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This is an authoritative companion that is global in scope, recognizing the presence of African Diaspora artists across the world. It is a bold and broad reframing of this neglected branch of art history, challenging dominant presumptions about the field.Diaspora pertains to the global scattering or dispersal of, in this instance, African peoples, as well as their patterns of movement from the mid twentieth century onwards. Chapters in this book emphasize the importance of cross-fertilization, interconnectedness, and intersectionality in the framing of African Diaspora art history. The book stresses the complexities of artists born within, or living and working within, the African continent, alongside the complexities of Africa-born artists who have migrated to other parts of the world. The group of international contributors emphasizes and accentuates the interplay between, for example, Caribbean art and African Diaspora art, or Latin American art and African Diaspora art, or Black British art and African Diaspora art.The book will be of interest to scholars and students working in art history, the various branches of African studies, African American studies, African Diaspora studies, Caribbean studies, and Latin American studies.

Quality Learning for Positive Ageing explores the views of older adult learners to understand the factors that contribute to ‘quality'in later-life learning and how these relate to wellbeing, positive ageing, and gaining protection against cognitive decline.Through capturing and considering the viewpoints of learners, facilitators and learning organisations, the author outlines the specific characteristics of quality that they associate with informal learning and how it can be enhanced through the adoption of simple strategies. Key topics covered include the implications of an increasing ageing population and barriers to older people learning as well as the cognitive, mental wellbeing, health, and social benefits of learning in later life. Illustrated throughout with vignettes of real later-life learners, this thought-provoking text unpicks how learners can maximise the benefits of learning in later life for themselves, how tutors can create learning opportunities that embody the characteristics of quality for them, and how providers can offer an environment that simply allows quality learning to flourish.This accessible and comprehensive text will be of great interest to researchers of gerontology and ageing, educational gerontology, adult education, and lifelong learning as well as those engaged in dementia research.

Architecture's Disability Problem explores the intersection of architecture and disability in the United States from the perspective of professional practice. This book uncovers why, despite the profound effect of the Americans with Disabilities Act on the architectural profession, there has been so little interest in design for disability in mainstream architecture. To counter this, the book investigates alternative approaches to designing with disability, through three case studies. These showcase both buildings and how design processes driven by disabled people shape design and professional roles.Combining historical research, formal and discourse analysis, and interviews with people who design, construct, use buildings, and advocate for access, the book develops a social understanding of how the buildings work at functional, affective, and symbolic levels. Architecture's Disability Problem is aimed at three primary readers: practicing architects, architectural scholars, and members of disability scholar-activist communities. Grounded in detailed design studies, the author hopes to unearth the social meaning-making of architecture related to disability. Ultimately, the book makes an argument for a focus on disability in its own right—as well as on the body—in place of the dominance of formal, object-oriented approaches.This book presents and argues for a fundamental shift in the way architectural education, policy, and practice views and engages with disability. It will be key reading for students, researchers, practitioners and policy-makers.

Critical Thinking provides language teachers with a dynamic framework for encouraging critical thinking skills in explicit, systematic ways during their lessons.With the proliferation of fallacious arguments,'fake news,'and untrustworthy sources in today's multimedia landscape, critical thinking skills are vital not only in one's native language, but also when engaged in the task of language learning. Written with the language teacher in mind, this book provides a springboard for teaching critical thinking skills in multicultural, multilingual classrooms. Suitable for graduate students, in-training teachers, and language curriculum developers interested in purposeful applications of critical thinking pedagogy for the second-language classroom, this volume presents classroom activities, suggestions for lesson planning, and ideas for researching the impact of critical thinking activities with second-language learners.This book is ideal as an invaluable resource for teacher-directed classroom investigations as well as graduate dissertation projects.ELTons 2024 Finalist: Innovation in Teacher Resources. A detailed description of the book can be accessed trough this 30 second video: https://1drv.ms/v/s!AhpTIkQv9ubFgYAkZw_UYt6qg3mItw?e=DmqXaR

Conflict management and harmony building are two key issues of intercultural communication research and merit particular attention in the globally interconnected world. In the expanded second edition, the book explores the effective ways to manage intercultural conflict and develop intercultural harmony, and takes an interdisciplinary approach to address the two issues.The book begins with the theoretical perspectives on conflict management and harmony building. It examines intercultural communication ethics, diversity and inclusion, conflict resolution, conflict face negotiation, and intercultural competence. It presents both Western and non-Western perspectives. The book then addresses in its second section conflict management and harmony building in specific contexts. These include communication in intergenerational relationships, multinational corporations, and virtual spaces, and covers a range of national cultures including the USA, Japan, Germany, and China.Drawing on the current research findings, this book covers the major theoretical perspectives and provides for a wide range of discussions on intercultural conflict management. It is a crucial reference for teachers, students, researchers, and practitioners alike.

