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This paper examines the predicament of educated youth belonging to socially marginalised groups in realising their aspirations in the city of Delhi. It critically foregrounds the potentials of education and urban location and analyses the educational and employment negotiations and outcomes of the urban youth living at the margins. It is based on a qualitative field study in a settlement predominantly inhabited by Dalits and other backward classes. The paper argues that the local aspirations amid neo-liberal economic expansion in a metropolitan city, alongside the long-cherished dream of respectable jobs, place an enormous hope on pursuing higher education and advanced skills. However, the nature and quality of education and skills that are accessible to these youths hardly enable them realise stable white-collar jobs. Armed with educational degrees, they join and shift between low-end precarious jobs while waiting for stable employment. Gender relations preclude some of these precarious possibilities for female youths who negotiate terms of patriarchal norms to gain economic autonomy. Overall, this paper identifies and elaborates on how urban structural conditions and individual negotiations combine to reproduce social inequalities through a process of socio-economic mobility which is adverse and rarely upwards.

This article understands the United States' 23-year ban on travellers with HIV/AIDS through the lens of state personhood metaphors and the concept of abjection. Using insights from queer theory as a critique of sovereignty, it argues that the practices and discourses that brought about and sustained the ban, from 1987 until its lifting in 2010, relied upon implicit understandings of the state as a national body free from disease. Having shown the heuristic power of metaphors of the state as a body or person, the article goes on to argue that this identification of the American state as a homeostatic and healthy space facilitates the securitisation of mobility and public health and in turn the exclusion of people living with HIV (PLHIV). This rejection of PLHIV, sustained by conservative political discourse as much as by medical screening, nevertheless shows the impossibility of the state attaining its desired purity against HIV/AIDS and its associated sexual and racial imaginaries. The article concludes with an empirical overview of the context of the travel ban through to its lifting in 2010 and a discussion of the role of queer theory as a critique of state sovereignty.

Cover -- Half-Title -- Title -- Copyright -- Contents -- Lists of Figures and Tables -- Preface -- About the Authors -- 1 Theoretical Introduction: Education and Political Attitudes -- 2 An International Project on Democracy, Authoritarianism, and Education -- 3 Political and Educational Systems in 44 Countries -- 4 International and Cross-National Research Findings on Democracy -- 5 International and Cross-National Research Findings on Authoritarianism: Regimes and Individuals -- 6 International and Cross-National Research Findings on Political Socialization and Civic Education -- 7 Political Attitudes Across World Regions, Gender, and the Media -- 8 Democracy, Authoritarianism, and Educational Levels -- 9 Testing Simpson's Thesis: Authoritarianism and Education -- 10 Authoritarianism, Democracy, and Educational Orientations -- 11 Content of Education: Testing the Farnen/Meloen Thesis -- 12 Suggestions for Political Socialization Research and Political Education Reforms -- 13 Conclusions: Democracy, Authoritarianism, and Education Worldwide -- Appendix: International Survey of Attitudes -- References -- Index of Names -- Index of Subjects.

The SDGs mark the clearest global acceptance yet that the previous approach to development was unsustainable. In VET, UNESCO has responded by developing a clear account of how a transformed VET must be part of a transformative approach to development. It argues that credible, comprehensive skills systems can be built that can support individuals, communities, and organisations to generate and maintain enhanced and just livelihood opportunities. However, the major current theoretical approaches to VET are not up to this challenge. In the context of Africa, we seek to address this problem through a presentation of literatures that contribute to the theorisation of this new vision. They agree that the world is not made up of atomised individuals guided by a "hidden hand". Rather, reality is heavily structured within political economies that have emerged out of contestations and compromises in specific historical and geographical spaces. Thus, labour markets and education and training systems have arisen, characterised by inequalities and exclusions. These specific forms profoundly influence individuals' and communities' views about the value of different forms of learning and working. However, they do not fully define what individuals dream, think and do. Rather, a transformed and transformative VET for Africa is possible.

Understanding the neoliberal restructuring of social services cannot be outside the implications of these processes for field education in social work. The neoliberal agenda creates contradictions in field education as the site where the service sector and the academy come together, where critical synergies can be realized or jeopardized. From the critical activist stance of ourselves, and our school, we recognize and seek to resist the neoliberal control of social work settings and the practices therein. Recognizing that many schools of social work practice an agency based model of field education, we examine the limits of this approach, suggesting a shift towards a community issue based model is necessary to maintaining a commitment to preparing and supporting critical activist practitioners.

