When children become entangled with the law, their lives can be disrupted irrevocably. When those children are underrepresented minorities, the potential for disruption is even greater. The Legacy of Racism for Children: Psychology, Law, and Public Policy examines issues that arise when minority children's lives are directly or indirectly influenced by law and public policy. Uniquely comprehensive in scope, this trailblazing volume offers cutting-edge chapters on the intersections of race/ethnicity within the context of child maltreatment, child dependency court, custody and adoption, familial incarceration, school discipline and the "school-to-prison pipeline," juvenile justice, police/youth interactions, and jurors' perceptions of child and adolescent victims and defendants. The book also includes chapters focused on troubling situations that are less commonly researched, but growing in importance, including the role of race and racism in child sex trafficking and US immigration law and policy. Thus, individual chapters explore myriad ways in which law and policy shape the lives of marginalized children and adolescents - racial and ethnic minorities - who historically and presently are at heightened risk for experiencing disadvantageous consequences of law and policy. In so doing, The Legacy of Racism for Children can help social scientists to understand and work to prevent the perpetuation of racial discrimination in American laws and public policies.

Franklin Delano Roosevelt used radio fireside chats to connect with millions of ordinary Americans. The highly articulate and telegenic John F. Kennedy was dubbed the first TV president. Ronald Reagan, the so-called Great Communicator, had a conversational way of speaking to the common man. Bill Clinton left his mark on media industries by championing and signing the landmark Telecommunications Act of 1996 into law. Barack Obama was the first social media presidential campaigner and president. And now there is President Donald J. Trump. Because so much of what has made Donald Trump's candidacy and presidency unconventional has been about communication-how he has used Twitter to convey his political messages and how the news media and voters have interpreted and responded to his public words and persona-21 communication and media scholars examine the Trump phenomenon in Communication in the Age of Trump. This collection of essays and studies, suitable for communication and political science students and scholars, covers the 2016 presidential campaign and the first year of the Trump presidency.

Banning minarets by referendum in Switzerland, publicly burning Korans in the United States, prohibiting kirpans in public spaces in Canada--these are all examples of the rising backlash against diversity that is spreading across multicultural societies. Trust has always been precarious, and never more so than as a result of increased immigration. The number of religions, races, ethnicities, and cultures living together in democratic communities and governed by shared political institutions is rising. The failure to construct public policy to cope with this diversity--to ensure that trust can withstand the pressure that diversity can pose--is a failure of democracy. The threat to trust originates in the perception that the values and norms that should underpin a public culture are no longer truly shared. Therefore, societies must focus on building trust through a revitalized public culture. In Trust, Democracy, and Multicultural Challenges, Patti Tamara Lenard plots a course for this revitalization. She argues that trust is at the center of effective democratic politics, that increasing ethnocultural diversity as a result of immigration may generate distrust, and therefore that democratic communities must work to generate the conditions under which trust between newcomers and "native" citizens can be built, so that the quality of democracy is sustained.

The Grand Challenges for Social Work Initiative (GCSWI), which is spearheaded by the American Academy of Social Work and Social Welfare (AASWSW), represents a major endeavor for the entire field of social work. GCSWI calls for bold innovation and collective action powered by proven and evolving scientific interventions to address critical social issues facing society. The purpose of GCSWI was modeled after the National Academy of Engineering, which aimed to identify some of the most persistent engineering problems of the day and then put the attentions, energies, and funding of the entire field to work on them for a decade. The GCSWI does the same for social issues, tackling problems such as homelessness, social isolation, mass incarceration, family violence, and economic inequality. Grand Challenges for Social Work and Society is an edited book that will present the foundations of the GCSWI, laying out the start of the initiative and providing summaries of each of the twelve challenges. The 12 main chapters that form the core of the book, one on each of the dozen Grand Challenges, are written by the primary research teams who are driving each GC project.

Originally published in 1990, A Higher Education was commissioned by the Council for National Academic Awards to commemorate its silver jubilee. The book covers the history of a period of rapid expansion in higher education outside the universities, mirrored in the growth and development of the CNAA. The Council was established with the role of awarding degree courses in polytechnics and colleges, and so its successes and strengths - as well as its problems and difficulties - reflect very closely the preoccupations and events of higher education since 1964. The book describes how the CNAA helped to broaden the range of degree courses beyond the traditional subjects, the way it maintained and enhanced standards in a swiftly changing academic world, and its part in widening access to higher education. The book draws on interviews as well as extensive records of the CNAA and some of its institutions.

