Feminism, Gender and Universities demonstrates the positive and robust impacts that feminism has had on higher education, through the eyes and in the words of the participants in changing political and social processes. Drawing on the ’collective biography’ of leading feminist scholars from around the world and current evidence relating to gender equality in education, this book employs methods including biographies, life histories, and narratives to show how the feminist project to transform women’s lives in the direction of gender and social equality became an educational and pedagogical one. Through careful attention to the ways in which feminism has transformed feminist academic women’s lives, the author explores the importance of education in changing socio-political contexts, raising questions about further changes that are necessary. Delving into the deeper and more ’hidden’ echelons of education, the book examines the contested nature of current managerial or business approaches to university and education, revealing these to be incompatible with feminist thought. A plea for more careful attention to education and the ways in which the processes of knowledge-making influence (and are influenced by) gender and sexual relations, Feminism, Gender and Universities will appeal to scholars across the social sciences with interests in gender, pedagogy and modern academic life.
How did South Africa embrace "non-racialism"? After centuries of white domination and decades of increasingly savage repression, freedom came to South Africa far later than elsewhere in the continent - and yet was marked by a commitment to non-racialism. Nelson Mandela's Cabinet and government were made up of women and men of all races, and many spoke of the birth of a new 'Rainbow Nation'. How did this come about? How did an African nationalist liberation movement resisting apartheid - a universally denounced violent expression of white supremacy - open its doors to other races, and whites in particular? And what did non-racialism mean? This is the real 'miracle' of South Africa: that at the height of white supremacy and repression, black and white democrats - in their different organisations, coming from vastly different backgrounds and traditions - agreed on one thing: that the future for South Africa would be non-racial.
Most Americans would be surprised to learn that their government has declined to join most other nations in UN treaties addressing inadequate housing, poverty, children's rights, health care, racial discrimination, and migrant workers. Yet this book documents how the U.S. has, for decades, declined to ratify widely accepted treaties on these and many other basic human rights. Providing the first comprehensive topical survey, the contributors build a case and specific agendas for the nation to change course and join the world community as a protector of human rights.
Global banking and finance is a complex and specialized field with sector-specific investment forms, subject to distinctive legal and regulatory frameworks and unique types of political risk. This comprehensive guide to international investment protection in the finance and banking sector, written by acknowledged experts in the field of investor-State arbitration, provides the first in-depth discussion of how international investment law applies to investors and investments in the sector. Featuring expert guidance on the key legal protections for cross-border banking and finance investments, with complete and up-to-date coverage of investor-State cases, the analysis crystallizes a set of field-specific legal principles for the sector. In particular, the authors address the following practical aspects of investment protection in the banking and finance sector: how sector-specific forms of investment, such as loans and derivatives, impact the dispute resolution process; types of political risk that cross-border investments in the sector are likely to encounter; distinctive adverse sovereign measures that underlie disputes in the sector, including those from sovereign debt defaults and banking sector bailouts; specific treaty provisions, such as jurisdictional carve-outs and targeted exclusions; remedies available for violations of international investment protections; how monetary damages may be assessed for injury to banking and finance sector investments; the scope of financial services chapters included in certain free trade agreements; the protections available under domestic foreign investment laws; and alternative sources of protection such as political risk insurance and investment contracts. International disputes practitioners and academics, in-house counsel in the finance and banking industries, and arbitrators addressing banking and finance disputes will welcome this book for its practical guidance. With strategies for investors as well as for sovereign States to navigate the intricacies of the investment protection system, the authors’ comprehensive analysis will help ensure appropriate international protection for banking and finance sector investments, both when establishing investments and when resolving disputes. The book lays the groundwork for the future consolidation of international investment protection as a critical tool to manage the political risk confronting global banking and finance.
Since second-wave feminism of the 1970s, women's rights and opportunities in education and employment have increased across the globe, but has equality, whether social, political or legal, really been achieved? In this fascinating book, Miriam E. David, a well-known and influential feminist in higher education, celebrates the achievements of international feminists as activists and scholars. She provides a critique of the expansion of global higher education masking their pioneering zeal and zest for knowledge. Looking at the changing zeitgeist, David contends that feminism has yet to have an enduring influence, despite how generations of women have felt empowered. She illustrates the power of patriarchal social relations and how everyday sexism or misogyny is keenly felt. This impassioned book asks whether a feminist-friendly future is possible, or indeed, desirable.
