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Discrimination in higher education --- Multicultural education --- Curriculum change --- Universities and colleges --- Curricula

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Los años que transcurren entre 1900 y 1922 definen la parábola de la cuestión de la autonomía en la universidad española. Una primera realidad fue la creación en 1900 del ministerio de instrucción pública y la elaboración por su ministro García Alix de un decreto de autonomía universitaria. Sin embargo el camino de ésta no iba a ser fácil, su sucesor el conde de Romanones hizo malograr la reforma. A pesar de ello los partidarios del cambio no perdieron la esperanza y en las asambleas de catedráticos de 1902 y 1905 continuaron reclamando la tan ansiada autonomía. Finalmente fue Silió en 1919 quien consiguió incoar una efímera experiencia de autonomía. Daniel Comas cuenta todo esto desde la atalaya de la Universidad de Valencia, una institución que durante esos años se encontró en la vanguardia de la reforma. Para ello ha rastreado la prensa local, el archivo universitario, las publicaciones de la universidad… y de esa manera ha reproducido cómo se vivió la cuestión de la autonomía en esa ciudad. Fue un enfrentamiento entre distintas ideologías —conservadores y liberales, monárquicos y republicanos— que se desarrolló en los distintos cuerpos de la universidad —estudiantes y profesores— y que en ocasiones consiguió cruzar el umbral del recinto universitario para interesar a otros actores de la sociedad. En este entramado afloran la alternativa de Giner, las asambleas de catedráticos, los movimientos de estudiantes, etc.

Universidad de Valencia --- Management. --- Spain --- Higher education. --- Autonomía universitaria --- University autonomy --- University of Valencia --- History

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In the 1960's, increasing numbers of African American students entered predominantly white colleges and universities in northern and western USA. This work focuses on the women of this pioneering generation, examining their educational strategies and experiences.

Teaching --- Social stratification --- Community organization --- Sociology of minorities --- Higher education --- United States --- African American women --- African American college students --- College integration --- Educational surveys --- College desegregation --- Desegregation in higher education --- Integration in higher education --- Education, Higher --- School integration --- Universities and colleges --- Afro-American college students --- College students, African American --- College students, Negro --- College students --- Afro-American women --- Women, African American --- Women, Negro --- Women --- Education (Higher) --- Social conditions --- United States of America --- Education --- Participation --- Racism --- Social class --- Blackness --- Book

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Learning to argue and persuade in a highly competitive environment is only one aspect of life on a high-school debate team. Teenage debaters also participate in a distinct cultural world--complete with its own jargon and status system--in which they must negotiate complicated relationships with teammates, competitors, coaches, and parents as well as classmates outside the debating circuit. In Gifted Tongues, Gary Alan Fine offers a rich description of this world as a testing ground for both intellectual and emotional development, while seeking to understand adolescents as social actors. Considering the benefits and drawbacks of the debating experience, he also recommends ways of reshaping programs so that more high schools can use them to boost academic performance and foster specific skills in citizenship. Fine analyzes the training of debaters in rapid-fire speech, rules of logical argumentation, and the strategic use of evidence, and how this training instills the core values of such American institutions as law and politics. Debates, however, sometimes veer quickly from fine displays of logic to acts of immaturity--a reflection of the tensions experienced by young people learning to think as adults. Fine contributes to our understanding of teenage years by encouraging us not to view them as a distinct stage of development but rather a time in which young people draw from a toolkit of both childlike and adult behaviors. A well-designed debate program, he concludes, nurtures the intellect while providing a setting in which teens learn to make better behavioral choices, ones that will shape relationships in their personal, professional, and civic lives.

Developmental psychology --- Age group sociology --- Higher education --- United States --- Debates and debating. --- Argumentation --- Speaking --- Elocution --- Forensics (Public speaking) --- Public speaking --- Rhetoric --- Discussion --- Oratory --- United States of America

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College teachers --- Universities and colleges --- College personnel management --- Administration --- 378.4 <4> --- 378.4 <493> --- -College teachers --- -Academicians --- Academics (Persons) --- College instructors --- College lecturers --- College professors --- College science teachers --- Lectors (Higher education) --- Lecturers, College --- Lecturers, University --- Professors --- University academics --- University instructors --- University lecturers --- University professors --- University teachers --- Teachers --- Colleges --- Degree-granting institutions --- Higher education institutions --- Higher education providers --- Institutions of higher education --- Postsecondary institutions --- Public institutions --- Schools --- Education, Higher --- University personnel management --- School personnel management --- 378.4 <493> Universiteiten--België --- Universiteiten--België --- 378.4 <4> Universiteiten--Europa --- Universiteiten--Europa --- Faculty --- Personnel management --- Professeurs (Enseignement supérieur) --- Université --- Universités --- Personnel --- Direction --- Academicians --- Administration. --- College teachers - Europe --- Universities and colleges - Europe - Administration --- College personnel management - Europe