Winner of the 2024 American Educational Research Association (AERA) Division I Outstanding Research Publication AwardThis comprehensive handbook offers a broad overview of contemporary research on engineering education and its practical application. Over the past two decades, the field of engineering education research (EER) has become a vibrant and impactful community with new journals, conferences, and doctoral and research programs established across the globe. The increased interest in this area has helped improve the education and training of the next generation of engineers, as well as supporting growth in the use of technology for teaching and learning, increased attention to broadening participation, diversity and inclusion in the field, and a wide international expansion of the field.Drawing on the work of 100 expert contributors from over 20 countries, this volume covers both emergent and established areas of research within engineering education, giving voice to newcomers to the field as well as perspectives from established experts. Contents include: Sociocognitive and affective perspectives on engineering education. Technology and online learning in engineering education. Cultural and ethical issues including diversity, equity, and inclusion in engineering education. Curriculum design, teaching practices, and teacher education at all levels. Research methods and assessment in engineering education. This book offers an innovative and in-depth overview of engineering education scholarship and practice, which will be of use to researchers in engineering education, engineering educators and faculty, teacher educators in engineering education or STEM education, and other engineering and STEM-related professional organizations.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This book provides a timely reconceptualization of Zimbabwe's anti- colonial liberation struggle, resisting simple binaries in favour of more nuanced, critical analysis.Most historiographies characterize Zimbabwe's liberation struggle as being defined by simple bifurcations along racial, ethnic, class and ideological perspectives. This book argues that the nationalist struggle is far more complex than such simple configurations would suggest, and that many actors have been overlooked in the analysis. The book broadens our understanding by analysing the roles of a wide range of political figures, organizations, and members of the military, as well as the media and the often overlooked part that women played. Over the course of the book, the contributors also reflect on the ways in which revolutionary figures have been repainted as “sellouts”, in particular by the ZANU PF ruling party, and what that means for the country's interpretation of their recent past.Highlighting in particular, the expertise of leading scholars from within Zimbabwe, across a range of disciplines, this book will be of interest to researchers of African history, politics and postcolonial studies.

This timely and accessible book offers engaging guidance to teachers of second language students on teaching creative writing in their classrooms. Creative writing is a tool that can inspire second language learners to write more, play with language, and enjoy and improve not only their writing, but also their speaking, listening, and reading skills. Addressing the expectations and perceptions of writing in another language, Thorpe demonstrates how to foster successful creative writing environments and teach and assess creative writing in a way that is tailored to the distinct needs of non-native speakers. Covering key topics such as cultural storytelling, voice, genre, and digital composition, assessment, and more, Thorpe shares successful creative writing instructional practices informed by current research in creative writing and second language education. Each chapter includes insights, advice, and student examples that can help new teachers take their first steps in more reflective second language creative writing classroom.An invaluable resource for instructors of non-native students and an ideal text for pre-service teachers in courses in TESOL, writing instruction, and applied linguistics, this book invites you to use creative writing not only as a successful method for teaching L2 writing, but also as a way to improve student motivation and output, for more effective language learning.

Legal Data and Information in Practice provides readers with an understanding of how to facilitate the acquisition, management, and use of legal data in organizations such as libraries, courts, governments, universities, and start-ups.Presenting a synthesis of information about legal data that will furnish readers with a thorough understanding of the topic, the book also explains why it is becoming crucial that data analysis be integrated into decision-making in the legal space. Legal organizations are looking at how to develop data-driven insights for a variety of purposes and it is, as Sutherland shows, vital that they have the necessary skills to facilitate this work. This book will assist in this endeavour by providing an international perspective on the issues affecting access to legal data and clearly describing methods of obtaining and evaluating it. Sutherland also incorporates advice about how to critically approach data analysis.Legal Data and Information in Practice will be essential reading for those in the law library community who are based in English-speaking countries with a common law tradition. The book will also be useful to those with a general interest in legal data, including students, academics engaged in the study of information science and law.

The Handbook of Critical Literacies aims to answer the timely question: what are the social responsibilities of critical literacy academics, researchers, and teachers in today's world? Critical literacies are classically understood as ways to interrogate texts and contexts to address injustices and they are an essential literacy practice. Organized into thematic and regional sections, this handbook provides substantive definitions of critical literacies across fields and geographies, surveys of critical literacy work in over 23 countries and regions, and overviews of research, practice, and conceptual connections to established and emerging theoretical frameworks. The chapters on global critical literacy practices include research on language acquisition, the teaching of literature and English language arts, Youth Participatory Action Research, environmental justice movements, and more. This pivotal handbook enables new and established researchers to position their studies within highly relevant directions in the field and engage, organize, disrupt, and build as we work for more sustainable social and material relations. A groundbreaking text, this handbook is a definitive resource and an essential companion for students, researchers, and scholars in the field.

This 26-volume set is a wide-ranging, time- and subject-spanning examination of the phenomenon of political protest. What drives people to take to the streets, and how do their governments respond? These questions and many more are analysed in areas as varied as sixteenth-century German peasant uprisings, revolutionary Russians at the Paris Commune, women protesting nuclear weapons at Greenham Common, and the role Christianity played in protests across the ages. An impressive reference resource, this set also looks at the policing of protests and official responses to them.

