing. This is essential reading for those interested in the idea that current education policy reforms are reshaping what might be considered core educational practices in public schooling.
  education as a public good: Educational Goods Harry Brighouse, Helen F. Ladd, Susanna Loeb, Adam Swift, 2018-01-24 This book, jointly authored by two distinguished philosophers and two prominent social scientists, has an ambitious aim: to improve decision-making in education policy. First they dive into the goals of education policy and explain the terms educational goods and childhood goods, adding precision and clarity to the discussion of the distributive values that are essential for good decision-making about education. Then they provide a framework for individual decision-makers that enables them to combine values and evidence in the evaluation of educational policy options. Finally they delve into the particular policy issues of school finance, school accountability, and school choice, and they show how decision makers might approach them in the light of this decision-making framework. The authors are not advocated particular policy choices, however. The focus instead is a smart framework that will make it easier for policymakers (and readers) to identify and think through what they disagree with others about.
  education as a public good: Higher Education and the Common Good Simon Marginson, 2016-12-19 In the last half century higher education has moved from the fringe to the centre of society and accumulated a long list of functions. In the English-speaking world, Europe and much of East Asia more than two thirds of all school students enter tertiary education. Bulging at the seams, universities are meant to be fountains of new knowledge, engines of prosperity and innovation, drivers of regional growth, skilled migration and global competitiveness, and makers of equality of opportunity. Yet universities cannot drive prosperity on their own and they can do little to stop rising income inequality, which is shaped by taxation policy and income determination in the workplace. Worse, the growing emphasis on the private benefits of higher education, without regard for its public benefits, has positioned the higher education sector as elite forming, as a maker of social inequality rather than a corrective to it. In the English-speaking countries, in which government sees itself as servant of high capitalism, official policy models higher education as a market and has narrowed its purpose to the enhancement of individual earnings and employability, partly to justify the ever-rising tuition fees. Higher education systems have become intensely competitive and increasingly stratified, with value concentrated at the top. In this quasi-aristocratic economics of education, mass institutions are losing social value and the collective public benefits of universities are unmonitored, underfunded and ignored. In short, governments expect both too much and too little of higher education, and its contribution to the common good is being eroded. Yet this sector can play a key role in rebuilding social solidarity and mobility in fractured societies.
  education as a public good: Power, Voice and the Public Good Rodney Hopson, Carol Camp-Yeakey, Francis Musa Boakari, 2008-12-01 Focuses on such themes as - attention to the definitional and theoretical underpinnings of globalization; the ubiquitous nature and topical display of globalization; and, the possibilities of understanding, redefining and rethinking aspects of globalization with the backdrop of issues that relate to education, and the pursuit of public good.
  education as a public good: The Rebirth of Education Lant Pritchett, 2013-09-30 Despite great progress around the world in getting more kids into schools, too many leave without even the most basic skills. In India’s rural Andhra Pradesh, for instance, only about one in twenty children in fifth grade can perform basic arithmetic. The problem is that schooling is not the same as learning. In The Rebirth of Education, Lant Pritchett uses two metaphors from nature to explain why. The first draws on Ori Brafman and Rod Beckstrom’s book about the difference between centralized and decentralized organizations, The Starfish and the Spider. Schools systems tend be centralized and suffer from the limitations inherent in top-down designs. The second metaphor is the concept of isomorphic mimicry. Pritchett argues that many developing countries superficially imitate systems that were successful in other nations— much as a nonpoisonous snake mimics the look of a poisonous one. Pritchett argues that the solution is to allow functional systems to evolve locally out of an environment pressured for success. Such an ecosystem needs to be open to variety and experimentation, locally operated, and flexibly financed. The only main cost is ceding control; the reward would be the rebirth of education suited for today’s world.