While local conditions remain at the forefront of writing program administration, transnational activities are slowly and thoroughly shifting the questions we ask about writing curricula, the space and place in which writing happens, and the cultural and linguistic issues at the heart of the relationships forged in literacy work. Transnational Writing Program Administration challenges taken-for-granted assumptions regarding program identity, curriculum and pedagogical effectiveness, logistics and quality assurance, faculty and student demographics, innovative partnerships and research, and the infrastructure needed to support writing instruction in higher education. Well-known scholars and new voices in the field extend the theoretical underpinnings of writing program administration to consider programs, activities, and institutions involving students and faculty from two or more countries working together and highlight the situated practices of such efforts. The collection brings translingual graduate students at the forefront of writing studies together with established administrators, teachers, and researchers and intends to enrich the efforts of WPAs by examining the practices and theories that impact our ability to conceive of writing program administration as transnational. This collection will enable writing program administrators to take the emerging locations of writing instruction seriously, to address the role of language difference in writing, and to engage critically with the key notions and approaches to writing program administration that reveal its transnationality.
Developing the Global Student addresses the question of how students of higher education can emerge from their university life better equipped to dwell more effectively, ethically, and comfortably amidst the turmoils of a globalizing world. It does this from a number of theoretical perspectives, illustrating the nature of the personal and educational challenges facing the individual student and the teaching professional. The book explores the massive social changes wrought by the technologies and mobilities of globalization, particularly how present and future generations will relate to, work with and dwell alongside the global other. It outlines a range of social, psychological and intercultural perspectives on human tendencies to seek out comfort among communities of similitude, and illustrates how the experience of life in a global era requires us to transcend the limits of our own biographies and approach university education as a matter of knowledge deconstruction and identity reconstruction, rather than reproduction. This book brings these considerations directly into the daily business of higher education by drawing out the implications for practice at a number of levels. It examines: the implications of a globally interconnected world and individual biographies for the design of the curriculum; a holistic view of learning in the context of the need to develop the global self; what the impact on non-academic practice will be if universities as institutions are to enable these changes; ways in which the broader student community can transform to offer an experience which is more supportive of the development of global selves. Linking theoretical perspectives to present a model of learning as change, this book will be of great interest to those working in higher education, and particularly to anyone involved in policy design and the delivery of the student experience.
This fascinating book describes and analyses the development of competition law in South Africa, promoting a deeper understanding of the development of this foundational economic law within its specific national, social and economic context. Enforcing Competition Rules in South Africa is a clear and insightful account of the establishment and first decade of one of the most successful competition law institutions to have mushroomed over the past 15 years. David Lewis believes that, while there is much to learn from international scholarship and jurisprudence and from participation in the various multinational initiatives in this field, competition law and its institutions have to be understood within their national economic and social contexts. Drawing strongly on case law and enforcement experiences, this book will appeal to academics, researchers and practitioners of competition law and economics.
* How are 'race' and racism implicated in education policy and practice? * What does effective antiracism look like in practice? * How can teachers and school students be encouraged to think critically about their racialized assumptions and actions? In exploring these questions David Gillborn makes a vital contribution to the debate on 'race' and racism in education. He focuses on racism in the policy, research, theory and practice of education, and includes the first major study of antiracism at the level of whole-school management and classroom practice. The voices of teachers and school students bring the issues to life, and illustrate the daily problems of life in urban schools. This is a fascinating picture of the key matters facing managers, classroom teachers and their students as schools struggle to develop strong and workable approaches to anti-racist education. It is accompanied by a critical review of current debates and controversies concerning 'race', ethnicity and identity. Arguing for a critical return to the concept of 'race', Racism and Antiracism in Real Schools represents an important addition to the literature on the theory and practice of education in a racist society.
Intercultural higher education has the potential to enable diverse students in diverse contexts to lead lives they have reason to value in a multicultural and globalizing world. The internationalization of higher education has become a significant site of change, driven by, and contributing to, globalization. So much so that global higher education has the potential to increase collaboration or conflict across the borders of human diversity. As educators seek to better understand and develop the ways in which our universities provide appropriate learning, Developing Intercultural Practice brings perspectives from international education communities together to provide clear guidance on the effective enhancement of these dimensions of academic practice. Exploring the emergence of the post-national university and situating academic development as critical practice, Developing Intercultural Practice considers how globally distributed, multicultural students and faculty, at home, overseas, and online, can develop reciprocal and collaborative learning. Chapters cover areas such as: Internationalization, intercultural, and equitable practice Academic development and internationalization Deficit modelling and the value of diversity Norms and rituals of academic cultures Modelling intercultural academic development Developing Intercultural Practice is essential reading for faculty developers, leaders in learning and teaching, and all academics concerned to ensure their practice is relevant to their students and the worlds into which they will graduate.
