David M. Callejo Pérez

This book has won the «O.L. Davis, Jr. Outstanding Book Award» 2015 from the American Association for Teaching and Curriculum (AATC) Curriculum as Spaces: Aesthetics, Community, and the Politics of Place can be viewed as a holistic approach to education, conservation, and community development that uses place as an integrating context for learning. It argues that curriculum and place is a much deeper subject, with roots in aesthetics, community, and politics that go beyond the individual and profoundly address the formation of our current belief system. Despite the unique efforts described in this book to address the curriculum of space, major issues persist in our educational system. First, the rigor of curriculum studies is not usually applied to this complex field that encompasses philosophy, aesthetics, geography, social theory, and history. Second, the conflict caused by studying the place without contextualizing it within the larger social milieu ignores the nuances of our intimately global social network. Third, current responses ignore the uncritical assessment of underrepresented groups within the theoretical landscape. With these problems in mind, Curriculum as Spaces introduces foundational principles that ask us to imagine the full realization of curriculum spaces and show us how to examine the philosophical and cultural roots of these most essential principles.

This book has won the «O.L. Davis, Jr. Outstanding Book Award» 2015 from the American Association for Teaching and Curriculum (AATC) Curriculum as Spaces: Aesthetics, Community, and the Politics of Place can be viewed as a holistic approach to education, conservation, and community development that uses place as an integrating context for learning. It argues that curriculum and place is a much deeper subject, with roots in aesthetics, community, and politics that go beyond the individual and profoundly address the formation of our current belief system. Despite the unique efforts described in this book to address the curriculum of space, major issues persist in our educational system. First, the rigor of curriculum studies is not usually applied to this complex field that encompasses philosophy, aesthetics, geography, social theory, and history. Second, the conflict caused by studying the place without contextualizing it within the larger social milieu ignores the nuances of our intimately global social network. Third, current responses ignore the uncritical assessment of underrepresented groups within the theoretical landscape. With these problems in mind, Curriculum as Spaces introduces foundational principles that ask us to imagine the full realization of curriculum spaces and show us how to examine the philosophical and cultural roots of these most essential principles.

The Red Light in the Ivory Tower: Contexts and Implications of Entrepreneurial Education critically analyzes the operational behaviors of prestigious and prestige-seeking universities, particularly within the context of budget shortfalls and increasing competition. The book challenges entrepreneurial activities within universities by exploring the costs of such ventures in terms of honoring commitments to faculty and students while maintaining integrity of institutional purpose. The book offers six case studies that illustrate the organizational behaviors influenced by prestige indicators. Ultimately, the book challenges readers to address the complex issues of leadership and power within the context of social, political, economic, and historical influences within higher education. By asking difficult questions about the entrepreneurial behaviors of prestigious and prestige-seeking universities, stakeholders can reimagine and reclaim a sense of purpose that can ultimately influence organizational identities and thus the degree to which their universities support and serve their students, faculty, and community.

The Red Light in the Ivory Tower: Contexts and Implications of Entrepreneurial Education critically analyzes the operational behaviors of prestigious and prestige-seeking universities, particularly within the context of budget shortfalls and increasing competition. The book challenges entrepreneurial activities within universities by exploring the costs of such ventures in terms of honoring commitments to faculty and students while maintaining integrity of institutional purpose. The book offers six case studies that illustrate the organizational behaviors influenced by prestige indicators. Ultimately, the book challenges readers to address the complex issues of leadership and power within the context of social, political, economic, and historical influences within higher education. By asking difficult questions about the entrepreneurial behaviors of prestigious and prestige-seeking universities, stakeholders can reimagine and reclaim a sense of purpose that can ultimately influence organizational identities and thus the degree to which their universities support and serve their students, faculty, and community.

In "Southern Hospitality, " an ethnography of Holly Springs, Mississippi (1964-1972), schools play an important part in the formation of black identity during desegregation in the South. The civil rights movement left a leadership void as the public space of black leaders - the segregated schools - disappeared as did the identification with the -Southern Negro- collective of the segregated South. This transformation occurs against the backdrop of the psychological struggle between the individual's role as a member of that black collective, and the opportunity, secured from the federal government, to advance and integrate into the larger society, thereby fulfilling the -American Dream-. Federal change agents did not foresee the erosion of black power and the resegregation of the public schools as whites left the neglected public schools for white academies."