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Chen studies recent immigrants and their adult children in three domains: college education, union formation, and work. In education, Chen finds that second-generation youth universally achieve higher in high school graduation than their immigrant parents. However, assimilation in terms of college education is lower among some ethnic groups due to social, cultural and structural factors. In family life, Chen finds that being raised in immigrant families protects youth from assimilating into the alternative life style of cohabitation and encourages marriage. In employment, nativity and immigran

Frontmatter -- Contents -- List of Tables -- Foreword -- Acknowledgments -- INTRODUCTION -- 1. THE MODERN HISTORY OF RELATIONS BETWEEN SHINTO AND THE STATE -- 2. THE GREAT PROMULGATION CAMPAIGN -- 3. THE SHINTŌ PRIESTHOOD -- 4. SHRINES AND THE RITES OF EMPIRE. PART I: SHINTŌ SHRINES -- 5. SHRINES AND THE RITES OF EMPIRE. PART II: SHRINE RITES -- 6. RELIGIOUS FREEDOM UNDER STATE SHINTŌ -- 7. SHINTŌ AND THE STATE SINCE 1945 -- EPILOGUE -- APPENDIXES -- Notes -- Selected Sources -- Index

This book examines the role that language-in-education policy, historically, has played in shaping possibilities for development, within countries in the Sub-Saharan and South Asian regions. This discussion takes account also of the complex ways in which language, education and development, are linked to the changing global labour market

AbstractAcademia is expected to act as a cognitive arena in which members intellectually challenge one another, problematize social structures, and destabilize dominant ideologies. It is, supposedly, a cognitively unstable environment wherein intellectualism pushes social boundaries and acts as an agent for social change. It is a training camp wherein people come to be trained in the practice of critical thinking. Hence, one would imagine that academia would be the last place to find passive conformism. However, does this image reflect reality? Having interviewed four groups of 50 students, 47 academics, and 28 support staff in three Saudi universities, passive conformism (be it unethical, managerial, or in the form of logistical conformism) appears to be a necessity in Saudi academia. This suggests that, although academia acts as an authority in regard to critical thinking, it may not internalize this philosophy or expose its own organizational activities to such thinking. Passive conformism in Saudi academic organizations is enhanced by wider Saudi culture which promotes conformism among its citizens and directs every aspect of public and private lives, including the lives of its academic organizations. A theoretical proposition could be therefore that passive conformism in a society could be transmitted to its organizations.

Studies on what causes a state to democratize have focused on economic, social, and international factors. Many of them argue that higher levels of education should promote democracy. However, few articulate clearly how education affects democratization, and fewer still attempt to test the supposed link across time and space. This article fills that gap by considering how different levels of education influence democratization, and the conditions under which education is most likely to promote democracy. Analyses of eighty-five authoritarian spells from 1970 to 2008 find that higher levels of mass, primary, and tertiary education are robustly associated with democratization. Secondary analyses indicate that education is most effective in promoting democratization when both males and females are educated. An illustration from Tunisia follows. Adapted from the source document.

Studies on what causes a state to democratize have focused on economic, social, and international factors. Many of them argue that higher levels of education should promote democracy. However, few articulate clearly how education affects democratization, and fewer still attempt to test the supposed link across time and space. This article fills that gap by considering how different levels of education influence democratization, and the conditions under which education is most likely to promote democracy. Analyses of eighty-five authoritarian spells from 1970 to 2008 find that higher levels of mass, primary, and tertiary education are robustly associated with democratization. Secondary analyses indicate that education is most effective in promoting democratization when both males and females are educated. An illustration from Tunisia follows.

Sharia in Aceh has been in effect even before independence, namely since the reign of King Iskandar Muda. In its development, Qanun as is part of Aceh's special autonomy agreed in the Helsinki Agreement between GAM and the Indonesian Government as legitimized through Law Number 44 of 1999 and Law Number 18 of 2001. This marked the beginning of a new era in Aceh with a unique identity to strengthen itself where every dimension of life is based on sharia, including education. However, Qanun Number 9 of 2015 as the legal standing of Islamic values in learning implementation in Aceh does not necessarily meet expectations. This study aimed to examine the position of the Qanun to trigger Islamic education in Aceh. Based on the results, this Qanun on education is still at a crossroads, between efforts to open up to reform and modernization to be more inclusive for the various interests of the community or still in the traditional social-Islamic identity that cannot be separated from the political paradigm.

AbstractThe key issue addressed by Kenneth Boulding in this paper is 'How do we create a learning society, in which there is widespread love of learning, in which large numbers of people continue the learning process long after formal education in over for them, in which they raise questions and use encyclopedias, read books, form discussion groups, question authority, are active in the political learning process; and in which formal education is seen just as part of a much larger learning process?'.

A central theme within political theory is the rational management of society based on science and technology. This idea involves several problems concerning the philosophy of technology and social engineering. Some of these difficulties, which are discussed in this essay, are (1) the scientific identification of objective needs and what we can do with it with respect to rational choice, (2) expert-management versus user-management in technical matters, (3) the nature of technology and its consequences for planning, and (4) the nature of technology and its consequences for democratic social engineering.