Transformative approaches to teaching and learning have become ubiquitous in education today. Researchers, practitioners and commentators alike often claim that a truly worthwhile education should transform learners in a profound and enduring way. But what exactly does it mean to be so transformed? What should teachers be transforming students into? Should they really attempt to transform students at all? The Transformative Classroom engages with these questions left open by the vast discussion of transformative education, providing a synthetic overview and critique of some of the most influential approaches today. In doing so, the book offers a new theory of transformative education that focuses on awakening and facilitating students'aspiration. Drawing on important insights from ethics, psychology, and the philosophy of education, the book provides both conceptual clarity and concrete practical guidance to teachers who hope to create a transformative classroom.This book will be of great interest for academics, K-12 teachers, researchers and students in the fields of curriculum and instruction, teaching and learning, adult education, social justice education, educational theory and philosophy of education.

This monograph analyses Zadie Smith's White Teeth, On Beauty, NW, The Embassy of Cambodia, and Swing Time as trauma fictions that reveal the social, cultural, historical, and political facets of trauma. Starting with Smith's humorous critique of psychoanalysis and her definition of original trauma, this volume explores Smith's challenge of Western theories of trauma and coping, and how her narratives expose the insidiousness of (post)colonial suffering and unbelonging. This book then explores transgenerational trauma, the tensions between remembering and forgetting, multidirectional memory, and the possibilities of the ambiguities and contradictions of the postcolonial and diasporic characters Smith depicts. This analysis discloses Smith's effort to ethically redefine trauma theory from a postcolonial and decolonial standpoint, reiterates the need to acknowledge and work through colonial histories and postcolonial forms of oppression, and critically reflects on our roles as witnesses of suffering in global times.

This book reinvigorates the governmentality debate in International Relations (IR) by stressing the interconnectedness between governmentality and globality.It addresses a widening gap in the social sciences and humanities by reconciling Michel Foucault's concept of'governmentality'with global politics. The volume assembles leading scholars who draw attention to the importance of approaching governmentality in IR from the perspective of globality, and thereby suggests to consider governmentality and globality as fundamentally entangled. Accordingly, the contributors engage in a multifaceted debate about the relationship of governmentality and globality, relating their views to the proposition that globality cannot be equated with the international level and should rather be considered as a genuine context of its own requiring distinct consideration. The book builds on the increasing importance and popularity of governmentality studies, not only by updating Foucault's concepts at a theoretical level, but also by introducing novel empirical problems and practices of global governmentality that have not hitherto been explored in IR. With a wide theoretical and empirical range, it is relevant not only to IR in general and International Political Sociology in particular, but to any student or practitioner in political science, political theory, geography, sociology, or the humanities.

Stress, Well-Being, and Performance in Sport provides the first comprehensive and contemporary overview of stress in sport and its implications on performance and well-being. It explores how athletes', coaches', and support staffs'performance can be enhanced while simultaneously optimizing their well-being in contemporary sport.Divided into four sections following the stress process, Stress, Well-Being, and Performance in Sport covers key topics including: Appraising and coping with stress in sport Responses to and outcomes of stress in sport Moderators of the stress process in sport Stress management to promote thriving in sport Bringing together theory and practice, each chapter discusses conceptual and theoretical issues, current research, and innovative practical implications. Written by scholars around the globe, Stress, Well-being, and Performance in Sport offers an international perspective. It is important reading for students of sport psychology as well as coaches, athletes, and support staff.

This set offers a wide range of primary source material spanning several centuries of religious experience in the United States. The material is grouped thematically and chronologically with a critical apparatus which includes a substantial introductory essay giving an overview of the subject, a chronology, and bibliographies.

Adult education has never been more important or urgent than it is today Few educators have had the impact on adult education of Griff Foley. Professor Peter McLaren, University of California, Los Angeles This timely and valuable book makes an important contribution to our understanding of key recent developments in adult education and their significance. Reflecting the increasingly global nature of scholarship in the field, well-respected international contributors analyse issues facing practitioners today, and consider how these can be most positively embraced to further the international cause of adult learning and social justice. Janet Hannah, University of NottinghamLearning is central to all aspects of human life, and failure to learn brings dire consequences. As our world becomes more integrated and complex, adult learning has become more important. Dimensions of Adult Learning offers a broad overview of adult learning in the workplace and community. Written by a team of international experts, it introduces the core skills and knowledge which underpin effective practice. It examines adult education policy and research, and highlights the social nature of adult learning. It also examines adult learning in different contexts: on-line learning, problem-based learning, organisational and vocational learning.Dimensions of Adult Learning is an essential reference for professionals and students.Griff Foley is Research Associate in Adult Education at the University of Technology, Sydney. He is author of Learning in Social Action and Strategic Learning.

In the spirit of Ivan Illich's 1968 speech ‘To hell with good intentions', the book takes aim at a ubiquitous form of contemporary ideology, namely the concept of global citizenship. Its characteristic discourse can be found inhabiting a nexus of four complexes of ‘ruling'institutions, namely universities with their international service learning, the United Nations and allied international institutions bent on global citizenship education, international non-governmental organizations and foundations promoting social entrepreneurship, and global corporations and their mouthpieces pitching corporate social responsibility and sustainable development. The question is: in the context of Northern or Western imperialism and US-led, neoliberal, global, corporate capitalism, and the planetary Armageddon they are wringing, what is the concept of global citizenship doing for these institutions? The studies in the book put this question to each of these four institutional complexes from broadly political-economic and post-colonial premises, focusing on the concept's discursive use, against the background of the mounting production of the global non-citizen as the global citizen's ‘other'. Addressed to all users of the concept of global citizen(ship) from university students and faculty in global studies to social entrepreneurs and United Nations bureaucrats, the book's studies ultimately ask whether the idea helps or hinders the global quest for social and economic justice.

