You won't want to wake up. Oct 19, Amanda rated it did not like it The idea intrigued me, but the execution was not my cup of tea. Having to stop on every page to look up the meaning of a word bogged down the flow of the narrative, and storytelling was sacrificed for pseudoscience think George Lucas's love of fancy digital effects and the effect it had on the quality of the prequels. A chore to slog through for me, but might be a perfect fit for the right kind of reader.
Five and a half months of picket lines in three years was enough to drain the enjoyment out of academic life.
Worse was what the conflicts revealed about how academics, academics-in-training and administrators react under stress. In crisis mode, universities are revealed as deeply dysfunctional institutions. Academic communities are very delicate constructions. Pull out a thread or two and the entire fabric can unravel with astonishing rapidity.
Looking ahead to years of frayed civility, snapped personal bonds, burned bridges and a pervasive culture Whats wrong with vocational school belligerent complaint allied to whining self-righteousness, I decided that a quick exit was the least painful course.
For years, I had been growing more and more alienated from the academic industry. Certain routine aspects of university life, such as hiring new faculty, can bring out the worst in everyone. Perfectly legitimate causes, such as gender and racial equity, can turn vindictive, setting off seemingly endless chains of recriminations.
Student life seems, from the outside at least, to be increasingly harried and joyless. And research, the ultimate self-justification of the university enterprise, rewards the arcane, the trivial and forms of knowledge hermetically sealed from the larger society.
To read academic journals or to attend academic conferences, even in my own discipline— something I have found myself doing less and less—is to fall into worlds that are more and more self-referential, with few echoes in the real world.
Even within existing disciplines, there is incessant specialization, with subdivision into fields and subfields, with practitioners who rarely talk to others outside their narrow patch.
What is the point of this scholastic isolationism, this constant compulsion to reinvent the wheel in new and impenetrable jargon, if not simply to further careers and hasten more external funding for an enterprise that has only dimly perceived intrinsic purposes?
The authors also point out that universities have made themselves largely unaccountable with a self-justifying mythology that defeats any attempts by outsiders to penetrate the smokescreen.
Although it is written in language that is accessible to outside readers, few non-academics will likely read this book, even if they or their children are in or have gone through the system. The performance of universities remains to most an abstruse, uninviting subject. Universities, of course, like it this way.
Universities have made themselves unaccountable with a self-justifying mythology that defeats any attempts to penetrate the smokescreen. Pocklington and Tupper admit, ruefully, that their strictures are unlikely to elicit much sympathy within the halls of academe either.
There are too many vested interests bound up in protecting the status quo, and all defences are quickly rallied to fight off any attacks, even when they come from within. There will be some academics who treat the authors as fifth columnists, giving aid and comfort to the enemies without.
Funding of post-secondary education is, to be sure, a major problem, but so too is the financing of other public institutions and programs. Cost-cutting and know-nothing populist politicians have occasionally interfered, or more often threatened to interfere, in the internal business of universities, such as curriculum, hiring, tenure and promotion, and employment policies.
These threats are immediately interpreted as assaults on academic freedom, and self-interested institutional autonomy is wrapped in the flag of ancient and honourable liberty. The question of academic freedom for what is generally viewed as impertinent, or irrelevant.
Worst of all is to have this question raised by one of us, thus giving aid and comfort to the crass and untutored enemy. Admittedly, some politicians have been bumptious in their ventures into higher education.
It does not help when a premier, like now-retired Mike Harris in Ontario, appoints a minister responsible for universities who dropped out of high school after grade ten. Yet even in an era of neoliberal restructuring, what is remarkable is the success of Canadian universities in maintaining levels of funding and degrees of autonomy in setting their own rules and evaluating their own performance.
Moreover, institutional autonomy remains largely unimpaired. Neoliberal governments do want to control costs. Post-secondary education is a provincial responsibility in Canada, especially jealously guarded in Quebec for cultural and linguistic reasons.
The federal government has nonetheless recently extended its direct funding of research and scholarships. But provincial funding has been stagnant or declining in real dollars in many provinces. Alternative funding strategies include imposing higher user costs through tuition fee increases and encouraging private-sector sponsorship and partnerships.Analysis Of Charles Murray’s “What’s Wrong With Vocational School?” title, Whats Wrong With Vocational School?
offers a different perspective in and of itself; for many traditional American middle-class families, vocational school is.
Charles Murray, "What's Wrong with Vocational School" () One. Are IQ scores reliable? Scores vary from day to day and evolve over time. Outcomes are complicated by other factors such as Emotional Intelligence and character. What's Wrong With Vocational School? CHARLES MURRAY The topic yesterday was education and children in the lower half of the intelligence distribution.
A charter school is an independently run public school granted greater flexibility in its operations, in return for greater accountability for performance. The "charter" establishing each school is a performance contract detailing the school's mission, program, students served, performance goals, and methods of assessment.
What would happen to you if you said that a college would be a waste of time, money, and effort? People would probably look at you like you have three heads. Many high school students, whether they graduated from a vocational school or regular high schools have their sights set on college.
Depending on the vocational program, the sacrifice may be in the depth and breadth of academics your child will be exposed to, so consider the vocational or CTE program’s structure, the school’s academic offerings and rigor, and your child’s needs and desires.