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The notion of the hegemonic web is the defining theme of this volume. Ths authors struggle to unravel and take apart pieces of the complex web that are so deeply embedded into normative ways of thinking, being and making meaning. They also grapple with understanding the role that hegemony plays and the influence that it has on identity, curriculum, teaching and learning.

The notion of the hegemonic web is the defining theme of this volume. Ths authors struggle to unravel and take apart pieces of the complex web that are so deeply embedded into normative ways of thinking, being and making meaning. They also grapple with understanding the role that hegemony plays and the influence that it has on identity, curriculum, teaching and learning.

Provides case studies ("what if" scenarios) that augment the discipline specific content of those preparing to become professors. The significance of this volume lies in its usefulness as a "go to" book that addresses situations, contexts, and examples of issues that new professors or administrators in higher education face.

Provides case studies ("what if" scenarios) that augment the discipline specific content of those preparing to become professors. The significance of this volume lies in its usefulness as a "go to" book that addresses situations, contexts, and examples of issues that new professors or administrators in higher education face.

Address long-standing concerns from first-hand perspectives regarding women of colour faculty in the academy, the marginalization of women of colour scholars in the academy and the benefits of mentoring support. The authors of this book seek to enlighten, dynamic and critical discussions by and about women of colour in the academy.

Among the areas discussed and linked to authentic and/or ethical leadership are mindfulness, decision making, the role of character, antecedents, substitutes for leadership, psychological capital, and some of the "dark side" aspects associated with authenticity.

This latest volume in the Research in Management series reports on advances in authentic and ethical leadership. Among the areas discussed and linked to authentic and/or ethical leadership are mindfulness, decision making, the role of character, antecedents, substitutes for leadership, psychological capital, and some of the "dark side" aspects associated with authenticity.

Examines research, theory, and practice concerning issues of teaching science with undergraduates. This RISE volume addresses higher education faculty and all who teach entry level science. The focus is on helping undergraduates develop a basic science literacy leading to scientific expertise.

Examines research, theory, and practice concerning issues of teaching science with undergraduates. This RISE volume addresses higher education faculty and all who teach entry level science. The focus is on helping undergraduates develop a basic science literacy leading to scientific expertise.

The purpose of this volume is to stimulate thought and discussion among diverse audiences who are concerned about the performance of black students in US schools, and to provide evidence-based strategies to expand the pool of black teachers. The book will contribute to the teacher education literature and will inform the teacher education policy and practice debate.

The purpose of this volume is to stimulate thought and discussion among diverse audiences who are concerned about the performance of black students in US schools, and to provide evidence-based strategies to expand the pool of black teachers. The book will contribute to the teacher education literature and will inform the teacher education policy and practice debate.

Provides a detailed exploration of how qualitative research can be applied in the field of peace and conflict studies. The book explores considerations and components of designing, conducting, and reporting qualitative research in this field, and also provides exemplars of recent empirical research in peace and conflict studies that employed qualitative methods.

Provides a detailed exploration of how qualitative research can be applied in the field of peace and conflict studies. The book explores considerations and components of designing, conducting, and reporting qualitative research in this field, and also provides exemplars of recent empirical research in peace and conflict studies that employed qualitative methods.

This is the fourth, and last, volume in the series Educating About Social Issues in the 20th and 21st Centuries. This volume focuses solely on critical pedagogy: both the lives and work of major critical pedagogues and the different strains of critical pedagogy the latter pursued (e.g., critical theory in education, critical feminism in education, critical race theory).

This is the fourth, and last, volume in the series Educating About Social Issues in the 20th and 21st Centuries. This volume focuses solely on critical pedagogy: both the lives and work of major critical pedagogues and the different strains of critical pedagogy the latter pursued (e.g., critical theory in education, critical feminism in education, critical race theory).

A volume in International Higher EducationSeries Editors Fredrick M. Nafukho, Texas A&M University;and Beverly Irby, Texas A&M UniversityWhile universities world over are undergoing reforms and change, in the case of African universities asillustrated in this book, the reforms and changes are profound and can best be described as transformative.This book is unique in many ways, which makes it extraordinary. First, unlike other books that have examinedissues on higher education in Africa from externalist positions, the contributors to this book are scholars who have been educated, are currentlyteaching in African universities or have taught in African universities. The book specifically focuses on transformations in the governance of Africanuniversities and its implications on equity, entrepreneurship, innovation, quality assurance, information and communication technologies (ICTs), andreform issues in higher education in Africa.The book presents pertinent research on governance in African universities in an experiential and empirical manner. The contributors of the bookchapters include individuals actively involved in teaching, researching and governance of higher education institutions in Africa. The chapters arebased on empirical data, including review of relevant literature. The book also recognizes that university governance is more than just crisis infinancial or economic issues, but includes best management practices, shared governance, meaningful reforms, strategic planning, consultation,transparency and accountability, client (students, lecturers, parents and the public) satisfaction, as wellas the role of the university in development.The contributions take cognizance of the fact that governance as a concept is facing fundamentalchanges in the context of global knowledge economy, and African local conditions. Contributors alsotake cognizance of the fact that one important source of change in Africa has been the acceleratingspeed of scientific and technological advancement in learning at universities where lifelong learningprograms, adult learning programs, distance and online learning are relatively new. The chapters arealso sensitive to new changes in gender, demographical, technological, education reforms, social andeconomic transformations in the governance of African universities. The book is basically an academicbook for use by undergraduates and graduate students at universities, policy makers and formulators inAfrican ministries of Education; supra national organizations, foreign organizations working in Africa,NGOs and CBOs as well as development stakeholders, and community organizers.