When it was originally published in 1982, this book presented pioneering new research into the everyday life of the German working class in the crucial decades between the accession of Kaiser Wilhelm II and the Nazi seizure of power. The authors document working-class attitudes to bourgeois convention, authority and the law in the German Empire and the Weimar Republic. The book includes studies of industrial sabotage, pilfering at work, working-class drinking habits, illegitimate motherhood and the violence of adolescent ‘cliques'in pre-Hitlerian Berlin.

The volumes in this set, originally published between 1964 and 2002, draw together research by leading academics in the area of higher education, and provide a rigorous examination of related key issues. The volume examines the concepts of learning, teaching, student experience and administration in relation to the higher education through the areas of business, sociology, education reforms, government, educational policy, business and religion, whilst also exploring the general principles and practices of higher education in various countries. This set will be of particular interest to students and practitioners of education, politics and sociology.

Despite the prevalence of behavioral research conducted through genetic studies, there is an absence of literature pertaining to the genetics of motor behavior. Genetics and the Psychology of Motor Performance is the first book to integrate cutting-edge genetic research into the study of the psychological aspects of motor learning and control.The book's central line of enquiry revolves around the extent to which psychological factors central to motor proficiency – including personality, emotion, self-regulation, motivation, and perceptual-cognitive skills – are acquired or inherited. It explains how these factors affect motor performance, distilling the latest research into their genetic underpinnings and, in doing so, assessing the magnitude of the role genetics plays in the stages of motor development, from early proficiency through to expertise.Written by leading experts in the genetics of human performance and exercise psychology, and thoroughly illustrated throughout, Genetics and the Psychology of Motor Performance is a crucial resource for any upper-level student or researcher seeking a deeper understanding of motor learning. It is an important book for anyone studying or working in exercise psychology, motor development, exercise genetics, or exercise physiology more broadly.

How do archaeologists make knowledge? Debates in the latter half of the twentieth century revolved around broad, abstract philosophies and theories such as positivism and hermeneutics which have all but vanished today. By contrast, in recent years there has been a great deal of attention given to more concrete, practice-based study, such as fieldwork. But where one was too abstract, the other has become too descriptive and commonly evades issues of epistemic judgement.Writing the Past attempts to reintroduce a normative dimension to knowledge practices in archaeology, especially in relation to archaeological practice further down the ‘assembly line'in the production of published texts, where archaeological knowledge becomes most stabilized and is widely disseminated. By exploring the composition of texts in archaeology and the relation between their structural, performative characteristics and key epistemic virtues, this book aims to move debate in both knowledge and writing practices in a new direction.Although this book will be of particular interest to archaeologists, the argument offered has relevance for all academic disciplines concerned with how knowledge production and textual composition intertwine.

Originally published in 1972, The University and British Industry examines the lively and controversial relationship between British industry and the university. The book looks at the impact of industry on the development of British universities from the 1850s to the 1970s, and with contribution from the universities to industry through scientific research and the supply of graduate skills. The book argues that the close involvement of the universities and industry has been one of the chief beneficial forces shaping the British universities movement in the last hundred years. It gives an account of the changes which took place within the universities to make them more suitable for industries purposes, describing for example the early rise of the English civic universities, strongly financed by, and closely supporting industry. The book also considers how, during the two world wars, industry became highly reliant on the universities for the war technology, and how, despite the depression between the wars, university research and graduate employment embraced the widening opportunities of the new industries. The book also discusses the expansion of the university in the sixties and points out that industrial motives have merged with those of social justice, posing dilemmas for present and future relations between universities and industry.

This book is a powerful exploration of the role of women in the evolution of African thinking and narratives on development, from the precolonial period right through to the modern day. Whilst the book identifies women's oppression and marginalization as significant challenges to contemporary Africa's advancement, it also explores how new written narratives draw on traditional African knowledge systems to bring deep-rooted and sometimes radical approaches to progress.The book asserts that Africans must tell their own stories, expressed through the complex meanings and nuances of African languages and often conveyed through oral traditions and storytelling, in which women play an important role. The book's close examination of language and meaning in the African narrative tradition advances the illumination and elevation of African storytelling as part of a viable and valid knowledge base in its own right, rather than as an extension of European paradigms and methods. Anthonia C. Kalu's new edition of this important book, fully revised throughout, will also include fresh analysis of the role of digital media, education, and religion in African narratives. At a time when the prominence and participation of African women in development and sociopolitical debates is growing, this book's exploration of their lived experiences and narrative contribution will be of interest to students of African literature, gender studies, development, history, and sociology.