The health of human populations around the world is constantly changing and the health profiles of most nations in the early twenty-first century global health landscape are unrecognizable compared with those of just a century ago. This book examines and explains these health changes and considers likely future patterns and changes. While the overall picture charted is one of progress and improvement, certain unfortunate regressions and stubbornly persistent health inequalities are equally shown to be part of the evolving patterns of global health. The chapters of the book are organized in three major parts: The first part introduces readers to the principal concepts of global health, and to the idea of populations having distinctive health profiles. In particular, it explores how those profiles can be measured, and how they change, using the umbrella concepts and theories of epidemiological and health transition. Building on the first section, the second part focuses on the evolution of health states, as well as paying particular attention to the reasons for the many subnational inequalities in global health. It also examines health challenges such as the continuing infectious disease burden and current emerging ‘epidemics’. The final part transports readers from the current health scene to future possible and probable health scenarios, acknowledging the challenges presented by global environmental change, as well as issues centred around geopolitics and human security. Using clear and original explanations of complex issues, this text makes extensive use of boxed case studies and international examples, with thought-provoking discussion questions posed for readers at the end of each chapter. Global Health is essential reading for students of global health, public health and development studies.
This is a searingly honest book by someone who really knows his subject. Goodman is sympathetic to the attempts at transformation in my beloved motherland. The message of this book applies just as easily to the United States, where the fault lines run very deep, too. And the U.S. has been trying to solve these problems a great deal longer than the new South Africa."—Archbishop Desmond Tutu "David Goodman's vivid, intensely personal, and unobtrusively erudite book is irresistible reading for anyone who cares about South Africa."—Adam Hochshild, author of King Leopold's Ghost "A gem of a book. An excellent introduction to the intricacies of South African politics and society."—Gail M. Gerhart, Foreign Affairs "A sequence of truths shown through the lives of eight contrasted citizens, this book reveals our new South Africa with the startling accuracy of flashes of lightning on a stormy night—and with the apartheid storm over, a remarkable rainbow of hope can be seen."—Donald Woods, author of Biko
Diversities in Education is a challenging text that will help educators, teacher educators and trainee teachers to be more effective in teaching a range of diverse learners. It covers five major categories of difference: sex and gender; social class and socio-economic status; race, ethnicity and culture; beliefs and religion; and different abilities and asks the urgent questions all policy-makers, educators and students should consider: Why should we value diversity and human rights? How can inclusive education accommodate diversity? How do society’s aspirations for cohesion and harmony impact on people who are different? What meanings are given to differences, culturally and historically? Should educators seek to accentuate, eliminate, reduce or ignore differences? By drawing attention to the latest research into the most effective educational policies and practices, this insightful book suggests strategies for meeting the challenges being posed in an era of superdiversity. It’s a crucial read for any training or practising educator who wants to address the issue of diversity, learn effective ways to reach all learners and create more inclusive and harmonious societies.
The Inventory of Marriage and Family Literature provides a systematic listing of current periodical literature on family studies. Volume X reviews English language literature, published in 1983, covering this subject; its survey is interdisciplinary, non-evaluative and comprehensive. It will be of use to all those whose concerns are marriage and the family: social and welfare workers, sociologists, social psychologists, marriage guidance counsellors, those interested in women's studies and family history. `If David Olson had done nothing else, his contribution as the continuing senior co-editor of the Inventory would earn him an honored place in the hall of fame of family scholars. (This series) remains in my opinion
Critical legal geography is practised by an increasing number of scholars in various disciplines, but it has not had the benefit of an overarching theoretical framework that might overcome its currently rather ad hoc character. The Spatial, the Legal and the Pragmatics of World-Making remedies this situation. Presenting a balanced convergence of contemporary socio-legal and critical geographic scholarship, David Delaney offers a ground-breaking contribution to the fast growing field of legal geography. Drawing on strands of critical social studies that inform both of these areas, this book has three primary components. First, it introduces a framework of interpretation and analysis centred on the productive neologisms ‘nomosphere’ and ‘nomoscapes’. Nomosphere refers to the cultural-material environs that are constituted by the reciprocal materialization of ‘the legal’ and the legal signification of the ‘socio-spatial'. Nomoscapes are the spatio-legal expression and the socio-material realization of ideologies, values, pervasive power orders and social projects. They are extensive ensembles of legal spaces within and through which lives are lived and, here, these neologisms are related to the more familiar notions of governmentality and performativity. Second, these neologisms are explored and applied through a series of illustrations and extensive case studies. Demonstrating their utility for scholars and students in relevant disciplines, these ‘empirical’ studies concern: the public and the private; property and land tenure; governance; the domestic and the international; and legal-spatial confinements and containments. Third, these studies contribute to an ongoing theorization of the experiential, situated pragmatics of ‘world-making'. The role of nomospheric projects and counter-projects, techniques and operations is therefore emphasized. Much of what is experientially significant about how the world is as it is and what it’s like to be in the world directly implicates the dynamic interplay of space, law, meaning and power. The Spatial, the Legal and the Pragmatics of World-Making provides the interpretive resources necessary for discerning and understanding the practices and projects involved in this interplay.
