“The ivory tower, like other stately homes in the UK, might present a grand façade to the world but closer inspection reveals a dark, spidery basement full of inequalities.”
Gender imbalances still exist across all areas of higher education. From salaries and promotion, to representation in the curriculum, formal approaches and good intentions rarely address the full complexity. EqualBITE digs into the messy reality of higher education gender issues, presenting people’s stories, experiences and frustrations and – more importantly – what can be done. University of Edinburgh students and staff share real-life experiences of gender challenges and opportunities, and their constructive responses. The book condenses current academic research into practical actions that do make a difference.
EqualBITE is a pragmatic and positive response to gender issues in academia – a catalyst for creating a culture which is better for everyone.
“We were so pleased to see this new guide to one aspect of diversity—gender equality—and to see how good it is: the book is comprehensive; it is raw, honest and personal; and it is very well written. It is a book both for reading cover-to-cover and for dipping into, and it will be enormously influential.” – Jim Smith Director of Science, Wellcome Trust & Gemma Tracey Diversity & Inclusion Programme Manager – Science & Research, Wellcome Trust
“The balance between data and lived experience equip the reader with the vital understanding of the depth of institutionalised inequality…This is recommended reading for anyone working in higher education who truly wants to create a fairer culture of women.” – Talat Yaqoob Director, Equate Scotland
“I really enjoyed reading the recipes - they combine humour with practical advice on how to tackle important gender issues.” – Fiona Watt Vice-Dean Research and Impact, Faculty of Life Science and Medicine, King's College London
’s classrooms, programs must offer a balance of rigorous academic content with opportunities to observe and apply pedagogical practice under the guidance of skilled university-based and school-based educators ( Laman, Miller, & Lopez-Robinson, 2012 ; NCATE, 2010 ). Providing such balanced programs is a
Qualitative research instructors seek information to help students actively engage in qualitative inquiry. They desire to learn about innovative, constructivist approaches that connect and empower students as a community of learners.
Empowering Students as Self-Directed Learners of Qualitative Research Methods meets these needs with practices and approaches instructors may use to position students as active, empowered, self-directed learners who learn to do qualitative research by doing qualitative research.
Students will find this book useful because it includes authentic student work, student reflections, factual classroom scenarios depicting professors guiding students as they devise research questions and determine the qualitative genre to best answer those questions as well as a chapter that includes a checklist to help students plan, revise, and edit the academic writing critical for communicating qualitative research.
The book blends the thoughts of international scholars with the voices of students of qualitative research methods who participated in the transformative practices described in the book. The collective ideas meet the instructional, cultural, and psychological needs of diverse learners, including students from various disciplines, exceptionally able students, those with creative and artistic aptitudes, those from marginalized populations, English language learners, and those who struggle to master qualitative research methods.
Contributors are: Christy Bebeau, Alisha Braun, Franz Breuer, Suzanne Franco, Anna Gonzalez-Pliss, Steven Haberlin, Alfredo Jornet, Yew Jin Lee, Erin Lunday, Janet Richards, Wolff-Michael Roth, Kia Sarnoff, Margrit Schreier, and William Thomas.
der Natur und der Kultur aufordnen, klassifizieren und erklären [sowie] die sinnlich und affektiv unterströmte Betroffenheit, die sich Unbekanntem und Neuem aussetzt“ (Rumpf 2002, S. 13). Zwischen beiden Arten sollte eine Balance herrschen, wobei er aufzeigt, dass „Schritte vom Erledigen zum Sich
student, learner, and future educator. Similarly, within the occupational context, I often found myself in situations where I was the “only one,” delicately balancing my interactions and professional relationships while maintaining my own way of thinking, believing, and valuing. In workspaces, more so
carry armfuls of books and materials. Eventually, someone responded to my email and requested help in the understaffed early childhood classrooms. I started popping into those classrooms each week and sending students to help as well. My small efforts couldn’t balance out the “giving deficit” we had
zugrunde liegt, ist die kulturkritische Vorstellung, dass in der in den Faschismus kulminierenden Neuzeit die Balance zwischen Ich- und Gemeinschaftsorientierung aus den Fugen geraten sei. Da in säkularisierten oder spirituell verarmten Gesellschaften Kurskorrekturen nur auf politischem Weg möglich
Vorbereitungs- und Rückkehrerseminare nach einer erstmaligen Konzipierung leicht durchzuführen. Damit findet das Modell eine Balance zwischen Möglichkeiten für individuelle Erfahrungsräume für die Studierenden und einer geleiteten Reflektion durch Begleitseminare und Mentoren. Es greift die Anregungen der US
use religious discourse for political purposes. One can see this in the following words of the Brazilian theologian, Leonardo Boff, who published a text about the then newly elected president Luiz Inácio Lula da Silva in 2002: The balance between tenderness and vigor made the great to be great, such
relationship, above almost all others, can be the key to an effective semester for all members of the professional development team. This alliance takes a delicate balance that demands full investment from all members into the process. Cochran Elementary has a designated person that works as the mediator