Biocracy, a term invented by physiologist Walter Bradford Cannon, refers to the influence of biological science on society and its public policies. Beginning with the prophetic essay “Biopolitics: Science, Ethics, and Public Policy,†this book addresses various aspects of the relationships among the life sciences, society, and government. Included in the topics considered are some of the more critical issues of our time: the social responses to life science innovations; health and homeostasis as social concepts; the relationship between history and biology and that between the life sciences and the law; biocratic interpretations of ethical behavior and biopolitical conflicts; and the options, risks, and international consequences of biotechnology. Caldwell's book is a collection of articles that he wrote on this subject over a period of twenty-five years. Of the ten chapters, four have previously appeared in scholarly journals but have undergone extensive editorial revisions appropriate to this publication. The remaining six chapters have been presented at various professional meetings but have not hitherto been available in print.

Comparing High-Performing Education Systems provides original insights into the educational structures, ideologies, policies, and practices in Singapore, Shanghai, and Hong Kong. Taking as its basis their global reputation and consistently strong performance in formal assessments, the author provides an in-depth analysis and comparison of these three education systems that draws on cutting-edge research. Chapters explore the dominant cultural and educational norms in Singapore, Shanghai, and Hong Kong to give a wider picture of these high-performing education systems. The performance of students in international large-scale assessments such as Programme for International Student Assessment (PISA), Trends in International Mathematics and Science Study (TIMSS), and Progress in International Reading Literacy Study (PIRLS) is considered, alongside an exploration of attitudes to schooling, tutoring, and assessment. The book shows how Singapore, Shanghai, and Hong Kong exemplify an East Asian Educational Model (EAEM). Such a model – is rooted in and shaped by Confucian habitus: unconscious and ingrained worldviews, dispositions, and habits that reflect the standards of appropriateness in a Confucian Heritage Culture; aspires high performance: a balance between academic excellence and holistic development; and utilises educational harmonisation: the art of bringing together different and contradictory means and ends to achieve desired educational outcomes. Informative and thought-provoking, this book is a useful reference for policymakers, researchers, educators, and general readers on high-performing education systems, school reforms in East Asia, Confucian influences on education, and cross-cultural policy learning and transfer.

The Routledge Handbook of Translation and Pragmatics provides an overview of key concepts and theory in pragmatics, charts developments in the disciplinary relationship between translation studies and pragmatics, and showcases applications of pragmatics-inspired research in a wide range of translation, spoken and signed language interpreting activities.Bringing together 22 authoritative chapters by leading scholars, this reference work is divided into three sections: Influences and Intersections, Methodological Issues, and Applications. Contributions focus on features of linguistic pragmatics and their analysis in authentic and experimental data relating to a wide range of translation and interpreting activities, including: news, scientific, literary and audiovisual translation, translation in online social media, healthcare interpreting and audio description for the theatre. It also encompasses contributions on issues beyond the level of the text that include the study of interpersonal relationships in practitioner networks and the development of pragmatic competence in interpreter training. Each chapter includes many practical illustrative examples and a list of recommended reading.Fundamental reading for students and academics in translation and interpreting studies, this is also an essential resource for those working in the related fields of linguistics, communication and intercultural studies.

The Routledge Handbook of Social Work Theory provides an interdisciplinary and international introduction to social work theory. It presents an analytical review of the wide array of theoretical ideas that influence social work on a global scale. It sets the agenda for future trends within social work theory.Separated into four parts, this handbook examines important themes within the discourses on social work theory, as well as offering a critical evaluation of how theoretical ideas influence social work as a profession and in practice. It includes a diverse range of interdisciplinary topics, covering the aims and nature of social work, social work values and ethics, social work practice theories and the use of theory in different fields of practice. The contributors show how and why theory is so important to social work and analyze the impact these concepts have made on social intervention.Bringing together an international team of leading academics within the social work field and newer contributors close to practice, this handbook is essential reading for all those studying social work, as well as practitioners, policymakers and those involved in the associated fields of health and social care.

Originally published in 1973 Knowledge, Education and Cultural Change surveys the present state of the field of the sociology of education. The book addresses the claim that much of the research in the sociology of education should be extended to issues of wider theoretical significance, the book provides theoretically informed analysis of situations or processes, developing new theoretical perspectives and concepts. The papers also reflect the appropriate theoretical framework for the sociology of education. Underpinning this framework, it looks at the importance of social stratification, arguing that too much work in the sociology of education is carried out using oversimplified models.

Post/Colonialism and the Pursuit of Freedom in the Black Atlantic is an interdisciplinary collection of essays of wide historical and geographic scope which engages the legacy of diaspora, colonialism and slavery. The contributors explore the confrontation between Africa's forced migrants and their unwelcoming new environments, in order to highlight the unique individual experiences of survival and assimilation that characterized Atlantic slavery. As they focus on the African or Afro-diasporan populations under study, the chapters gauge the degree to which formal independence, coming out of a variety of practices of opposition and resistance, lasting centuries in some cases, has translated into freedom, security, and a'good life.'By foregrounding Hispanophone, Lusophone, and Francophone African and Afro-descendant concerns, over and against an often Anglo-centric focus in the field, the book brings a more representative approach to the area of diaspora or Black Atlantic studies, offering a more complete appreciation of Black Atlantic cultural production across history and across linguistic barriers.

