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Queering STEM Culture in US Higher Education: Navigating Experiences of Exclusion in the Academy (Routledge Research in STEM Education)

Adopting an intersectional lens, this timely volume explores the lived experiences of members of the queer and trans community in post-secondary STEM culture in the US to provide critical insights into progressing socially just STEM education pathways. Offering contributions from students, faculty, practitioners, and administrators, the volume highlights prevailing issues of heteronormativity and marginalization across a range of STEM disciplines. Autoethnographic accounts place minority experiences within the broader context of social and cultural phenomena to reveal subtle and overt forms of exclusion, and systematic barriers to participation in STEM professions, academia, and research. Finally, the book offers key recommendations to inform future research and practice. This volume will benefit researchers, academics, and educators with an interest in higher education, engineering education, and the sociology of education more broadly. Those involved with diversity, equity, and inclusion within education, queer theory, and gender and sexuality studies will also benefit from this volume.

Queerness as Being in Higher Education: Narrating the Insider/Outsider Paradox as LGBTQ+ Scholars and Practitioners (Routledge Research in Higher Education)

Drawing on autotheoretical methods, this insightful volume explores how LGBTQ+ scholars, practitioners, and scholar-practitioners exist within and negotiate an insider/outsider paradox within higher education, highlighting issues of affect, legibility, and embodiment. The first of a two-volume series, this book foregrounds the experiences of LGBTQ+ higher education scholars and practitioners in the United States as they navigate cisheteronormative culture, structures, practices, and policies on campus. Through theorization of contributors’ lived experiences in relation to identity and the concept of queerness as being, the volume posits queer identity as embodied resistance and demonstrates how this plays out within an insider/outsider paradox. An innovative theoretical framing, this text artfully exemplifies how queer and trans people exist simultaneously as both insider and outsider in university communities and deepens understanding of how critical narratives might inform institutional transformation and drives toward equity. The book then looks to the future, discussing implications for research and practice, using the lessons learned from chapter authors. Embellished with a plethora of diverse firsthand contributions and innovative scholarship, this book will be of interest to students and scholars of queer and trans studies, student affairs, gender and sexuality studies, and higher education, as well as those seeking to understand the experiences of LGBTQ+ higher education scholars and practitioners as they navigate central tensions in their practice.

Queerness as Being in Higher Education: Narrating the Insider/Outsider Paradox as LGBTQ+ Scholars and Practitioners (Routledge Research in Higher Education)

Drawing on autotheoretical methods, this insightful volume explores how LGBTQ+ scholars, practitioners, and scholar-practitioners exist within and negotiate an insider/outsider paradox within higher education, highlighting issues of affect, legibility, and embodiment. The first of a two-volume series, this book foregrounds the experiences of LGBTQ+ higher education scholars and practitioners in the United States as they navigate cisheteronormative culture, structures, practices, and policies on campus. Through theorization of contributors’ lived experiences in relation to identity and the concept of queerness as being, the volume posits queer identity as embodied resistance and demonstrates how this plays out within an insider/outsider paradox. An innovative theoretical framing, this text artfully exemplifies how queer and trans people exist simultaneously as both insider and outsider in university communities and deepens understanding of how critical narratives might inform institutional transformation and drives toward equity. The book then looks to the future, discussing implications for research and practice, using the lessons learned from chapter authors. Embellished with a plethora of diverse firsthand contributions and innovative scholarship, this book will be of interest to students and scholars of queer and trans studies, student affairs, gender and sexuality studies, and higher education, as well as those seeking to understand the experiences of LGBTQ+ higher education scholars and practitioners as they navigate central tensions in their practice.