This article addresses inequalities in short‐ and medium‐term career outcomes of workers with different vocational education and training (VET) programmes during the early career. In particular, we examine how the degree of vocational specificity of VET programmes affects occupational status mobility throughout individuals' early careers, a topic that has hitherto received little attention. We adopt a life course perspective and combine an individual‐level theoretical approach (human capital and signalling theory) with an institutional approach. The former focuses on individuals' skill acquisition during VET and across the early career. The latter emphasises that individuals' allocation to a training programme influences the amount and types of skills they acquire. The multinomial logistic regression analyses are based on a combination of detailed curricula‐based occupation‐level data on the specificity of training programmes and individual‐level data from the Transitions From Education to Employment (TREE) longitudinal dataset. The results show, firstly, that labour market allocation at the beginning of a career has consequences for later labour market outcomes. Second, practical occupation‐specific education and training facilitate status stability at labour market entry, while general skills and knowledge are decisive for long‐term upward mobility.

In this article, definitions of peace action, education, and research are suggested. Although there are good reasons why these various approaches to peace should be cooperative, there is some evidence to suggest that this has seldom been the case. Rapoport's concept of 'fusion' provides one way of bringing these three activities together without any need for cooperation between them According to this concept, and my generalizations from it, activists can be educators and researchers in the process of their action; educators can be activists and researchers in the process of their educational efforts; and researchers can be activists and educators in the process of their research. Some examples are provided to illustrate this concept

Considerable attention is now paid to the education of looked after children in the UK, but the criteria used to judge success tend to focus on GCSE passes and university entry. The further education (FE) sector has been largely overlooked in these discussions even though it provides a wide range of non-school based courses for large numbers of disadvantaged 16–19-year-olds. Evidence from a typical college in England with 6200 students shows that a third of all older adolescents living in the area, most of them with modest academic achievements, have some connection with the college, and that around 700 of them require special mentoring. In addition, over 50 students, 70% of them female, are looked after – the same number of older teenagers as would be in the care of a medium-sized local authority. The article seeks to alert practitioners and carers to the contribution that FE can make to the welfare of older looked after children as participation in college life and the specialist help received can help mitigate some of the widely reported problems facing care leavers.

Authors on social justice provide a specific lens through which social justice in education can be viewed. They construct an ideal that cannot be legislated or achieved by means of international conventions or declarations – social justice is seated in the hearts and minds of people and it must be lived. It requires that every citizen should take the responsibility to protect, advance and promote the values, principles and ideals of social justice. In achieving these noble ideals developing countries need to come to terms with certain challenges that must be addressed lest social justice remain but a dream. This article argues that as long as these conditions exist there cannot be social justice.

In this paper we outline the (stated) philosophy governing the EU policy proposals regarding Education and Training (ET) systems. We review the various criticism that are addressed by the experts to ET systems as they are currently organised: in an age where knowledge and skills are of primary importance to maintain both individual and national competitiveness, ET systems ignore the requirements of competitiveness, partly because they are too heavily institutionalized (making therefore individuals less responsible), because they rely too much on formal accreditations and develop an elitist structure that drives the entire system away from market needs. The EU experts tend therefore to promote a new system more responsive to market needs, inter alia through the diffusion of information and transparency, the recognition of informal ways of learning, and a curricular content stressing much more methods (problem-solving abilities, information processing abilities .) than contents. The widespread use of ICT systematic evaluation and decentralization, while States, firms and individuals should increase their investment in human resources and capital. The lato sensu vocationalisation of ET systems would help in promoting social cohesion and a new sense of active citizenship. We review a series of criticism that could be levelled against such a policy agenda, which exaggerates the responsibility of the supply-side (the reform of ET systems would alone solve all of the problems) while downplaying the crucial importance of the demand side (the firms using the products of ET systems), and which probably overstates the benefits of a narrowly vocational ET system. The ideological preconceptions of the experts led them to exaggerate the ability of individuals to build their own curricula, and to neglect the role of teachers in education. Last but not least, they ignore the dangers linked with the introduction of short-termism and commercial concerns in a world which was initially devised to prepare for the long run ...

Corporate universities are increasingly being established in response to corporate dissatisfaction with the knowledge provided by traditional universities. While some argue that they may pose the greatest threat to traditional universities, others propose that corporate universities might provide better undergraduate-level education than traditional universities. To this end, this research tries to answer the following research question: can integrating corporation education into traditional universities provide better educational outcomes? Using a sample of 40,563 firm-year observations from 2001 to 2019 and exploiting the unique setting of Japanese corporate universities, the authors find that the CEOs who are graduates of corporate universities significantly underperform compared to their counterparts graduating from traditional universities. The results are robust under various alternative estimations, such as general method of moments (GMM) IV regressions and propensity score matching. Overall, the results indicate that integrating corporation needs into traditional higher education will lead to lower individual productivity.

"Analyzes the potential costs and benefits of school choice and discusses policy mechanisms that would maximize its benefits while mitigating its social costs, specifically in terms of racial and religious issues and the promotion of civic values"--Provided by publisher