Caribbean Island Movements explores the different ways in which being mobile is central to the production and reproduction of social identities on the Caribbean island of Culebra. Rather than seeing insularity and mobility, and its associations, as mutually exclusive components, this ethnographic study demonstrates how they mutually inform each other. The book proposes the term of "transinsularism" as a means to articulate the complex ways in which islanders construct a unique place for themselves in the world, while referencing and engaging in practices of movement. Based on a long term relationship to the Caribbean island of Culebra, it describes how mobile islanders select from various, at times contradictory, discourses and practices in the process of fashioning their sense of island identity. It makes the case for a conscious social creative process where a group of individuals finds ways to narrativise a life-world that operates in tension with structural social forces associated with nation-building, colonialism, and "landed narratives".

Generalized trust - faith in people you do not know who are likely to be different from you - is a value that leads to many positive outcomes for a society. Yet some scholars now argue that trust is lower when we are surrounded by people who are different from us. Eric M. Uslaner challenges this view and argues that residential segregation, rather than diversity, leads to lower levels of trust. Integrated and diverse neighborhoods will lead to higher levels of trust, but only if people also have diverse social networks. Professor Uslaner examines the theoretical and measurement differences between segregation and diversity and summarizes results on how integrated neighborhoods with diverse social networks increase trust in the United States, Canada, the United Kingdom, Sweden and Australia. He also shows how different immigration and integration policies toward minorities shape both social ties and trust.

Revised, restructured and updated to reflect the latest data and debates, this new edition of the widely used, classic textbook offers students an accessible account of the major social divisions that structure social life. Written by internationally known sociologists and experts, the book: * addresses a wide range of social divisions and inequalities in novel ways, with added chapters on education and age; * provides a framework for understanding contemporary social inequalities and diversities, and how they interrelate; * lends itself to teaching in a range of contexts with the potential to dip into particular chapters for different modules, or to use the book in a more extensive way for one particular module; * features signposting through the material, as well as key points, discussion questions and selected further readings for each chapter. This clearly written volume presents a structured and critical guide to a core field that cuts across disciplines. It is an invaluable introduction and source book for students taking social inequalities and diversity modules in sociology, social policy, social work, education and health studies.

Race/Gender/Class/Media considers diversity in the mass media in three main settings: Audiences, Content, and Production. It brings together 53 readings-most are newly commissioned for this edition-by scholars representing a variety of social science and humanities disciplines. Together, these readings provide a multifaceted and often intersectional look at how race, gender, and class relate to the creation and use of media texts as well as the media texts themselves. Designed to be flexible in the classroom, the book begins with a detailed introduction to key concepts and presents a contextualizing introduction to each of the three main sections. Each reading contains multiple It's Your Turn activities to foster student engagement and which can serve as the basis for assignments. The book offers a list of resources-books, articles, films, and websites-that are of value to students and instructors. Several alternate Tables of Contents are provided as options for reorganizing the material and maximizing the flexibility of the readings: by site of struggle (gender, race, class), by medium (television, print, digital, etc.), and by arena (journalism, entertainment). This fourth edition also features a new text design that yields a more compact book without sacrificing any of the coverage of previous editions. This volume is an essential introduction to interdisciplinary studies of gender, race, and class across mass media.

How interwoven are the lives of children, families, teachers and school leaders?
In this important new book seven authors bring together stories and questions about the lives of children, families, teachers and administrators. Lives are seen up close, in all their particularity, and explored in terms of the contexts that shape the experiences of students and staff. These stories provide an alternative view of what counts in schools, with a shift away from viewing the school as a business model towards an idea of schools as places to engage citizenship.
Building upon Jean Clandinin's 20 years of narrative inquiry where she worked and learned alongside school practitioners for extended periods of time, this book uses a narratively-constructed theoretical background of personal practical knowledge, professional knowledge landscapes, and stories to live by to provide both a language and a storied framework for understanding lives in school. In two urban multicultural schools in western Canada, the co-authors of this book engaged in narrative inquiries alongside children, teachers, families and principals. As these narrative inquiries were negotiated at each site the co-authors lived in the school, for the most part in particular classrooms alongside a teacher where, as relationships developed, children as well as some family members were invited to participate in the inquiry. Articulating the complex ethical dilemmas and issues that face people in schools every day, this fascinating study of school life and lives in school raises new questions about who and what education is for and provokes the re-imagining of schools as places to attend to the wholeness of people's lives.
Thecomplexities and possibilities of the meeting of diverse teachers', children's, families' and school leaders' lives in schools shape new insights about the interwoven lives of children and teachers, and raise important, lingering questions about the impact of these relationships on the unfolding lives ofchildren.