Historical and archaeological records show that racism and white supremacy defined the social fabric of the northeastern states as much as they did the Deep South. This collection of essays looks at both new sites and well-known areas to explore race, resistance, and supremacy in the region. With essays covering farm communities and cities from the early seventeenth century to the late nineteenth century, the contributors examine the marginalization of minorities and use the materialculture to illustrate the significance of race in understanding daily life. Drawing on historical resources and critical race theory, they highlight the context of race at these sites, noting the different experiences of various groups, such as African American and Native American communities. This cutting-edge research turns with new focus to the dynamics of race and racism in early American life and demonstrates the coming of age of racialization studies.

A powerful and provocative collection of essays that offers poignant reflections on living between society's most charged, politicized, and intractably polar spaces-between black and white, rich and poor, thin and fat. Savala Nolan knows what it means to live in the in-between. Descended from a Black and Mexican father and a white mother, Nolan's mixed-race identity is obvious, for better and worse. At her mother's encouragement, she began her first diet at the age of three and has been both fat and painfully thin throughout her life. She has experienced both the discomfort of generational poverty and the ease of wealth and privilege. It is these liminal spaces-of race, class, and body type-that the essays in Don't Let It Get You Down excavate, presenting a clear and nuanced understanding of our society's most intractable points of tension. The twelve essays that comprise this collection are rich with unforgettable anecdotes and are as humorous and as full of Nolan's appetites as they are of anxieties. Over and over again, Nolan reminds us that our true identities are often most authentically lived not in the black and white, but in the grey of the in-between.

It's hard to be in the minority. If you're the only person from your ethnic or cultural background in your organization or team, you probably know what it's like to be misunderstood or marginalized. You might find yourself inadvertently overlooked or actively silenced. Even when a work environment is not blatantly racist or hostile, people of color often struggle to thrive-and may end up leaving the organization. Being a minority is not just about numbers. It's about understanding pain, power, and the impact of the past. Organizational consultant Adrian Pei describes key challenges ethnic minorities face in majority-culture organizations. He unpacks how historical forces shape contemporary realities, and what both minority and majority cultures need to know in order to work together fruitfully. If you're a cultural minority working in a majority culture organization, or if you're a majority culture supervisor of people from other backgrounds, learn the dynamics at work. And be encouraged that you can help make things better so that all can flourish.

This volume examines the processes and impacts of exclusion on the Adivasis (tribal or indigenous people) in India and what repercussions these have for their constitutional rights. The chapters explore a wide range of issues connected to the idea of exclusion - land and forest resources, habitats and livelihoods, health and disease management, gender relations, language and schooling, water resources, poverty, governance, markets and technology, and development challenges - through case studies from different parts of the country. The book argues that any laws intended to safeguard the fundamental rights of Adivasis must acknowledge the fact that their diverse and complex identities are not homogenous, and that uniform laws have failed to address their systemic marginalisation since the colonial era. This work appeals for a serious and meaningful political intervention towards tribal development. The volume will be useful to scholars and researchers of tribal and Third World studies, sociology and social anthropology, exclusion studies and development studies.

Yes, White people can be saved. In God's redemptive plan, that goes without saying. But what about the reality of white normativity? This idea and way of being in the world has been parasitically joined to Christianity, and this is the ground of many of our problems today. It is time to redouble the efforts of the church and its institutions to muster well-informed, gospel-based initiatives to fight racialized injustice and overcome the heresy of whiteness. Written by a world-class roster of scholars, Can "White" People Be Saved? develops language to describe the current realities of race and racism. It challenges evangelical Christianity in particular to think more critically and constructively about race, ethnicity, migration, and mission in relation to white supremacy. Historical and contemporary perspectives from Africa and the African diaspora prompt fresh theological and missiological questions about place and identity. Native American and Latinx experiences of colonialism, migration, and hybridity inspire theologies and practices of shalom. And Asian and Asian American experiences of ethnicity and class generate transnational resources for responding to the challenge of systemic injustice. With their call for practical resistance to the Western whiteness project, the perspectives in this volume can revitalize a vision of racial justice and peace in the body of Christ. Missiological Engagements charts interdisciplinary and innovative trajectories in the history, theology, and practice of Christian mission, featuring contributions by leading thinkers from both the Euro-American West and the majority world whose missiological scholarship bridges church, academy, and society.

Exclusion is the process by which some people are out-grouped, or the state experienced by those alienated and/or marginalised. Lived Experiences of Exclusion in the Workplace shares the emotional expressions of those who have faced alienation and marginalisation - from subtle to traumatic. Their stories reveal an abundance of factors which lead to exclusion and offer insights for the reader into instances of systemic-, organisational- and personal exclusion, as well as providing guidance on how to trigger belonging and inclusion through various, often simple measures. The presence of greater diversity in our organisations, as well as growing demands for equity, inclusion and social justice, compel us to address stumbling blocks. These findings collectively place remedial responsibilities in the hands of institutions, organisations, leaders, managers and employees who form the powerful/privileged in-group, as well as those who are excluded.

