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The overwhelming negativity towards neoliberalism has focused on policies that have reduced academic life to strictly corporate terms and how the customer education model has led to the demise of civic and democratic values. Following Western universities' models, Korean education has adopted the same values and policies, inheriting the subsequent issues and problems that lie therein. This paper continues the call for resisting neoliberalism by exposing its negative impact on the acculturation experiences of international students in Korea. The study participants used transactional language to describe their feelings of marginalization and invisibility and the impoverished ways their host university treated them. Utilizing a qualitative case study methodology set within the framework of neoliberalism, this paper documents how neoliberal policies have been ideologically ingrained in Korean higher education. It highlights the necessity of reforming current policies to deter acculturative stress. It is hoped that the findings inspire resistance to the neoliberal ideology that Korean policymakers have subconsciously followed.

Received: 23 December 2023 / Accepted: 19 February 2024 / Published: 5 March 2024

This paper has dual objectives: to understand the importance of conflict sensitivity in development and to examine the relevance of conflict sensitivity in practical terms through a case study—the proposed Arial Beel International Airport Project. Written, based on secondary resources available in books, journal articles, and online sources, it argues that conflictsensitive approaches to development pay attention to contextual realities to avoid any intentional and unintentional 'harm' that a context may face due to insensitive developmental intervention. On the Arial Beel case, it found that a localised, violent resistance movement developed against the decision to construct a modern airport due to inadequate attention to local realities and inappropriate pre-project development assessment processes. The government had to backtrack the project. However, at the latter stage, the decision-makers learned to respect local sensitivities while looking for alternative sites for an airport project. It suggests an insensitive development project that becomes unwanted too to locals could influence policymakers to learn about contextual sensitivities and respect the pulse of people on the ground.
Social Science Review, Vol. 39(2), June 2022 [Special Issue] Page 19-37

The European Union played a key role on Kyoto Protocol's entrance into force, and has been a front runner on the implementation of measures to reduce greenhouse gas emissions within its territory. However, the slow progress achieved since the Bali Roadmap was agreed (2007) illustrated a worrying trend that was confirmed by what happened at Copenhagen Summit in 2009. The Cancun Summit in 2010 showed how developing countries also had something to say in order to achieve a positive outcome. All these facts seem to indicate that the EU is losing its influence at international negotiations in the area of climate change, which makes sense if we take into account that its participation on total emissions is smaller each day, and that it is time for the biggest polluters to commit on reduction targets and energy efficiency policies. Nevertheless, the positive results that the measures adopted by the EU are giving in terms of emissions reduction and shift towards a low carbon economy could be taken as example by these countries, reinforcing its assessment role in the future.

This paper studies the relationship between long-term growth of GDP per
capita, institutional regimes of accumulation (ROA), systemic risk and the
Great International Crisis of 2008-2010. The principle hypothesis behind the
work is that the ROA provides a foundation for long-term growth as a type of
fundamental variable, and that this growth provides a buffer against systemic
risk in the sense that sustainable growth provides resources for debt
provision and employment stimulation. The emergence of a viable ROA is
crucial for long waves of growth which stimulate both private sector profit
and public sector tax receipts which (using conventional terminology) reduce
the structural deficit for both sectors. Low rates of long-term growth,
therefore, provide a good indicator of the emergence of ?long wave systemic
risk? (LWSR), which left such nations vulnerable to uncertainty, financial
crisis and recession. The paper investigates the inability of growth for
various decades to ?cover? instabilities associated with the Great Crisis,
leading to high rates of LWSR, especially for European and North American
nations that bore the brunt of the crisis.

When the Women's International League for Peace and Freedom (WILPF) decided to open its membership to African American women in 1915, it entered a new era. Just as women changed the agenda and direction of the peace movement when they became increasingly involved in what had been an all‐male club, so too did African American women alter the path of a cause that had previously lacked racial diversity. Black women brought to the movement historical experiences shaped by multidimensional pressures and societal racism. Their experiences influenced their definition of peace and freedom, which sometimes led to intense debate between them and their white colleagues over related issues. Nevertheless, the two groups of women were able to put aside their differences long enough to move forward on certain goals. Along the way, black and white dissidents had a tremendous impact upon each other. This study examines one side of that process: specifically, how African American women's increased presence in WILPF, coupled with their heightened desire to eradicate racial injustice, compelled the white leadership to revisit its own conceptions of peace and freedom.

The aim of this Handbook is to present a global overview of developments in education and policy change during the last decade. It has the objective of providing both a strategic education policy statement on recent shifts in education and policy research globally and offers new approaches to further exploration, development and improvement of education and policy making. The Handbook attempts to address some of the above issues and problems confronting educators and policy makers globally. Different articles seek to conceptualize the on-going problems of education policy formulation and implementation, and provide a useful synthesis of the education policy research conducted in different countries, and practical implications. The Handbook, by focusing on such issues as - the OECD (2001) model of the knowledge society, and associated strategic challenge and 'deliverable goals' (OECD 2001:139)- UNESCO-driven lifelong learning paradigm, and its relevance to education policy makers, globally - different models of policy planning, and equity questions that are raised by centralization/decentralization, diversity/uniformity and curriculum standardization issues - the 'crises' of educational quality, the debate of standards and excellence, and good and effective teaching. - will contribute to a better and more holistic understanding of the education policy and research nexus, offering possible strategies for the effective and pragmatic policy planning and implementation at the local, regional and national levels.