Queerness as Doing in Higher Education: Narrating the Insider/Outsider Paradox as LGBTQ+ Scholars and Practitioners (Routledge Research in Higher Education)

Guided by the scholarly personal narratives of LGBTQ+ higher education scholars, practitioners, and scholar-practitioners, this informative volume explores how individuals exist within and experience the insider/outsider paradox within higher education as they engage in disruption, queer methods, and action. Part two of a two-volume series, this book relates to the first-hand accounts and personal stories of contributors in order to illustrate the challenges and opportunities that exist for queer and trans people. Framed through the concept of queerness as doing, this book takes up the important question of what it means to occupy both positions of oppression and degrees of privilege within society and in the context of work. It discusses how stories depict the nuances of the insider/outsider paradox relative to practicing queerness as a politic while identifying as part of the LGBTQ+ community in higher education settings. The book then looks to the future, discussing implications for research and practice, using the lessons learned from chapter authors. Comprised of firsthand contributions and innovative scholarship, this book will be of interest to students and scholars of queer and trans studies, student affairs, gender and sexuality studies, and higher education, as well as those seeking to understand the experiences of LGBTQ+ scholars and practitioners as they navigate central tensions in their scholarship and practice.

Queerness as Doing in Higher Education: Narrating the Insider/Outsider Paradox as LGBTQ+ Scholars and Practitioners (Routledge Research in Higher Education)

Guided by the scholarly personal narratives of LGBTQ+ higher education scholars, practitioners, and scholar-practitioners, this informative volume explores how individuals exist within and experience the insider/outsider paradox within higher education as they engage in disruption, queer methods, and action. Part two of a two-volume series, this book relates to the first-hand accounts and personal stories of contributors in order to illustrate the challenges and opportunities that exist for queer and trans people. Framed through the concept of queerness as doing, this book takes up the important question of what it means to occupy both positions of oppression and degrees of privilege within society and in the context of work. It discusses how stories depict the nuances of the insider/outsider paradox relative to practicing queerness as a politic while identifying as part of the LGBTQ+ community in higher education settings. The book then looks to the future, discussing implications for research and practice, using the lessons learned from chapter authors. Comprised of firsthand contributions and innovative scholarship, this book will be of interest to students and scholars of queer and trans studies, student affairs, gender and sexuality studies, and higher education, as well as those seeking to understand the experiences of LGBTQ+ scholars and practitioners as they navigate central tensions in their scholarship and practice.

Queerness in Pop Music: Aesthetics, Gender Norms, and Temporality (Routledge Studies in Popular Music)

This book investigates the phenomenon of queering in popular music and video, interpreting the music of numerous pop artists, styles, and idioms. The focus falls on artists, such as Lady Gaga, Madonna, Boy George, Diana Ross, Rufus Wainwright, David Bowie, Azealia Banks, Zebra Katz, Freddie Mercury, the Pet Shop Boys, George Michael, and many others. Hawkins builds his concept of queerness upon existing theories of opacity and temporality, which involves a creative interdisciplinary approach to musical interpretation. He advocates a model of analysis that involves both temporal-specific listening and biographic-oriented viewing. Music analysis is woven into this, illuminating aspects of parody, nostalgia, camp, naivety, masquerade, irony, and mimesis in pop music. One of the principal aims is to uncover the subversive strategies of pop artists through a wide range of audiovisual texts that situate the debates on gender and sexuality within an aesthetic context that is highly stylized and ritualized. Queerness in Pop Music also addresses the playfulness of much pop music, offering insights into how discourses of resistance are mediated through pleasure. Given that pop artists, songwriters, producers, directors, choreographers, and engineers all contribute to the final composite of the pop recording, it is argued that the staging of any pop act is a collective project. The implications of this are addressed through structures of gender, ethnicity, nationality, class, and sexuality. Ultimately, Hawkins contends that queerness is a performative force that connotes futurity and utopian promise.

Queerness in Pop Music: Aesthetics, Gender Norms, and Temporality (Routledge Studies in Popular Music #10)

This book investigates the phenomenon of queering in popular music and video, interpreting the music of numerous pop artists, styles, and idioms. The focus falls on artists, such as Lady Gaga, Madonna, Boy George, Diana Ross, Rufus Wainwright, David Bowie, Azealia Banks, Zebra Katz, Freddie Mercury, the Pet Shop Boys, George Michael, and many others. Hawkins builds his concept of queerness upon existing theories of opacity and temporality, which involves a creative interdisciplinary approach to musical interpretation. He advocates a model of analysis that involves both temporal-specific listening and biographic-oriented viewing. Music analysis is woven into this, illuminating aspects of parody, nostalgia, camp, naivety, masquerade, irony, and mimesis in pop music. One of the principal aims is to uncover the subversive strategies of pop artists through a wide range of audiovisual texts that situate the debates on gender and sexuality within an aesthetic context that is highly stylized and ritualized. Queerness in Pop Music also addresses the playfulness of much pop music, offering insights into how discourses of resistance are mediated through pleasure. Given that pop artists, songwriters, producers, directors, choreographers, and engineers all contribute to the final composite of the pop recording, it is argued that the staging of any pop act is a collective project. The implications of this are addressed through structures of gender, ethnicity, nationality, class, and sexuality. Ultimately, Hawkins contends that queerness is a performative force that connotes futurity and utopian promise.

