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This edited volume creates a framework for understanding academic public good and offers case studies and perspectives as in depth examples of the ways in which colleges and universities engage with the community to produce social benefits. Focusing on the Asia Pacific region, the authors discuss examples of engagement that produce consciousness, partnerships, and services that are broadly available to the public and enhance the progress of society. The authors argue that, unlike an individual degree, these are public benefits that should be focused upon and featured more readily so that the breadth of university benefits come to be better understood. Christopher S. Collins is Assistant Professor of Higher Education at Azusa Pacific University, USA, and Associate Director of the Asia Pacific Higher Education Research Partnership at the East-West Center in Honolulu, Hawaii. His research focuses on the function of higher education in society and its role in social and economic progress.

Community and college --- Universities and colleges --- Colleges --- Degree-granting institutions --- Higher education institutions --- Higher education providers --- Institutions of higher education --- Postsecondary institutions --- College and community --- Town and gown --- University and community --- Education. --- International education. --- Comparative education. --- Higher education. --- International and Comparative Education. --- Higher Education. --- Public institutions --- Schools --- Education, Higher --- University towns --- Education, Higher. --- College students --- Higher education --- Postsecondary education --- Education --- International education . --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- History

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This edited volume creates a framework for understanding academic public good and offers case studies and perspectives as in depth examples of the ways in which colleges and universities engage with the community to produce social benefits. Focusing on the Asia Pacific region, the authors discuss examples of engagement that produce consciousness, partnerships, and services that are broadly available to the public and enhance the progress of society. The authors argue that, unlike an individual degree, these are public benefits that should be focused upon and featured more readily so that the breadth of university benefits come to be better understood. Christopher S. Collins is Assistant Professor of Higher Education at Azusa Pacific University, USA, and Associate Director of the Asia Pacific Higher Education Research Partnership at the East-West Center in Honolulu, Hawaii. His research focuses on the function of higher education in society and its role in social and economic progress.

Teaching --- Higher education --- HO (hoger onderwijs) --- onderwijsonderzoek

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This book underscores the role of belief and knowledge that are outside the canons of science, as they are not often considered within the core functions of a university. It explores various ways in which belief systems are part of the fabric of higher education – either implicitly or explicitly – and pursues a deeper understanding of the role of belief practices as it plays out in both private and public higher education. The broad variety of geographic locations and belief systems represented here demonstrate the ways in which implicit and explicit belief systems affect higher education. The book is unique in its breadth of coverage, but also in its depth of exploration regarding how belief systems function in society through the avenue of higher education, which is often a central site for the production and dissemination of knowledge.

Religion and education. --- Education, Higher. --- Religion and Education. --- International and Comparative Education. --- Higher Education. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Education --- Church and education. --- International education . --- Comparative education. --- Higher education. --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Education and church --- History

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Colleges across the country, and the nation as a whole continue to be divided along racial lines. White Out : Understanding White Privilege and Dominance in the Modern Age is about the role of Whiteness and a defense of White dominance in an increasingly diverse society. Whiteness is socially constructed, just as race is undoubtedly a social construct, documented through various periods in history. This book proposes that White Out is a learned habit that serves to defend White dominance in a multicultural age. White Out is a strategy that covers systems, dispositions, and actions that cannot cover the full indentation or impact. However, the action of blotting, either intentional or unintentional, serves to obscure experiences of people of color in lieu of a competing definition of reality. The authors introduce the White Architecture of the Mind as a metaphor highlighting the mind as a collection of walls, doors, windows, and pathways that influence individuals to react based on a systemic logic that was socially constructed reason. White Out, a byproduct of a White architecture of the mind, is a set of individual actions, choices, behaviors, and attitudes that are guided by a system that predisposes these attitudes and perpetuates privilege for core members of a dominant majority. The often-unconscious purpose in denying privilege and articulating colorblind ideology is to support a larger system and view of reality. The concepts covered in this volume include : White Pain, Whitefluenza (privilege as a virus), White 22 (White if you do, White if you don’t), Whitrogressions, Angry White Men, White Pilgrims, and Good White Friends

White people --- Racism --- Social stratification --- Race identity

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Knowledge is more expansive than the boundaries of the Western university model and its claim to be the dominant—or only—rigorous house of knowledge. In the former colonies of Europe (e.g., South Africa, Brazil, and Oceania), the curriculum, statues, architectures, and other aspects of the university demonstrate the way in which it is a fixture in empire maintenance. The trajectory of global White supremacy is deeply historical and contemporary—it is a global, transnational, and imperial phenomenon. White supremacy is sustained through the construction of inferiority and anti-Blackness. The context, history, and perspective offered by Collins, Newman, and Jun should serve as an introduction to the disruption of the ways in which university and academic dispositions have and continue to serve as sites of colonial and White supremacist preservation—as well as sites of resistance.

Racism in higher education. --- Racism against Black people. --- Education, Higher --- White nationalism. --- Education, Colonial. --- Social aspects. --- race, diaspora, colonization, conquest, migration, immigration, black, white, african, european, culture, anti-blackness, racism, univeirsty academia, Brazil, Asitralia, New Zealand, indigenous, indigenous people, South Africa, Cape Town, Sydney, academia, global south, brown, eurocentric, global.