Suchergebnisse

Front Cover -- Copyright -- Table of Contents -- Preface -- Chapter 1 -- Chapter 2 -- Chapter 3 -- Chapter 4 -- Chapter 5 -- Chapter 6 -- Chapter 7 -- Chapter 8 -- Chapter 9 -- Chapter 10 -- Appendix -- Glossary -- References -- Index -- Copyright Acknowledgements -- Back Cover.

Providing a new picture of the socio-economic map of central Europe after several years of transformation, and focusing in particular on Poland, this book gives an account of the major problems of regional restructuring. The author identifies the opportunities and problems faced by particular regions by relating the Polish experience to the experience of other central European countries. This in turn provides a general picture of spatial patterns of transformation in this specific part of Europe and will interest those concerned with the transformation of Eastern Europe

The book explores the subject's major policy themes, examines the various procedures by which EU labour law is made, and analyses key topics such as worker migration, equality, working time and procedures for workers' participation in employers' decision-making. It sets the legal materials in their policy context and identifies the important issues which have shaped the development of EU labour law and are likely to determine its future, including the economic crisis and the debate about fundamental rights in the EU

This book aims to identify key factors influencing the increasing brain drain of French early and mid-career graduates primarily to Anglo-Saxon countries in order to avoid the inexorable outcome of their tertiary studies: precarious employment conditions relegating them to the status of intellectual underclass in France. This qualitative ethnographic study investigated the experiences of 38 French nationals and expatriates aged between 21 and 48 to provide a voice to the increasing number of students and graduates who despair at the thought of witnessing their years of study culminate in a perennial cycle of training, unemployment, internship. What distinguishes the French from their European counterparts who also struggle to secure employment and a decent future? These unprecedented circumstances in Europe are as a result of the global financial crisis and the current sovereign debt predicament. Who is responsible for the quandary in which French graduates find themselves in the stratified French society of today, where globalisation has made academic mobility de rigueur? France risks losing her talented Generation X to more accepting countries where a spirit of meritocracy exists and economic rewards are awarded after years of tertiary education and assiduousness. A large number of constituents belonging to Baby Boomer Generation are ensconced in comfortable government positions or are established in lucrative careers reserved for the upper echelons of the privileged classes. Are the Baby Boomers to blame for the predicament of Generation X, for failing to transmit intergenerational equality to subsequent generations? Will the new government deliver on the promises to grant France's youth the economic rewards they deserve, and the respect and equality that the previous generation have taken for granted?

Higher education is in transition. On the one hand, over the last decades it has become politically and economically more important and thus also an object of reforms. On the other hand, higher education has become less special and is no longer able to justify its unique governance arrangements. This volume presents a collection of contributions that go beyond reform agendas as such and focus on the effects of reforms at all relevant levels in higher education systems. It is organised in four themes—education, research, governance, and academic profession—with a variety of levels of analysis, theoretical perspectives, methodological approaches and geographical foci. The topics in focus include the possible impact of latest national and European initiatives, changes in the primary processes (education and research) on the levels of institutions, professions and for individuals as well as higher education dynamics in contexts often overlooked in the literature (e. g. Africa). The aim is to 'take stock' of the growing knowledge basis with respect to higher education with a special focus on the influence of reforms on the key aspects of higher education

Until recently, youth have become the great absence regarding matters of citizenship, justice, and democracy. Rarely are young people taken up with the important discourses of freedom and citizenship, especially discourses that transcend national boundaries and academic disciplines. Richard Mitchell and Shannon Moore have put together a brilliant book that not only fills this void, but makes one of the most powerful cases I have read for addressing young people in terms that not only allow them to talk back, be heard, but also to enjoy those rights and freedoms that give democracy a real claim on its ideals and promises. Every educator, parent, student, and all those young people now making their voices heard all over the world should read this book. This diverse collection will appeal to students in senior undergraduate and graduate courses looking into the new cosmopolitanism in social policy, citizenship or cultural studies, in child and youth studies, and in post-colonial approaches to education, sociology, and political science

Winner! 2014 "Critics Choice Award" from the American Educational Studies Association (AESA). Highlighting the words and experiences of 16 mixed race women (who have one white parent and one parent who is a person of color), Silvia Bettez exposes hidden nuances of privilege and oppression related to multiple positionalites associated with race, class, gender and sexuality. These women are "secret agent insiders" to cultural Whiteness who provide unique insights and perspectives that emerge through their mixed race lenses. Much of what the participants share is never revealed in mixed—White/of color—company. Although critical of racial power politics and hierarchies, these women were invested in cross-cultural connections and revealed key insights that can aid all in understanding how to better communicate across lines of cultural difference. This book is an invaluable resource for a wide range of activists, scholars and general readers, including sociologists, sociologists of education, feminists, anti-oppression/social justice scholars, critical multicultural educators, and qualitative researchers who are interested in mixed race issues, cross cultural communication, social justice work, or who simply wish to minimize racial conflict and other forms of oppression. Silvia Cristina Bettez teaches about issues of social justice and is an Assistant Professor of Cultural Foundations in the School of Education at the University of North Carolina at Greensboro

Philosophy of Education basically deals with learning issues that attempt to explain or answer what we describe as the major questions of its domains, i.e., what education is needed, why such education, and how would societies undertake and achieve such learning possibilities. In different temporal and spatial intersections of people's lives, the design as well as the outcome of such learning program were almost entirely indigenously produced, but later, they became perforce responsive to externally imposed demands where, as far as the history and the actualities of colonized populations were concerned, a cluster of de-philosophizing and de-epistemologizing educational systems were imposed upon them. Such realities of colonial education were not conducive to inclusive social well-being, hence the need to ascertain and analyze new possibilities of decolonizing philosophies of education, which this edited volume selectively aims to achieve. The book should serve as a necessary entry point for a possible re-routing of contemporary learning systems that are mostly of de-culturing and de-historicizing genre. With that in mind, the recommendations contained in the 12 chapters should herald the potential of decolonizing philosophies of education as liberating learning and livelihood praxes

In this book Peter Smagorinsky reconsiders his many publications employing Vygotsky's theory of culturally-mediated human development and applies them, through a unified and coherent series of chapters, to literacy research. This exploration takes previously-published work and incorporates it into a new and sustained argument regarding the application of Vygotsky's ideas to current questions regarding the nature of literacy and how to investigate it as a cultural phenomenon that contributes to human growth in social context. To conduct this inquiry, Smagorinsky first provides an overview that contextualizes Vygotsky both in his own time and in efforts to extrapolate from his Soviet origins to the 21st Century world. This consideration includes attention to the current context for literacy studies. He then reviews current conceptions of literacy in the realms of reading, writing, and additional tool use, grounding each in a Vygotskian perspective. The book's final chapters take a critical look at both research method and the writing of research reports, taking into account both research and research reports as social constructions based in disciplinary practices. On the whole, this volume makes an important contribution to Vygotskian studies and literacy research through the author's careful alignment between theory and practice.