Quellen der Selbstwirksamkeitsüberzeugung von Grundschullehrkräften im Kontext inklusiver Erziehung und Bildung

Eine hohe Lehrer-Selbstwirksamkeit zur inklusiven Unterrichtsgestaltung wird als zentraler Prädiktor für die Bereitschaft zur Implementierung inklusiver Erziehung und Bildung angesehen. Die Quellen der inklusionsbezogenen Selbstwirksamkeit wurden bisher jedoch kaum erforscht. Vor diesem Hintergrund untersucht Katja Franzen, ob sich die vier von Bandura postulierten Prädiktoren – eigene und stellvertretende Erfahrungen, sprachliche Überzeugungen sowie die wahrgenommene Gefühlsregung – bestätigen lassen. Insbesondere eigene und stellvertretende Erfahrungen stellen sich hierbei als bedeutsame Determinanten der Kompetenzerwartung heraus.

Quereinsteiger: Wechsel von der staatlichen Regelgrundschule in die Waldorfschule

The Quest for a Divided Welfare State: Sweden in the Era of Privatization

This book deals with the quest for a divided welfare state in Sweden. The prime example is the rapid rise of private health insurance, which now constitutes a parallel system characterized by state subsidies for some and not for others. This functions as a kind of reverse means-testing, whereby primarily the upper classes get state support for new types of welfare consumption. Innovatively, Lapidus explains how such a parallel system requires not only direct and statutory state support but also indirect support, for example, from infrastructure built for the public health system. He goes on to examine how semi-private welfare funding is dependent on private provision and how the so-called 'hidden welfare state' gradually erodes the visible and former universal welfare state model, in direct contrast to its own stated goals. Who benefits from privatized welfare? How are the privatization of delivery and the privatization of funding linked? How does this impact public willingness to pay tax? All of these questions and more are discussed in this accessible volume.

The Quest for Entrepreneurial Universities in East Asia (International and Development Education)

With the rise of the knowledge economy, universities are under pressure to embrace not just their traditional missions of teaching and research but a third mission of serving economic and social development. This book examines the major strategies that governments in East Asia have adopted to promote this kind of innovation in the education sector.

The Quest for Paul's Gospel (The Library of New Testament Studies #274)

Douglas Campbell gives a clear account of why much current description of Paul's theology, and of his gospel and of his theory of salvation, is so confused. After outlining the difficulties underlying much of the current debate he lays out some basic options that will greatly clarify the debate. He then engages with these options and shows how one offers far more promise than the others, sketching out some of its initial applications. Campbell then shows in more detail how another option -- the main alternative, and the main culprit in terms of many of our difficulties -- can be circumvented textually, in a responsible fashion. That is, we see how we could remove this option from Paul's text exegetically, and so reach greater clarity. Finally, he concludes with a 'road-map' of where future, more detailed, research into Paul needs to go if the foregoing strategy is to be carried out thoroughly. Campbell believes that by utilising this strategy Paul's gospel will be shown to be both cogent and constructive. This is volume 274 in the Journal for the Study of the New Testament Supplement series.

The Quest for Paul's Gospel

Douglas Campbell gives a clear account of why much current description of Paul's theology, and of his gospel and of his theory of salvation, is so confused. After outlining the difficulties underlying much of the current debate he lays out some basic options that will greatly clarify the debate. He then engages with these options and shows how one offers far more promise than the others, sketching out some of its initial applications. Campbell then shows in more detail how another option -- the main alternative, and the main culprit in terms of many of our difficulties -- can be circumvented textually, in a responsible fashion. That is, we see how we could remove this option from Paul's text exegetically, and so reach greater clarity. Finally, he concludes with a 'road-map' of where future, more detailed, research into Paul needs to go if the foregoing strategy is to be carried out thoroughly. Campbell believes that by utilising this strategy Paul's gospel will be shown to be both cogent and constructive. This is volume 274 in the Journal for the Study of the New Testament Supplement series.