In many societies today, educational aims or goals are commonly characterized in terms of "equality," "equal opportunity," "equal access" or "equal rights," the underlying assumption being that "equality" in some form is an intelligible and sensible educational ideal. Yet, there are different views and lively debates about what sort of equality should be pursued; in particular, the issue of equality of educational opportunity has served as justification for much of the postwar restructuring of educational systems around the world. The author explores different interpretations of the concept of equality of educational opportunity in Japan, especially as applied to post-World War II educational policies. By focusing on the positions taken by key actors such as the major political parties, central administrative bodies, teachers' unions, and scholars, he describes how their concepts have developed over time and in what way they relate to the making of educational policy, especially in light of Japan's falling birthrate and aging society.

Based on a mixture of primary historical research and secondary sources, this book explores the reasons for the failure of the state in England during the twentieth century to regulate, tax, and control the market in land for the common or public good. It is maintained that this created the circumstances in which private property relationships had triumphed by the end of the century. Explaining a complex field of legislation and policy in accessible terms, the book concludes by asking what type of land reform might be relevant in the twenty-first century to address the current housing crisis, which seen in its widest context, has become the new land question of the modern era.

A university education has long been seen as the gateway to upward social mobility for individuals from lower socio-economic backgrounds, and as a way of reproducing social advantage for the better off. With the number of young people from the very highest socio-economic groups entering university in the UK having effectively been at saturation point for several decades, the expansion witnessed in participation rates over the last few decades has largely been achieved by a modest broadening of the base of the undergraduate population in terms of both social class and ethnic diversity. However, a growing body of evidence exists in the continuation of unequal graduate outcomes. This can be seen in terms of employment trajectories in the UK. The issue of just who enjoys access to which university, and the experiences and outcomes of graduates from different institutions remain central to questions of social justice, notably higher education's contribution to social mobility and to the reproduction of social inequality. This collection of contemporary original writings explores these issues in a range of specific contexts, and through employing a range of theoretical and methodological approaches. The relationship between higher education and social mobility has probably never been under closer scrutiny. This volume will appeal to academics, policy makers, and commentators alike. Higher Education and Social Inequalities is an important contribution to the public and academic debate.

"A MUST-READ FOR ANYONE INTERESTED IN UNDERSTANDING AND DISMANTLING MASS INCARCERATION." -Chesa Boudin, District Attorney of San Francisco America's criminal justice system is among the deadliest and most racist in the world and it disproportionately targets Black Americans, who are also disproportionately poor, hungry, houseless, jobless, sick, and poorly educated. By every metric of misery, this nation does not act like Black Lives Matter. In order to break out of the trap of racialized mass incarceration and relentless racial oppression, we, as a society, need to rethink our basic assumptions about blame and punishment, words and symbols, social perceptions and judgments, morality, politics, and the power of the performing arts. N*gga Theory interrogates conventional assumptions and frames a transformational new way of thinking about law, language, moral judgments, politics, and transgressive art-especially profane genres like gangsta rap-and exposes where racial bias lives in the administration of justice and everyday life. Professor Jody Armour (Negrophobia and Reasonable Racism) calls for bold action: electing progressive prosecutors, defunding or dismantling the police, abolition of the prison industrial complex. But only after eradicating the anti-black bias buried in the hearts and minds of millions of Americans and baked into our legal system will we be able to say that Black Lives Matter in America.

Privileged thinking in today's schools is alive and well and shows its ugly head in a variety of ways that often go undetected (or are not addressed) by the educators down in the trenches. In this collection of scenarios and episodes, many of which were experienced by the authors in their years as school administrators, you will find an array of provocative examples of social injustice in the classroom, and what you can do to prevent it in your own school community. As the authors candidly and vulnerably reveal their own 'blind spots' and biases that occurred 'on their watch, ' readers will be able to take a look in the mirror as well, thus taking a critical step in better advocating for those students 'left on the fringe' in classrooms and schools

