This volume of essays examines the empirical evidence on school choice in different countries across Europe, North America, sub-Saharan Africa and South Asia. It demonstrates the advantages which choice offers in different institutional contexts, whether it be Free Schools in the UK, voucher systems in Sweden or private-proprietor schools for low-income families in Liberia. Everywhere experience suggests that parents are ‘active choosers’: they make rational and considered decisions, drawing on available evidence and responding to incentives which vary from context to context. Government educators frequently downplay the importance of choice and try to constrain the options parents have. But they face increasing resistance: the evidence is that informed parents drive improvements in school quality. Where state education in some developing countries is particularly bad, private bottom-up provision is preferred even though it costs parents money which they can ill-afford. This book is both a collection of inspiring case studies and a call to action.
This book explores the design, communication and implementation of social change programmes aimed at solving various social problems, from reducing health-risk behaviour to ’green’ consumption or financial literacy. Examining the application of social practice theory as a way of understanding social change, From Intervention to Social Change connects theoretical reflections with empirical research, sample cases and exercises, emphasising the importance of communication and community engagement in the initiation and implementation of social change programmes designed to address social problems and improve quality of life. Adopting a ’communication for social change’ approach and presenting illustrative studies drawn from ’developed’ and rapidly transforming countries, this handbook will appeal to project managers and communication professionals in the public and private sectors, as well as scholars of sociology, anthropology and development studies with interests in social problems and social change.
Ancestor worship is often assumed by contemporary European audiences to be an outdated and primitive tradition with little relevance to our societies, past and present. This book questions that assumption and seeks to determine whether ancestor ideology was an integral part of religion in Viking Age and early medieval Scandinavia. The concept is examined from a broad socio-anthropological perspective, which is used to structure a set of case studies which analyse the cults of specific individuals in Old Norse literature. The situation of gods in Old Norse religion has been almost exclusively addressed in isolation from these socio-anthropological perspectives. The public gravemound cults of deceased rulers are discussed conventionally as cases of sacral kingship, and, more recently, religious ruler ideology; both are seen as having divine associations in Old Norse scholarship. Building on the anthropological framework, this study introduces the concept of ‘superior ancestors’, employed in social anthropology to denote a form of political ancestor worship used to regulate social structure deliberately. It suggests that Old Norse ruler ideology was based on conventional and widely recognised religious practices revolving around kinship and ancestors and that the gods were perceived as human ancestors belonging to elite families.
This volume of essays examines the empirical evidence on school choice in different countries across Europe, North America, sub-Saharan Africa and South Asia. It demonstrates the advantages which choice offers in different institutional contexts, whether it be Free Schools in the UK, voucher systems in Sweden or private-proprietor schools for low-income families in Liberia. Everywhere experience suggests that parents are ‘active choosers’: they make rational and considered decisions, drawing on available evidence and responding to incentives which vary from context to context. Government educators frequently downplay the importance of choice and try to constrain the options parents have. But they face increasing resistance: the evidence is that informed parents drive improvements in school quality. Where state education in some developing countries is particularly bad, private bottom-up provision is preferred even though it costs parents money which they can ill-afford. This book is both a collection of inspiring case studies and a call to action.
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