The Quest for Revolution in Australian Schooling Policy

This book seeks to critically examine the impacts of ‘grand designs’ in public policy through a detailed historical analysis of Australian schooling reforms since the ‘education revolution’ agenda was introduced by the federal government in the late 2000s. Combining policy analyses and interviews with senior policy makers and ministerial advisors centrally involved in the reforms, it offers a detailed interpretive analysis of the complexities of policy evolution and assemblage. The book argues that the education revolution sought to impose a new order on Australian schooling by aligning state and territory systems to common policies and processes in areas including curriculum, assessment, funding, reporting and teaching. Using a theory and critique of ‘alignment thinking’ in public policy, Savage shows how the education revolution and subsequent reforms have been underpinned by uncritical faith in the power of nationally aligned data, evidence and standards to improve policies and unite systems around practices ‘proven to work’. The result is a new national policy assemblage that has deeply reshaped the making and doing of schooling policy in the nation, generating complex questions about who is steering the ship of education into the future. The Quest for Revolution in Australian Schooling Policy is a must read for education policy researchers, policy makers, education ministers and school leaders, and will appeal to anyone with an interest in the complex power dynamics that underpin schooling reforms.

The Quest for Revolution in Australian Schooling Policy

This book seeks to critically examine the impacts of ‘grand designs’ in public policy through a detailed historical analysis of Australian schooling reforms since the ‘education revolution’ agenda was introduced by the federal government in the late 2000s. Combining policy analyses and interviews with senior policy makers and ministerial advisors centrally involved in the reforms, it offers a detailed interpretive analysis of the complexities of policy evolution and assemblage. The book argues that the education revolution sought to impose a new order on Australian schooling by aligning state and territory systems to common policies and processes in areas including curriculum, assessment, funding, reporting and teaching. Using a theory and critique of ‘alignment thinking’ in public policy, Savage shows how the education revolution and subsequent reforms have been underpinned by uncritical faith in the power of nationally aligned data, evidence and standards to improve policies and unite systems around practices ‘proven to work’. The result is a new national policy assemblage that has deeply reshaped the making and doing of schooling policy in the nation, generating complex questions about who is steering the ship of education into the future. The Quest for Revolution in Australian Schooling Policy is a must read for education policy researchers, policy makers, education ministers and school leaders, and will appeal to anyone with an interest in the complex power dynamics that underpin schooling reforms.

The Quest for the Historical Jesus after the Demise of Authenticity: Toward a Critical Realist Philosophy of History in Jesus Studies (The Library of New Testament Studies #540)

For two centuries scholars have sought to discover the historical Jesus. Presently such scholarship is dominated not by the question 'Who was Jesus?' but rather 'How do we even go about answering the question, "Who was Jesus?"?' With this current situation in mind, Jonathan Bernier undertakes a two-fold task: one, to engage on the level of the philosophy of history with existing approaches to the study of the historical Jesus, most notably the criteria approach and the social memory approach; two, to work with the critical realism developed by Bernard Lonergan, introduced into New Testament studies by Ben F. Meyer, and advocated by N.T. Wright in order to develop a philosophy of history that can elucidate current debates within historical Jesus studies.

Quest for World-Class Teacher Education?: A Multiperspectival Study on the Chinese Model of Policy Implementation (Education in the Asia-Pacific Region: Issues, Concerns and Prospects #34)

Utilizing a case study method and a Multiperspectival Approach, this volume presents a pioneering, in-depth study about China’s teacher education policy since the 1990s. It critically investigates the rational, dynamic and complex implementation process taking place at the micro institutional level for the transformations of teacher education institutions. The book first introduces the sociopolitical and cultural background of China’s teacher education system and its challenges under the condition of globalization, and illustrates major national initiatives for nurturing highly qualified teachers. It then explores new teachers’ identities in an era of enhanced professionalism, uncovers the ways they reflect China’s teacher education reform, and distills the rationales behind these policy actions. This is followed by an analytic presentation of the findings of the case study of a provincial normal university, with a particular focus on such core pieces of the implementation jigsaw as policy flow, the dynamism of implementation, sociopolitical and cultural confluence, and institutional barriers in the complex process. Lastly, the book unravels key recommendations and implications for policy implementation studies from the China policy case, and constructs a Chinese Zhong-Yong Model of policy implementation, and sheds new light on policy studies of teacher education reform in particular and public policy in general, which may be transferable to other sociopolitical contexts seeking to nurture world-class teachers and achieve educational excellence in a global age.

