Front Cover -- Romani Communities and Transformative Change: A New Social Europe -- Copyright information -- Epigraph -- Table of contents -- List of abbreviations -- Notes on contributors -- Acknowledgments -- Foreword -- One Introduction: Romani communities in a New Social Europe -- Cultural erasure, crisis and transformative change -- Policy and activism -- A New Social Europe -- Outline of the book -- The Romani 'ideas tree' for transformative change -- References -- Two Mechanisms of empowerment for the Roma in a New Social Europe -- The context
The article explores what impact the concept of a Social Europe might have on Europe's Roma and how economic intervention and redistribution might alleviate Roma poverty and diminish Anti-Gypsyism. The article also makes the case for new deliberative forms of democracy being developed in tandem with social justice orientated policy through a renewed EU Framework for National Roma Integration Strategies. A version of this paper was presented in a keynote speech to the Council of Europe's fourth Dialogue with Roma and Traveller Civil Society in Strasbourg in September 2017.
"Available Open Access under CC-BY-NC licence. The turn towards a Social Investment approach to welfare implies deploying resources to enhance human capital and mobilise the productive potential of citizens, starting in early childhood.Available Open Access under CC-BY-NC-ND.
Drawing on Roma community voices and expert research, this book provides a powerful tool to challenge conventional discourses and analyses on Romani identity, poverty and exclusion.
Through the transformative vehicle of a 'Social Europe', this edited collection presents new concepts and strategies for framing social justice for Romani communities across Europe. The vast majority of Roma experience high levels of exclusion from the labour market and from social networks in society. This book maps out how the implementation of a new 'Social Europe' can offer innovative solutions to these intransigent dilemmas.
This insightful and accessible text is vital reading for the policymaker, practitioner, academic and activist. This edited collection brings regional and local realities to the forefront of social investment debates by showcasing successes, challenges and setbacks of Social Investment policies and services from ten European countries: Italy, UK, Sweden, Finland, Greece, Germany, Poland, the Netherlands, Hungary, and Spain. It provides practical, accessible illustrations of good practice, routes to success, and lessons learned. The book is informed throughout by engagement with service users and local communities, and features many previously unheard voices including front-line workers, local decision makers, volunteers and beneficiaries."
Internationalisation is a dominant policy discourse in higher education today. It is invariably presented as an ideologically neutral, coherent, disembodied, knowledgedriven policy intervention - an unconditional good. Yet it is a complex assemblage of values linked not only to economic growth and prosperity, but also to global citizenship, transnational identity capital, social cohesion, intercultural competencies and soft power (Clifford and Montgomery 2014; De Wit et al. 2015; Kim 2017; Lomer 2016; Stier 2004). Mobility is the sine qua non of the global academy (Sheller 2014). International movements, flows and networks are perceived as valuable transnational and transferable identity capital and as counterpoints to intellectual parochialism. Fluidity metaphors abound as an antidote to stasis e.g. flows, flux and circulations (Urry 2007). For some, internationalisation is conceptually linked to the political economy of neoliberalism and the spatial extension of the market, risking commodification and commercialisation (Matus and Talburt 2009). Others raise questions about what/whose knowledge is circulating and whether internationalisation is a form of re-colonisation and convergence that seeks to homogenise higher education systems (Stromquist 2007). Internationalisation policies and practices, it seems, are complex entanglements of economic, political, social and affective domains. They are mechanisms for driving the global knowledge 2 economy and the fulfilment of personal aspirations (Hoffman 2009). Academic geographical mobility is often conflated with social mobility and career advancement (Leung 2017). However, Robertson (2010: 646) suggested that 'the romance of movement and mobility ought to be the first clue that this is something we ought to be particularly curious about.'
Internationalisation is a dominant policy discourse in the field of higher education today, driven by an assemblage of economic, social and educational concerns. It is often presented as an ideologically neutral, coherent, disembodied, knowledge-driven policy intervention—an unconditional good. Mobility is one of the key mechanisms through which internationalisation occurs, and is perceived as a major form of professional and identity capital in the academic labour market. Yet, questions remain about whether opportunity structures for mobility are unevenly distributed among different social groups and geopolitical spaces. While research studies and statistical data are freely available about the flows of international students, there is far less critical attention paid to the mobility of academics. Drawing on semi-structured interviews with 14 migrant academics from diverse ethnic backgrounds, including Roma and Latin American communities, and the theoretical framings of the new mobility paradigm and cognitive and epistemic justice, this article explores some of the hidden narratives of migrant academics' engagements with mobility in the global knowledge economy. It concludes that there is a complex coagulation of opportunities and constraints. While there are many gains including transcultural learning, enhanced employability and inter-cultural competencies, there are also less romantic aspects to mobility including 'otherness', affective considerations such as isolation, and epistemic exclusions, raising questions about whose knowledge is circulating in the global academy. ; Part of a European Union Horizon 2020 Framework Programme for Research and Innovation (project number: H2020-RISE-2014-643739)
