For Danielle Allen, punishment is more a window onto democratic Athens' fundamental values than simply a set of official practices. From imprisonment to stoning to refusal of burial, instances of punishment in ancient Athens fueled conversations among ordinary citizens and political and literary figures about the nature of justice. Re-creating in vivid detail the cultural context of this conversation, Allen shows that punishment gave the community an opportunity to establish a shining myth of harmony and cleanliness: that the city could be purified of anger and social struggle, and perfect order achieved. Each member of the city--including notably women and slaves--had a specific role to play in restoring equilibrium among punisher, punished, and society. The common view is that democratic legal processes moved away from the "emotional and personal" to the "rational and civic," but Allen shows that anger, honor, reciprocity, spectacle, and social memory constantly prevailed in Athenian law and politics. Allen draws upon oratory, tragedy, and philosophy to present the lively intellectual climate in which punishment was incurred, debated, and inflicted by Athenians. Broad in scope, this book is one of the first to offer both a full account of punishment in antiquity and an examination of the political stakes of democratic punishment. It will engage classicists, political theorists, legal historians, and anyone wishing to learn more about the relations between institutions and culture, normative ideas and daily events, punishment and democracy.

The New Institutionalism in Education brings together leading academics to explore the ongoing changes in K–12 and higher education in both the United States and abroad. The contributors show that current educational trends—including the increased globalization of education, the growing emphasis on educational markets and school choice, the rise of accountability systems, and the persistent influence of business groups like textbook manufacturers and test makers on educational policy—can best be understood when observed through an institutional lens. Because schools and universities are organizations that are stabilized by deeply institutionalized rules, they are subject to the enduring problem of substantive educational reform. This book gives researchers and policy analysts conceptual tools and empirical assessments to gauge the possibilities for institutional reform and innovation.

This book problematises contemporary realities of the political dimension of the privatisation of higher education in Bangladesh. By exploring the complexities of neoliberalism as an economic and ideological doctrine, a mode of governance, and as a policy package, it considers the ‘post’ attached to and hyphenated with ‘colonialism’ as more aspirational than achieved. Based on an interdisciplinary study involving contemporary theories from political and social sciences, economics, and the socio-economics of education, the book explores the unique ways in which Bangladeshi higher education has evolved over the past four decades, and the complex politics behind its privatisation. Through an empirically based account of how neoliberalism has worked its way through the higher education sector in the fastest growing economy in the South Asian context, it discusses how changes have been characterised by policy reforms, massification, and a sustained friction between control and autonomy in the university sector. The authors take a nuanced approach to their geo-political and onto-epistemological positionalities as diasporic and hybridised scholars by rejecting epistemological exclusion inherent in the colonial present and research conducted in such contexts. This position allows the reinforcement of a colonial present, theorising from within Global South decolonial and postcolonial research literature. This book contributes to discourses of ‘globalisation from above’ and ‘globalisation from below’ and sheds light on the often-idiosyncratic ways in which higher education reform has unfolded in South Asia. It will be of interest to comparative educators and those researching higher education policy and education developments in Global South nations.

This book provides a central, authoritative source of reference on the most essential topics of higher education. The International Handbook of Higher Education combines a rich diversity of scholarly perspectives with a wide range of internationally derived descriptions and analyses. Chapters in the first volume cover central themes in the study of higher education, while contributors to the second volume focuses on contemporary higher education issues within specific countries or regions. Together, these volumes provide a centralized, easily accessible, yet scholarly source of information.

The higher education system in China has experienced a dramatic expansion in student numbers and has seen the mushrooming of several new types of degree-granting institutions. In a very short period of time, these new institutions have developed into a primary provider of higher education in China. Drawing on both quantitative and qualitative data, this book examines the diversity of the institutions and students' experience at different higher education institutions (HEIs) in China. This work offers a complete review of the policy context and is unique in examining the relationship between institutional diversification and students' experiences.