Suchergebnisse

The paper offers a secondary analysis from a grounded theory doctoral study that reconsiders its "grounded systemic design" (Mitchell, 2005, 2007). While theorists across multiple disciplines fiercely debate the ontological implications of Niklas Luhmann's autopoietic systems theory (Deflem 1998; Graber and Teubner 1998; King and Thornhill 2003; Mingers 2002; Neves 2001; O'Byrne 2003; Verschraegen 2002, for example), few investigators have yet to adopt his core constructs empirically (see Gregory, Gibson and Robinson 2005 for an exception). Glaser's (1992, 2005) repeated concerns for grounded theorists to elucidate a "theoretical code" has provided an additional entry point into this project of integrating grounded theory with Luhmann's abstract conceptual thinking about how global society operates. The author argues that this integration of methodology and systems thinking provides an evolution of grounded theory – rather than its ongoing "erosion" as Greckhamer and Koro-Ljungberg (2005) have feared – and a transportable set of methodological and analytical constructs is presented as a basis for further grounded study.

ABSTRACTSince playing the role of co‐host at the 1990 World Summit for Children in New York, Canada has promoted the adoption of the United Nations' Convention on the Rights of the Child at home and abroad. What impact has this unprecedented international human rights document had on Canadian First Nations, Inuit and other Aboriginal groups? This paper looks at Canada's implementation of this UN Convention, and specifically at Canadian initiatives for indigenous children and youth. The Indian Act, upon which the Canadian government has based its control over Aboriginals since 1876, is explained. Five national organizations representing various Aboriginal perspectives have reviewed the federal government's efforts to honour the World Summit's'First Call for Children,' and the emergent issues for at‐risk children's programming on‐ and off‐reserve are reviewed. The'best interests of the child' ideology that has guided the developed world's notions of children's rights has evolved in a cultural and value‐laden context that must now be left for indigenous social scientists, children and youth around the globe to decide for themselves.

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

Preliminary Material /Shannon A. Moore and Richard C. Mitchell -- Introduction /Richard C. Mitchell and Shannon A. Moore -- The State of the Right to Education Worldwide: Free or Fee?: /Katarina Tomaševski -- Disabling the Future /Henry A. Giroux -- Dialogues Across Difference At the World Social Forum /Janet Conway -- Children as Active Researchers /Mary Kellett and Ben Ward -- Global Politics and Local Realities in the Realization of the Universal Right to Education /Karen Mundy -- Critical Pedagogy, Latino/A Education, and the Politics of Class Struggle /Peter McLaren and Nathalia E. Jaramillo -- Balancing Global Challenges and Social Justice in Teachers' Work /Terry Wotherspoon -- Freire in the (Post-Modern) Classroom /Maureen Connolly -- Mindfulness and the Erosion of the Humanities /David Fancy and Susan Spearey -- Performing Praxis /Warren Linds and Linda Goulet -- Educational Outcomes and Social Justice in Scottish Residential Care /Mark Smith -- Rights-Based Critical Disability Studies /Shannon A. Moore , Richard C. Mitchell and Luke Melchior -- Appendix A /Shannon A. Moore and Richard C. Mitchell -- Biographies /Shannon A. Moore and Richard C. Mitchell -- Series Editor's Biographies /Shannon A. Moore and Richard C. Mitchell.