The Quest to Define Collegiate Desegregation: Black Colleges, Title VI Compliance, and Post-Adams Litigation (Non-ser.)

In 1954, the United States Supreme Court's ruling in Brown v. Board of Education Topeka (347 U.S. 483) overturned the prevailing doctrine of separate but equal introduced by Plessy v. Ferguson (163 U.S. 537) fifty-eight years prior. By the time Brown was decided, many states had created dual collegiate structures of public education, most of which operated exclusively for Caucasians in one system and African Americans in the other.Although Brown focused national attention on desegregation in primary and secondary public education, the issue of disestablishing dual systems of public higher education would come to the forefront two years later in Florida ex rel. Hawkins v. Board of Control (350 U.S. 413 [1956]). However, the pressure to dismantle dual systems of public education was not extended to higher education until the passage of the Civil Rights Act of 1964. Despite Title VI of this Act, which stated that No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, or be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance, nineteen states continued to operate dual systems of public higher education. The Quest to Define Collegiate Desegregation explores the evolution of the legal standard for collegiate desegregation after Adams v. Richardson (351 F2d 636 [D.C. Cir. 1972]).

Question Everything: The Rise of AVID as America's Largest College Readiness Program

How AVID levels the playing field, helping underserved students come out ahead In Question Everything, award-winning education writer Jay Mathews presents the stories and winning strategies behind the Advancement Via Individual Determination program (AVID). With the goal of preparing students for the future – whether that future includes college or not – AVID teaches students the personal management skills that will help them survive and thrive. Focused on time management, presentation, and cooperation, the AVID program leads not only to impressive educational outcomes, but also to young adults prepared for life after school. This book tells the stories of AVID educators, students, and families to illustrate how and why the program works, and demonstrates how teachers can employ AVID's strategies with their own students. Over the past thirty years, AVID has grown from a single teacher's practice to an organization serving 400,000 middle- and high-school students in 47 states and 16 countries. Question Everything describes the ideas and strategies behind the upward trajectory of both the program and the students who take part. Learn which foundational skills are emphasized for future success Discover how AVID teaches personal management skills in the academic context Contrast AVID student outcomes with national averages Consider implementing AVID concepts and techniques into current curricula As college readiness becomes a top priority for the Federal Government, the Gates Foundation, and other influential organizations, AVID's track record stands out as one of success. By leveling the playing field and introducing "real-world" realities early on, the program teaches students skills that help them in the workplace and beyond.

Question Everything: The Rise of AVID as America's Largest College Readiness Program

How AVID levels the playing field, helping underserved students come out ahead In Question Everything, award-winning education writer Jay Mathews presents the stories and winning strategies behind the Advancement Via Individual Determination program (AVID). With the goal of preparing students for the future – whether that future includes college or not – AVID teaches students the personal management skills that will help them survive and thrive. Focused on time management, presentation, and cooperation, the AVID program leads not only to impressive educational outcomes, but also to young adults prepared for life after school. This book tells the stories of AVID educators, students, and families to illustrate how and why the program works, and demonstrates how teachers can employ AVID's strategies with their own students. Over the past thirty years, AVID has grown from a single teacher's practice to an organization serving 400,000 middle- and high-school students in 47 states and 16 countries. Question Everything describes the ideas and strategies behind the upward trajectory of both the program and the students who take part. Learn which foundational skills are emphasized for future success Discover how AVID teaches personal management skills in the academic context Contrast AVID student outcomes with national averages Consider implementing AVID concepts and techniques into current curricula As college readiness becomes a top priority for the Federal Government, the Gates Foundation, and other influential organizations, AVID's track record stands out as one of success. By leveling the playing field and introducing "real-world" realities early on, the program teaches students skills that help them in the workplace and beyond.