  education as a public good: Defending the Value of Education as a Public Good Katarzyna Wrońska, Julian Stern, 2024-02-20 Centred around a philosophical argument for contemporary education as a fundamental good, this edited volume demonstrates the benefits that education brings in a civil and flourishing societal context while also critiquing the state’s role in supporting and strengthening this educational focus. Chapters present in-depth philosophical and historical arguments that explore core aspects of education that are frequently overlooked, illustrating education’s role as a non-partisan public good during contentious times. Through this volume, diverse voices are heard from those with experience of life under communism as well as life in a stable democracy arguing, for example, that despite differing contexts, the value of education is autonomous and intrinsic. Ultimately drawing on conceptual frameworks, this timely volume reconciles the Anglo-American Continental dialogues on education and presents novel and challenging ideas to its readers. Striving to inspire new research through its various reflections on the relationship between education and the state, the book will be useful to scholars, researchers, and academics in the fields of philosophy of education, education policy, sociology of education as well as theory of education. The Introduction as well as Chapters 3, 5, 6 and 7 of this book are freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-ShareAlike (CC-BY-SA) 4.0 license. Chapter 9 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
  education as a public good: Educating for a Characterful Society James Arthur, Julia Cleverdon, Nicky Morgan, James O'Shaughnessy, Anthony Seldon, 2020-09-09 The UK National Curriculum states that schools should reaffirm commitment to the virtues of truth, justice, honesty, trust and a sense of duty. This aim, loosely defined as 'character' education, is widely agreed to be critical to healthy development and a fair, just and democratic society. But what exactly is 'character' and how best to educate for it? This vitally important book, written by five internationally prominent figures and government advisers, aims to answer that question. Accessibly written and brimming with inspirational ideas, it looks at questions of research, education, government policy and societal engagement with character, including in the light of COVID-19 and the huge debt owed to the public services frontline. This book is a fascinating and vital read for parents, teachers and anyone concerned with social justice, developing the energy and passion of young people and working towards a better, stronger, fairer society. This could very well be the most important book you read all year!
  education as a public good: The Theory of Externalities, Public Goods, and Club Goods Richard Cornes, Todd Sandler, 1996-06-28 This book presents an updated and expanded discussion of theoretical treatment of externalities (i.e. uncompensated interdependencies), public goods, and club goods.
  education as a public good: Centering Global Citizenship Education in the Public Sphere Susan Wiksten, 2021-06-29 This book brings together key perspectives from scholars in the Global South and Global North to illustrate diverse ways in which the UN’s Global Citizenship Education (GCED) agenda can promote social justice and be used as a vehicle for negotiating and learning about diverse and shared objectives in education and the global public sphere. Recognizing the historical function of education as a prominent public sphere site, this book addresses questions around how forms of global education can serve as public sphere sites in various contexts today and in the future. Specifically, it questions established notions of education and proposes new interpretations of the relationship between practices of education and the public sphere to meet the needs of our contemporary turbulent era and a post-2020 world. By offering conceptual analyses, examples of policy and educational practices which promote global learning, democratic citizenship, common good, and perspective-taking, the text offers new critical understandings of how GCED can contribute to the public responsibilities and roles of education. Chapters consider examples such as non-formal adult education at the Mexico–US border, teachers’ responsibilities in Japan and Finland, developments in education policy and practices in Brazil, civic religious teachings in Canada, online learning in the United States and China, and support to the participation of women in higher education in Pakistan. Given its unique approach, and the range of case studies it brings together, this book is a timely addition to the literature on education in the global public sphere. It will prove to be an invaluable resource for scholars working at the intersections of global education and transnational education policies, and for teachers involved in global education.
  education as a public good: American Education and Corporations Deron Boyles, 2000 First Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.
  education as a public good: Strike for the Common Good Rebecca Kolins Givan, Amy Schrager Lang, 2020-10-08 In February 2018, 35,000 public school educators and staff walked off the job in West Virginia. More than 100,000 teachers in other states—both right-to-work states, like West Virginia, and those with a unionized workforce—followed them over the next year. From Arizona, Kentucky, and Oklahoma to Colorado and California, teachers announced to state legislators that not only their abysmal wages but the deplorable conditions of their work and the increasingly straitened circumstances of public education were unacceptable. These recent teacher walkouts affirm public education as a crucial public benefit and understand the rampant disinvestment in public education not simply as a local issue affecting teacher paychecks but also as a danger to communities and to democracy. Strike for the Common Good gathers together original essays, written by teachers involved in strikes nationwide, by students and parents who have supported them, by journalists who have covered these strikes in depth, and by outside analysts (academic and otherwise). Together, the essays consider the place of these strikes in the broader landscape of recent labor organizing and battles over public education, and attend to the largely female workforce and, often, largely non-white student population of America’s schools.
  education as a public good: The Pursuit of Curriculum William A. Reid, J. Wesley Null, 2006-04-01 In this far-reaching discussion of curriculum and liberal education, William A. Reid compares curriculum making to the idea of “pursuit.” Like justice, Reid argues that curriculum is not something that we own or possess in a material sense; rather, it is an achievement that anyone involved in schooling must and should pursue. Drawing upon the acclaimed work of Joseph J. Schwab, Reid discusses four traditions within curriculum theory (the systematic, the radical, the existentialist, and the deliberative), and then makes his case that a deliberative perspective is the soundest, most long-lasting philosophical tradition for curriculum theorists to follow. Reid’s goal is to persuade readers to engage in the age-old practice of deliberation. Wesley Null introduces readers to Reid’s book with a new introduction and postscript that connect the Schwab-Reid tradition to the ancient roots upon which deliberative theory is based. Null also draws connections between Reid’s text and contemporary issues facing curriculum and education in 21st century America. In a world in which passion-driven arguments for extreme views on curriculum often dominate discussions, Reid’s book offers a balanced perspective that is rooted in reason, wisdom, and a deep-seated commitment to justice and the public good. This book speaks directly to teachers, school administrators, university faculty, and anyone else who is interested in thinking clearly about the question of what should be taught in America’s schools.