The volumes in this set, originally published between 1969 and 2001, is comprised of original books published in conjunction with the British Sociological Association. The set draws together original research by leading academics based on study groups and conference papers, in the areas of youth, race, the sociology of work, gender, social research, urban studies, class, deviance and social control, law, development, and health. Each volume provides a rigorous examination of related key issues. This set will be of particular interest to students and academics in the field of sociology, health and social care, gender studies and criminology respectively.

Published in 1999, this work suggests that widening participation is not just about changing learner expectations; it is also about changing institutional expectations and practices.'Higher'learning, for example, should include a broader, more inclusive range of knowledge and ways of knowing than at present and criteria for learning achievement should include assessment of'citizenship'as well as linear outcomes.

Making use of the formerly secret archives of the Soviet government, interviews, and first-hand personal experiences, Nathaniel Davis describes how the Russian Orthodox Church hung on the brink of institutional extinction twice in the past sixty-five years. In 1939, only a few score widely scattered priests were still functioning openly. Ironically, Hitler's invasion and Stalin's reaction to it rescued the church -- and parishes reopened, new clergy and bishops were consecrated, a patriarch was elected, and seminaries and convents were reinstituted. However, after Stalin's death, Khrushchev resumed the onslaught against religion. Davis reveals that the erosion of church strength between 1948 and 1988 was greater than previously known and it was none too soon when the Soviet government changed policy in anticipation of the millennium of Russia's conversion to Christianity. More recently, the collapse of communism has created a mixture of dizzying opportunity and daunting trouble for Russian Orthodoxy. The newly revised and updated edition addresses the tumultuous events of recent years, including schisms in Ukraine, Estonia, and Moldova, and confrontations between church traditionalists, conservatives and reformers. The author also covers battles against Greek-Catholics, Roman Catholics, Protestant evangelists, and pagans in the south and east, the canonization of the last Czar, the church's financial crisis, and hard data on the slowing Russian orthodox recovery and growth. Institutional rebuilding and moral leadership now beckon between promise and possibility.

David Martin is a pioneer of a political sociology of religion that integrates a combined analysis of nationalism and political religions with the history of religion. He was one of the first critics of the so-called secularization thesis, and his historical orientation makes him one of the few outstanding scholars who have continued the work begun by Max Weber and Emile Durkheim. This collection provides the first scholarly overview of his hugely influential work and includes a chapter written by David Martin himself. Starting with an introduction that contextualises David Martin's theories on the sociology of religion, both currently and historically, this volume aims to cover David Martin's lifework in its entirety. An international panel of contributors sheds new light on his studies of particular geographical areas (Britain, Latin America, Scandinavia) and on certain systematic fields (secularization, violence, music, Pentecostalism, the relation between sociology and theology). David Martin's concluding chapter addresses the critical points raised in response to his theories. This book addresses one of the key figures in the development of the sociology of religion, and as such it will be of great interest to all scholars of the sociology of religion.

This volume traces the work of trecento historians of the Mezzogiorno, analyzing it through current methodological and theoretical frameworks. Questioning the current consensus, the book examines how the South as a cultural'other'began evolving over the fourteenth century, and reconsiders the nineteenth-century'Southern Question'concerning the Mezzogiorno's history, culture and people and its lingering negative image in Europe and America. It also focuses on specific histories, authors and historiographical issues, and reviews how new understandings of the Mediterranean have begun to alter our perceptions of the South in a new global context and as the basis for new historical research.

Ninian Smart came to public prominence as the founding Professor of the first British university Department of Religious Studies in the late 1960s. His pioneering views on education in religion proved hugely influential at all levels, from primary schools to academic teaching and research. An unending string of publications, many of them accessible to the general public, sustained a reputation that became worldwide. Here, for the first time, a selection of Ninian Smart's wide-ranging writings is organised systematically under a set of categories which both comprehend and also illuminate his varied output over a career spanning half a century. The editor, John Shepherd, was Principal Lecturer in Religion and Philosophy at the University of Cumbria. He first met Smart as a postgraduate student, and recently helped establish the Ninian Smart Archive at the University of Lancaster.

This title was first published in 2000. Emanating from a two year action research project aimed at devising higher education courses for excluded social groups, this book examines ways in which UK higher education can be accessed and valued by adults who have previously been excluded. It also explores the topical argument that education contributes to building social as well as human capital - a necessary feature of citizenship and sustainable communities.

The official publication of the National Conference of Black Political Scientists, this annual publication includes significant scholarly research reflecting the diverse interests of scholars from various backgrounds who use a variety of models, approaches, and methodologies. The central focus is on politics and policies that advantage or disadvantage groups because of race, ethnicity, sex, or other such factors. The research is performed in a variety of contexts and settings. This third volume includes an introductory note by the editor, Lucius J. Barker, in which he assesses the performance of the Journal in defining a'different political science'and a note by incoming editor Matthew Holden, Jr. outlining topics and agendas for future volumes. Feature articles include'Reconceptualizing Urban Violence';'Political Science and the Black Political Experience';'The Impact of At-Large Elections on the Representation of Black and White Women';'State Responses to Richmond v. Croson: A Survey of Equal Opportunity Officers';'Media in Warsaw Pact States: Explanations of Crisis Coverage'; and'Presence of Immigrants and National Front Vote: The Case of Paris (1984-1990).'The Book Review Section includes review essays on East European research, black urban politics, and the political reincorporatlon of southern blacks, and regular book reviews on minority groups and American political culture and other areas.