The Question of Competence: Reconsidering Medical Education in the Twenty-First Century (The Culture and Politics of Health Care Work)

Medical competence is a hot topic surrounded by much controversy about how to define competency, how to teach it, and how to measure it. While some debate the pros and cons of competence-based medical education and others explain how to achieve various competencies, the authors of the seven chapters in The Question of Competence offer something very different. They critique the very notion of competence itself and attend to how it has shaped what we pay attention to—and what we ignore—in the education and assessment of medical trainees. Two leading figures in the field of medical education, Brian D. Hodges and Lorelei Lingard, drew together colleagues from the United States, Canada, and the Netherlands to explore competency from different perspectives, in order to spark thoughtful discussion and debate on the subject. The critical analyses included in the book’s chapters cover the role of emotion, the implications of teamwork, interprofessional frameworks, the construction of expertise, new directions for assessment, models of self-regulation, and the concept of mindful practice. The authors juxtapose the idea of competence with other highly valued ideas in medical education such as emotion, cognition and teamwork, drawing new insights about their intersections and implications for one another.

A Question Of Discipline: Pedagogy, Power, And The Teaching Of Cultural Studies

Drawing together reflexive practitioners from the UK, United States, Australia, and Spain, this book raises questions about the nature of knowledge and the simultaneously political and intellectual project that constitutes Cultural Studies in its specific geopolitical and historical locations.

A Question Of Discipline: Pedagogy, Power, And The Teaching Of Cultural Studies

Drawing together reflexive practitioners from the UK, United States, Australia, and Spain, this book raises questions about the nature of knowledge and the simultaneously political and intellectual project that constitutes Cultural Studies in its specific geopolitical and historical locations.

The Question of Morale: Managing Happiness And Unhappiness In University Life (UK Higher Education OUP Humanities & Social Sciences Higher Education OUP)

There is a comforting tale that heads of higher education institutions (HEIs) like to tell each other. "Go around your university or college," they say, "and ask the first ten people who you meet how their morale is. The response will always be 'rock-bottom.' Then ask them what they are working on. The responses will be full of life, of optimism and of enthusiasm for the task in hand." The moral of the story is that the two sets of responses don't compute; that the first is somehow unthinking and ideological, and the second unguarded and sincere.The thesis of this book is that the contradictory answers may well compute more effectively than is acknowledged: that the culture of higher education and the mesh of psychological contracts, or "deals," that make it up make much of the current discourse about happiness and unhappiness in contemporary life look simplistic and banal. In particular, the much-vaunted "science of happiness" may not have much to say to us. There is also a potential link between the Manichean discourse about morale and our wider culture's approach to happiness. Both normally deal in extremes, and much more rarely in graduations.Why is so much discourse about contemporary higher education structured around (real and imagined) unhappiness? How does this connect with the realities of life within (and just outside) the institutions? Does it matter, and, if so, what should we be doing about it? Based on historical, sociological and philosophical analysis, this book offers some answers to these questions.

Questioning Allegiance: Resituating Civic Education

Education about living in society and in the world is a vital task of schools. Yet such civic education is not always critically examined, and few among us have been encouraged to reflect on our civic education experiences. Around the world, one’s civic education most often looks like a black box. How it works is unclear. When human harm, violence, and oppression can be seen in a wide variety of contexts, it is worth critically examining civic education. Could it be that civic education is not playing a helpful role in society? Can it be done differently and better? As one reflects on the contemporary social world, it is helpful to examine the assumptions surrounding education for living together, to think about current modes and possible alternatives. Otherwise, one might end up promoting allegiance to civic and partisan entities which are themselves black boxes (the ‘nation’, the ‘people’), failing to notice when and how what goes on in civic education is morally questionable. This book aims to elucidate some of the black box of civic education, and focuses on some of its main operations across contexts. Offering a new framework for students and academics, this book questions existing thinking and shifts the focus of attention from the right balance to strike between local, national, and global allegiances to the more fundamental question of what counts as ‘local’, ‘national’, and ‘global’, and what might be involved in cultivating allegiances to them. It looks at allegiance to not just transnational but also sub-global ‘civilisations’ and it problematises the notion of the ‘local community’ in new ways.