Benjamin Baez – författare

Uniquely positioned as both a scholar and an attorney, Benjamin Baez provides a thought-provoking exploration on the current debate surrounding race and academic institutions.

Uniquely positioned as both a scholar and an attorney, Benjamin Baez provides a thought-provoking exploration on the current debate surrounding race and academic institutions.

Explores the particulars of minority-serving institutions while also highlighting their interconnectedness.Understanding Minority-Serving Institutions explores these important institutions while also highlighting their interconnectedness, with the hope of sparking collaboration among the various types. Minority-serving institutions (MSIs) enroll and graduate the majority of students of color in the United States and traditionally include historically Black colleges and universities, Hispanic-serving institutions, tribal colleges, and more recently Asian American– and Pacific Islander–serving institutions. The book's contributors focus on several issues, including institutional mission, faculty governance, student engagement, social justice, federal policy, and accreditation. They critically analyze the scholarship on MSIs, not only describing the existing research and stressing what is missing, but also providing new lines of thought for additional research.

Explores the particulars of minority-serving institutions while also highlighting their interconnectedness.Understanding Minority-Serving Institutions explores these important institutions while also highlighting their interconnectedness, with the hope of sparking collaboration among the various types. Minority-serving institutions (MSIs) enroll and graduate the majority of students of color in the United States and traditionally include historically Black colleges and universities, Hispanic-serving institutions, tribal colleges, and more recently Asian American– and Pacific Islander–serving institutions. The book's contributors focus on several issues, including institutional mission, faculty governance, student engagement, social justice, federal policy, and accreditation. They critically analyze the scholarship on MSIs, not only describing the existing research and stressing what is missing, but also providing new lines of thought for additional research.

Argues against the "culture of science" currently dominating education discourse and in favor of a more critical understanding of various modes of inquiry.Winner of the 2010 Critics' Choice Award presented by the American Educational Studies Association2009 CHOICE Outstanding Academic Title In The Politics of Inquiry, Benjamin Baez and Deron Boyles critique recent trends in education research to argue against the "culture of science." Using the National Research Council's 2002 report Scientific Research in Education as a point of departure, they contend that the entire discourse on education science reflects a number of distinct but mutually constitutive political forces or movements that use science and education to shape what we can think, and, thus, what we can become. These forces include the attempts to restrict democracy via scientism; the uses of academic classifications for organizing the world into social groups; the imperatives of the informational society, which seek precision in order to convert the world into "data" for easy governing; and the effects of transnational capitalist exchanges, which convert everything into a cost-benefit analysis, and which make us all complicit in ways we do not fully grasp. Baez and Boyles examine these forces and offer an alternative to the current pushes to make educational inquiry scientific.

Argues against the "culture of science" currently dominating education discourse and in favor of a more critical understanding of various modes of inquiry.Winner of the 2010 Critics' Choice Award presented by the American Educational Studies Association2009 CHOICE Outstanding Academic Title In The Politics of Inquiry, Benjamin Baez and Deron Boyles critique recent trends in education research to argue against the "culture of science." Using the National Research Council's 2002 report Scientific Research in Education as a point of departure, they contend that the entire discourse on education science reflects a number of distinct but mutually constitutive political forces or movements that use science and education to shape what we can think, and, thus, what we can become. These forces include the attempts to restrict democracy via scientism; the uses of academic classifications for organizing the world into social groups; the imperatives of the informational society, which seek precision in order to convert the world into "data" for easy governing; and the effects of transnational capitalist exchanges, which convert everything into a cost-benefit analysis, and which make us all complicit in ways we do not fully grasp. Baez and Boyles examine these forces and offer an alternative to the current pushes to make educational inquiry scientific.

In this book, Baez examines a series of governmental “technologies” that he believes strongly characterize our present. The technologies that he addresses in this book are information, statistics, databases, economy, and accountability. He offers arguments about the role these technologies play in contemporary politics. Specifically, Baez analyzes these technologies in terms of (the sometimes oppositional) rationalities for rendering reality thinkable, and, consequently, governable. These technologies bear on the field of education, but also exceed it. So, while issues in education frame many of the arguments in this book, the book’s also has usefulness to those outside of field of education.Specifically, Baez concludes that the governmental technologies listed above all are coopted by neoliberal rationalities rendering our lives thinkable and governable through an array of devices for the management of risk, using the model of the economy, and heavily investing in the uses of information, statistics, databases, and oversight mechanisms associated with accountability. Baez leaves readers with more questions than they might have had prior to reading the book, so that they may re-imagine their own present and future and thus their own forms of self-government.