In this book David Martin brings together a coherent summary of his many years of ground-breaking academic work on the sociology of religion. Covering key and contentious areas from the last half-century such as secularisation, religion and violence, and the global rise of Pentecostalism, it presents a critical recuperation of these themes, some of them first initiated by the author, and a review of their reception history. It then reviews that reception history in a way that discusses not only the subjects themselves, but also the academic practices that have surrounded them. As such, this collection is vital reading for all academics with an interest in David Martin's work, as well as those involved with the sociology of religion and the study of secularisation more generally.

Winner of first Prize in the BAFTSS Best Edited Collection competition, this volume examines how different generations of women work within the genericity of audio-visual storytelling not necessarily to ‘undo'or ‘subvert'popular formats, but also to draw on their generative force. Recent examples of filmmakers and creative practitioners within and outside Hollywood as well as women working in non-directing authorial roles remind us that women are in various ways authoring commercially and culturally impactful texts across a range of genres. Put simply, this volume asks: what do women who are creatively engaged with audio-visual industries do with genre and what does genre do with them? The contributors to the collection respond to this question from diverse perspectives and with different answers, spanning issues of direction, screenwriting, performance and audience address/reception.

Examines regulatory and other strategies for improving chemical risk management in small enterprises in the European Union. This book considers what supports are necessary to secure the implementation of these strategies and is particularly concerned with the role of chemical product supply as envisaged by REACH.

In spite of the attention that Latin American women writers have attracted in recent years, a book dedicated exclusively to those writers whose work primarily articulates a lesbian perspective was until now missing. The purpose of this book, first published in 1996, is to bring attention to and examine the articulation of lesbian themes, motifs and issues in the works of these writers. It aims to study the problems pertaining to the specific literary representations of lesbianism and to examine the dimensions of a lesbian view in the works. By undertaking the study of the works of these women writers, this book contributes to the recognition and legitimization of a lesbian literary discourse.

In 2008 the first in a series of symposia established a ‘social realist'case for ‘knowledge'as an alternative to the relativist tendencies of the constructivist, post-structuralist and postmodernist approaches dominant in the sociology of education. The second symposium focused on curriculum, and the development of a theoretical language grounded in social realism to talk about issues of knowledge and curriculum. Finally, the third symposium brought together researchers in a broad range of contexts to build on these ideas and arguments and, with a concerted empirical focus, bring these social realist ideas and arguments into conversation with data.Knowledge, Curriculum and Equity: Social Realist Perspectives contains the work of the third symposium, where the strengths and gaps in the social realist approach are identified and where there is critical recognition of the need to incrementally extend the theories through empirical study. Fundamentally, the problem that social realism is seeking to address is about understanding the social conditions of knowledge production and exchange as well as its structuring in the curriculum and in pedagogy. The central concern is with the on-going social reproduction of inequality through schooling, and exploring whether and how foregrounding specialised knowledge and its access holds the possibility for interrupting it. This book consists of 13 chapters by different authors working in Oceania, Asia, Europe, Africa and North America. From very different vantage points the authors focus their theoretical and empirical sights on the assumptions about knowledge that underpin educational processes and the pursuit of more equitable schooling for all.

Nursing in the European Union demonstrates how the European Union (EU) has refashioned the nursing world throughout the Member States via its power in many other policy domains. Volume 1 focused on the EU's impact on nursing education, regulation, and research endeavours. This volume focuses on real-life situations and problems EU nurses face wages, stress, work environments, and dispute resolution and places them in a comparative perspective.In this unique work, Sondra Z. Koff develops a profile of nurses'workplaces, highlighting similarities and diversities, challenges, and nurses'opinions. Though it has limited formal authority in the health and health care sectors, the EU has had a significant impact on the working life of these practitioners in areas such as employment options, industrial relations and their outcomes, organizational and environmental features of nurses'workplaces, collective action, and more.New policies and legalities are regulating the production, distribution, practices, and organization of nursing according to supranational standards. Koff helps to fill a gap in the literature, given the dearth of comparative, cross-national, book-length studies of the nursing profession. By adopting a framework focused on an institution, policies, and politics, Koff addresses these topics from the perspective of multiple actors, both national and international.

Consuming History examines how history works in contemporary popular culture. Analysing a wide range of cultural entities from computer games to daytime television, it investigates the ways in which society consumes history and how a reading of this consumption can help us understand popular culture and issues of representation.In this second edition, Jerome de Groot probes how museums have responded to the heritage debate and how new technologies from online game-playing to internet genealogy have brought about a shift in access to history, discussing the often conflicted relationship between ‘public'and academic history and raising important questions about the theory and practice of history as a discipline. Fully revised throughout with up-to-date examples from sources such as Wolf Hall, Game of Thrones and 12 Years a Slave, this edition also includes new sections on the historical novel, gaming, social media and genealogy. It considers new, ground-breaking texts and media such as YouTube in addition to entities and practices, such as re-enactment, that have been underrepresented in historical discussion thus far.Engaging with a broad spectrum of source material and comparing the experiences of the UK, the USA, France and Germany as well as exploring more global trends, Consuming History offers an essential path through the debates for readers interested in history, cultural studies and the media.