This influential book makes sense of abstract debates about the nature of law and the rule of law by situating them in the real-world context of apartheid-era South Africa. The new edition examines the transformation in South Africa since the end of apartheid, and the shift in debates surrounding the rule of law post 9/11.
This revised and updated second edition of Comparative and International Education: An Introduction to Theory, Method and Practice provides a comprehensive and authoritative introduction to the key themes, definitions and approaches in this important field. It covers the history, theory, and methods of comparative and international education, as well as the relationship with education and national development, and outlines what we can learn from comparative studies. Clear explanations are complemented with examples of real research in the field including work on policy borrowing, learner-centred pedagogy and university internationalization.
Urban areas in the Global South now house most of the world’s urban population and are projected to house almost all its increase between now and 2030. There is a growing recognition that the scale of urban poverty has been overlooked – and that it is increasing both in numbers and in the proportion of the world’s poor population that live and work in urban areas. This is the first book to review the effectiveness of different approaches to reducing urban poverty in the Global South. It describes and discusses the different ways in which national and local governments, international agencies and civil society organizations are seeking to reduce urban poverty. Different approaches are explored, for instance; market approaches, welfare, rights-based approaches and technical/professional support. The book also considers the roles of clientelism and of social movements. Case studies illustrate different approaches and explore their effectiveness. Reducing Urban Poverty in the Global South also analyses the poverty reduction strategies developed by organized low-income groups especially those living in informal settlements. It explains how they and the federations or networks they have formed have demonstrated new approaches that have challenged adverse political relations and negotiated more effective support. Local and national governments and international agencies can become far more effective at addressing urban poverty at scale by, as is proposed in this book, working with and supporting the urban poor and their organizations. This book will be an invaluable resource for researchers and postgraduate students in urban development, poverty reduction, urban geography, and for practitioners and organisations working in urban development programmes in the Global South.
Originally published in 1989. This detailed bibliography focuses on women’s education in the developing nations of Asia, Africa, Latin America and the Caribbean and the Middle East. It contains annotations for about 1200 published works in English, French, Spanish, Portuguese and German. The entries include extensive research journal, monograph and book literature items, including chapters hidden in books that don’t have women or education as their main theme. The citations are organised thematically but with geographic divisions within each of the 15 sections and each entry has a decently detailed summary. It is prefaced by a useful article written by Gail Kelly on the directions in research at the time and the development of women-centric approaches.
Debating Education puts two leading scholars in conversation with each other on the subject of education-specifically, what role, if any, markets should play in policy reform. The authors focus on the nature, function, and legitimate scope of voluntary exchange as a form of social relation, and how education raises concerns that are not at issue when it comes to trading relationships between consenting adults.
Drawing on a wide range of international contexts, International Education and Development provides an innovative and comprehensive critique of developments to improve schooling in the global South. Offering both a theoretical critique of the field and a series of case studies, drawn from recent research, illustrating the usefulness of a narrative approach, it generates a greater understanding of the meta-narratives that shape development and international education. Focusing on three periods of extensive field work in South Africa, Bangladesh and Mauritius, this book reflects upon the combination of narrative and biographical approaches in different national settings. Context is provided in three levels, meta, meso and micro, through a clear and critical examination of the macro ‘stories’ of development and international education over the past fifty years, and an examination of the role that narrative can play at local and micro levels, looking at the stories of individual decision makers – from children in the classroom to education officers at the district education office – and the opportunities and challenges of using these accounts for research, teaching and policy-making purposes. International Education and Development adds a global perspective to an area dominated by a concern with the Northern industrialised world, making it an essential text for students following courses in the social sciences, and individuals working the field of international education. It addresses a fundamental concern of development theory in a unique and engaging manner. A highly original contribution to a growing field, this book synthesises developments both in this field and in the growing topic of narrative research.
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