Throughout the nation's history, from before the Civil War through Reconstruction, across the years of lynchings and segregation to the Brown v. Board of Education decision and the battles over busing, no issue has divided the American people more than race, and at the heart of the race issue has been the conflict over school segregation and desegregation. Prior to the Civil War, South Carolina enacted the first compulsory illiteracy law, which made it a crime to teach slaves to write, and other Southern states soon followed South Carolina's example. After the Civil War, schools for blacks were founded throughout the South, including many Historically Black Colleges and Universities. The 1896 Plessy v. Ferguson Supreme Court decision established the principle of separate but equal education, which led to decades of segregation. With the 1954 Brown decision, the Supreme Court overturned the separate but equal principle, and the Civil Rights Act of 1964 empowered the federal government to affect school desegregation. The process of desegregation continues to this day, with much debate and mixed results. Through more than 260 alphabetically arranged entries, this comprehensive reference book describes persons, court decisions, terms and concepts, legislation, reports and books, types of plans, and organizations central to the struggle for educational equality. The volume covers topics ranging from emotionally laden terms such as busing to complex legal concepts such as de facto and de jure segregation. Each entry includes factual information, a summary of different viewpoints, and a brief bibliography. The book includes an introduction, which outlines the history of school segregation anddesegregation, along with a chronology and extensive bibliographic material. Thus this reference is a complete guide to school segregation and desegregation in elementary, secondary, and higher education in the United States.

Originally published in 1957, The Unservile State looks at the theme of liberty in the Welfare State. Has it survived Welfare - is it even better for it? What of Parliament and our civil liberties? Does the present state of property distribution, of industry, agriculture and our social services satisfy the Liberal mind? And what would a liberal policy for foreign and Commonwealth affairs be like? These are some of the questions which this book sets out to answer. It is the first full scale study of the attitudes and policies of contemporary British Liberalism.

Originally published in 1987 Not Only the Poor explores the self-interested involvement of the non-poor in the welfare state, particularly the middle class. Using evidence from Britain, America, and Australia, they show that the non-poor were crucial in the founding of the welfare state, and in all three countries the non-poor benefit extensively from key welfare programmes, including those ostensibly targeted on the poor. Goodin and Le Grand conclude that the beneficial involvement of the non-poor in the welfare state is probably inevitable, but this may be no bad thing, depending on the alternative and on the nature of the egalitarian ideal adopted.

Originally published in 1973, Social Security and Society examines of the dominant forces that form the British social security system and argues that social security provision is not the result of concern felt by the dominant groups in society. Instead the book suggests that it is the result of the threat posed to the status quo by the growing political power of the working class, and the realization by the dominant groups, that social security benefits are functional to economic growth and political stability. The book covers poverty, low pay, unemployment and equality, and demonstrates how social security measures reflect and reinforce the inequalities of the economic and social system - inequalities which are accepted, legitimised and approved by society.

Originally published in 1984 Theories of Welfare looks at theories of social administration developed in different social science disciplines. The book ranges widely and gives concise coverage to the historical and intellectual background in which the theory emerged, the implicit or explicit value assumptions, and account of the most important theoretical concepts and the major criticisms of them, an indication of the relevance to social administration and a guide to further reading.

Originally published in 1984, Contradictions of the Welfare State is the first collection of Claus Offe's essays to appear in a single volume in English. The political writings in this volume are primarily concerned with the origins of the present difficulties of welfare capitalist states, and he indicates why in the present period, these states are no longer capable of fully managing the socio-political problems and conflicts generated by late capitalist societies. Offe discusses the viability of New Right, corporatist and democratic socialist proposals for restructuring the welfare state. He also offers fresh and penetrating insights into a range of other subjects, including social movements, political parties, law, social policy, and labour markets.

Originally published in 1973, The Welfare State traces the historical roots of the Welfare State and considers the problems to which it gives rise, especially in the allocation of resources. It focuses on the economic issue of meeting needs with scarce resources and compares the British experience with that of other countries. It sets out the pattern of the social services since Beveridge and summarises the criticisms levelled at them. It considers the economic issues involved and provides a straightforward presentation of the available policy choices, the discussion poses a direct comparison with other countries. The book offers an overall conspectus of current policy issues against the historical background from which they arise.

Originally published in 1976, Welfare State and Welfare Society breaks away from the prevailing notion that the welfare state is mainly concerned with the well-being of the entire nation. The book distinguishes the welfare state from the welfare society, and shows that there is often a yawning gulf between public policy and how people feel, think and behave. The book examines critically, the policies which have been adopted or advocated as relevant to a welfare state, and inquires how far the hopes and expectations centred on it have been realised.

Originally published in 1989, Self Help in Health and Social Welfare looks at the current World Health Organization policy that encourages self-help in health. The book suggests that this can more readily be achieved by international collaboration and exchange of ideas. England and West Germany are both advanced industrialized societies with complex and highly developed health and social welfare systems and resilient voluntary sectors. Much can therefore be learnt by comparing their experiences. This book reports developments and initiatives from these two countries, covering issues such as the institutional context, evaluating self-help, public policy and support for self-help.