This book examines how critical thinking is regulated in Singapore through the process of what the influential sociologist of education Basil Bernstein termed'pedagogic recontextualization'. The ability of critical thinking to speak to alternative possibilities and individual autonomy as well as its assumptions of a liberal arrangement of society is problematized in Singapore's socio-political climate. By examining how such curricular discourses are taken up and enacted in the classrooms of two schools that cater to very different groups in society, the book foregrounds the role of traditional high-status knowledge in the elaboration of class formation and develops a critical understanding of post-developmental state initiatives linked to the parable of modernization in Singapore.Knowledge, Control and Critical Thinking in Singapore offers chapters on:• Critical Thinking and the Singapore State: Meritocracy, Illiberalism and Neoliberalism • Sacred Knowledge and Elite Dispositions: Recontextualizing Critical Thinking in an Elite School• Power, Knowledge and Symbolic Control: Official Pedagogic Identities and the Politics of RecontextualizationThis book will appeal to scholars in comparative education studies, curriculum studies and education reform. It will also interest scholars engaged in Asian studies who are struggling to understand issues of education policy formation and implementation, particularly in the areas of critical thinking and other knowledge skills.

As Asian education systems increasingly take on a stronger presence on the global educational landscape, of special interest is an understanding of the ways in which many of these states direct their schools towards higher achievement. What is missing, however, are accounts that take seriously the particular construction of the strong, developmental state witnessed across many Asian societies, and that seek to understand the politics and possibilities of curriculum change vis a vis precisely the dominance of such a state. By engaging in analyses based on some of the best current social and cultural theories, and by illuminating the interactions among various state and non-state pedagogic agents, the chapters in this volume account for the complex post-colonial, historical and cultural consciousnesses that many Asian states and societies experience. At a time when much of the educational politics in Asia remains in a state of transition and as many of these states seek out through the curriculum new forms of social control and novel bases of political legitimacy, such a volume offers enduring insights into the real if not also always relative autonomy that schools and communities maintain in countering the hegemonic presence of strong states.

The 2008 international crisis has revived the interest in Keynes's theories and, in particular, on Minsky's models of financial fragility. The core proposition of these theories is that money plays an essential role in modern economies, which is usually neglected in other approaches. This is Keynes's liquidity preference theory, which is also the foundation for Minsky's model, a theory that has been largely forgotten in recent years.This book looks at liquidity preference theory and its most important problems, showing how one should understand the role of money in modern monetary economies. It develops Keynes's and Minsky's financial view of money, relating it to the process of capital accumulation, the determination of effective demand and the theory of output, and employment as a whole.Building on the author's significant body of work in the field, this book delves into a broad range of topics allowing the general reader to understand propositions that have been mistreated in the literature including Keynes and the concept of monetary production economy; uncertainty, expectations and money; short and long period; liquidity preference theory as a theory of asset pricing under uncertainty; asset prices and capital accumulation; Keynes's version of the principle of effective demand; and the role of macroeconomic policy. It will be essential reading for all students and scholars of Post-Keynesian economics.

Based in a holistic exposition and appraisal of Gramsci's writings that are of relevance to education in neoliberal times, this book--rather than simply applying Gramsci's theories to issues in education--argues that education constitutes the leitmotif of his entire oeuvre and lies at the heart of his conceptualization of the ancient Greek term hegemony that was used by other political theorists before him. Starting from this understanding, the book goes on to compare Gramsci's theories with those of later thinkers in the development of a critical pedagogy that can confront neoliberalism in all its forms.

In this wide-ranging book, Elana Michelson invites us to revisit basic understandings of the `experiential learner'. How does experience come to be seen as the basis of knowledge? How do gender, class, and race enter into the ways in which knowledge is valued? What political and cultural belief systems underlie such practices as the assessment of prior learning and the writing of life narratives? Drawing on a range of disciplines, from feminist theory and the politics of knowledge to literary criticism, Michelson argues that particular understandings of `experiential learning'have been central to modern Western cultures and the power relationships that underlie them. Presented in four parts, this challenging and lively book asks educators of adults to think in new ways about their assumptions, theories, and practices: Part I provides readers with a short history of the notion of experiential learning. Part II brings the insights and concerns of feminist theory to bear on mainstream theories of experiential learning. Part III examines the assessment of prior experiential learning for academic credit and/or professional credentials. Part IV addresses a second pedagogical practice that is ubiquitous in adult learning, namely, the assigning of life narratives. Gender, Experience, and Knowledge in Adult Learning will be of value to scholars and graduate students exploring adult and experiential learning, as well as academics wishing to introduce students to a broad range of feminist, critical-race, materialist and postmodernist thinking in the field.