Arguing that those involved in the production of academic knowledge (mainly Western educators) should examine assumptions associated with the creation of knowledge about indigenous peoples, the author (an academic whose background is not noted) examines academic representations of education and mode

First published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.

This collection uses cultural studies to illuminate understanding of schooling, not simply addressing how students read themselves as members of a distinct culture, but how they, along with teachers and administrators, read popular texts in general. The purpose of this book is to suggest some alternative directions for critical pedagogy.

First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

This study defines and describes the meaning of social rage by examining the influence of social forces such as economic conditions, poulation diversity and power shifts. The role of the media, in particular its encouragement of social rage through sensationalism, is also handled in this book. The author approaches the issue of social rage on both an individual and a collective level with the goal of revealing its motivations and its impact.

The essays in this book argue that the active learning strategies that teachers trained in composition use for their literature courses can be exported to other disciplines to enhance both teacher performance and student learning. The book provides and explains examples of those strategies and illustrates how they have been effectively used in other disciplines.

The international panel of contributors analyses knowledge production and the rules of scholarship, opening new avenues for discussion in education, philosophy, cultural studies, as well as in other important fields.

This publication features the impressions and experiences of 12 foreign exchange students who have written about their sojourn at Dartmouth College in the U.S.A. They convey a perspective on American college life not seen by most American students.

The South African higher education system has historically been characterized by racial and gender inequalities inherited from the discriminatory policies of the Apartheid era. Emerging from a higher education history plagued with deeply entrenched racial disparities, this book shows how academic programmes and structures at the historically white universities have responded to the increasing enrolment of black students since the enactment of the Universities Amendment Act in 1983. The study specifically seeks to understand the perceptions and attitudes of students, faculty and administrators...