  education as a public good: What Universities Owe Democracy Ronald J. Daniels, Grant Shreve, Phillip Spector, 2021-10-05 Introduction -- American dreams : access, mobility, fairness -- Free minds : educating democratic citizens -- Hard facts : knowledge creation and checking power -- Purposeful pluralism : dialogue across difference on campus -- Conclusion.
  education as a public good: Regulating Private Tutoring for Public Good Mark Bray, Ora Kwo, 2014 Recent years have brought global expansion of private supplementary tutoring alongside regular school systems. This expansion has far-reaching implications for the nurturing of new generations, for social and economic development, and for the operation of school systems. Some dimensions are positive while other dimensions are problematic. Supplementary tutoring is especially visible in Asia. The formats of tutoring range from one-to-one provision to large classes. Some tutoring is provided by teachers and by specialist companies, while other tutoring is provided informally by university students and others. Using a comparative lens, this book examines possible government responses to the expansion of private supplementary tutoring. In general, the book suggests, the sector should be given more attention. The work shows wide diversity in the regulations introduced by governments in the Asian region. It notes not only that these governments can learn much from each other, but also that policy makers in other parts of the world can usefully look at patterns in Asia. The book also stresses the value of partnerships between governments, tutoring providers, schools, teachers' unions, and other bodies.
  education as a public good: Trends and Issues in Instructional Design and Technology Robert A. Reiser, John V. Dempsey, 2011-11-21 This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. Trends and Issues in Instructional Design and Technology, Third Edition, provides readers with a clear picture of the field of instructional design and technology, the trends and issues that have affected it in the past and present, and those trends and issues likely to affect it in the future. The text will prepare its readers to master the skills associated with IDT, clearly describe the nature of the field, familiarize themselves with the field's history and its current status, and describe recent trends and issues impacting on the field. Written by the leading figures in the field with contributions from Elizabeth Boling, Richard Clark, Ruth Clark, Walter Dick, Marcy Driscoll, Michael Hannafin, John Keller, James Klein, David Jonassen, Richard Mayer, David Merrill, Charles Reigeluth, Marc Rosenberg, Allison Rossett, Sharon Smaldino, Harold Stolovitch, Brent Wilson, Robert Reiser, John Dempsey, and many others, this book clearly defines and describes the rapidly converging fields of instructional design, instructional technology, and performance technology. Previous editions of this book have received outstanding book awardsfrom the Association for Educational Communications and Technology (AECT), the AECT Division of Design and Development, and the International Society for Performance Improvement (ISPI). The new edition features a plethora of updates including: eighteen new chapters, each of which focuses on an important recent trend or issue in the instructional design and technology (IDT) field: An updated view of such topics as whole task approaches to instructional design, motivational design, models of evaluation, performance support and informal learning, four new chapters addressing hot issues in IDT including ethics, diversity, accountability, the nature of the design process, and the appropriate amount of learner guidance that should be built into instruction; coverage of What IDT Professionals Do which introduces students to the wide variety of settings in which IDT professionals can practice their craft; a stronger emphasis and new research on how to design, deliver, and evaluate online instruction, with field-tested techniques for instructional design of online learning; and four new and two revised chapters with coverage of technologies that are changing the nature of the IDT field including advances in such areas as e-learning, social networking, game-based learning, and virtual worlds.
  education as a public good: Academic Capitalism Sheila Slaughter, Larry L. Leslie, 1999-11-12 Leslie examine every aspect of academic work unexplored: undergraduate and graduate education, teaching and research, student aid policies, and federal research policies.
  education as a public good: International Handbook of Higher Education James J.F. Forest, Philip G. Altbach, 2006-04-20 This book provides a central, authoritative source of reference on the most essential topics of higher education. The International Handbook of Higher Education combines a rich diversity of scholarly perspectives with a wide range of internationally derived descriptions and analyses. Chapters in the first volume cover central themes in the study of higher education, while contributors to the second volume focuses on contemporary higher education issues within specific countries or regions. Together, these volumes provide a centralized, easily accessible, yet scholarly source of information.
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