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Performance-Based Funding in Higher Education examines the touted aims of higher education policies over the past thirty years. The focus on job creation and increased graduation rates has distracted educators, students, and surrounding communities from an educator's traditional and valued role as the promoter of democracy and critical citizenship. Letizia contends that institutions of higher education must redirect and promote their policies so that this aim is achieved and acknowledged. Recommended for scholars of education, sociology, political science, and philosophy.
Performance-Based Funding in Higher Education examines the touted aims of higher education policies over the past thirty years. The focus on job creation and increased graduation rates has distracted educators, students, and surrounding communities from an educator's traditional and valued role as the promoter of democracy and critical citizenship. Letizia contends that institutions of higher education must redirect and promote their policies so that this aim is achieved and acknowledged. Recommended for scholars of education, sociology, political science, and philosophy.
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Autorenporträt
Angelo Letizia is assistant professor of graduate education at Newman University.
Inhaltsangabe
Introduction: The Confused State of Truth Chapter I: The Fracturing of the Sign Chapter II: Neoliberalism and Accountability Chapter III: Forging New Signs Chapter IV: The Sign, Culture and the Public Good Chapter V: Discourse and the Sign Chapter VI: Arkansas and Texas PBF 2.0 Policy Analysis Chapter VII: Creating Truth in Arkansas and Texas Conclusion: What is to be done? References
Introduction: The Confused State of Truth Chapter I: The Fracturing of the Sign Chapter II: Neoliberalism and Accountability Chapter III: Forging New Signs Chapter IV: The Sign, Culture and the Public Good Chapter V: Discourse and the Sign Chapter VI: Arkansas and Texas PBF 2.0 Policy Analysis Chapter VII: Creating Truth in Arkansas and Texas Conclusion: What is to be done? References
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