From the inception of slavery as a pillar of the Atlantic World economy, both Europeans and Africans feared their mass extermination by the other in a race war. In the United States, says Kay Wright Lewis, this ingrained dread nourished a preoccupation with slave rebellions and would later help fuel the Civil War, thwart the aims of Reconstruction, justify Jim Crow, and even inform civil rights movement strategy. And yet, says Lewis, the historiography of slavery is all but silent on extermination as a category of analysis. Moreover, little of the existing sparse scholarship interrogates the black perspective on extermination. A Curse upon the Nation addresses both of these issues. To explain how this belief in an impending race war shaped eighteenth- and nineteenth-century American politics, culture, and commerce, Lewis examines a wide range of texts including letters, newspapers, pamphlets, travel accounts, slave narratives, government documents, and abolitionist tracts. She foregrounds her readings in the long record of exterminatory warfare in Europe and its colonies, placing lopsided reprisals against African slave revolts-or even rumors of revolts-in a continuum with past brutal incursions against the Irish, Scots, Native Americans, and other groups out of favor with the empire. Lewis also shows how extermination became entwined with ideas about race and freedom from early in the process of enslavement, making survival an important form of resistance for African peoples in America. For African Americans, enslaved and free, the potential for one-sided violence was always present and deeply traumatic. This groundbreaking study reevaluates how extermination shaped black understanding of the Atlantic slave trade and the political, social, and economic worlds in which it thrived.

What does social equality mean now, in a world of markets, global power and new forms of knowledge? In this new book, Raewyn Connell combines vivid research with theoretical insight and radical politics to address this question. The focus moves across gender equality struggles, family change, class and education, intellectual workers, and the global dimension of social science, to contemporary theorists of knowledge and global power, and the political dilemmas of today's left. Written with clarity and passion, this book proposes a bold agenda for social science, and shows it in action. Raewyn Connell is known internationally for her powerfully argued and field-defining books Masculinities, Gender and Power, Making the Difference, and Southern Theory. This new volume gathers together a broad spectrum of her recent work which distinctively combines close-focus field research and large-scale theory, and brings this to bear on those questions of social justice and struggles for change that have long been at the heart of her writing, and will have wide-ranging implications for the social sciences and social activism in the twenty-first century. Visit www.raewynconnell.net

With a fresh interpretation of African American resistance to kidnapping and pre-Civil War political culture, Blind No More sheds new light on the coming of the Civil War by focusing on a neglected truism: the antebellum free states experienced a dramatic ideological shift that questioned the value of the Union. Jonathan Daniel Wells explores the cause of disunion as the persistent determination on the part of enslaved people that they would flee bondage no matter the risks. By protesting against kidnappings and fugitive slave renditions, they brought slavery to the doorstep of the free states, forcing those states to recognize the meaning of freedom and the meaning of states' rights in the face of a federal government equally determined to keep standing its divided house. Through these actions, African Americans helped northerners and westerners question whether the constitutional compact was still worth upholding, a reevaluation of the republican experiment that would ultimately lead not just to Civil War but to the Thirteenth Amendment, ending slavery. Wells contends that the real story of American freedom lay not with the Confederate rebels nor even with the Union army but instead rests with the tens of thousands of self-emancipated men and women who demonstrated to the Founders, and to succeeding generations of Americans, the value of liberty.

In this ground-breaking new work, Dan Goodley makes the case for a novel, distinct, intellectual, and political project - dis/ability studies - an orientation that might encourage us to think again about the phenomena of disability and ability. Drawing on a range of interdisciplinary areas, including sociology, psychology, education, policy and cultural studies, this much needed text takes the most topical and important issues in critical disability theory, and pushes them into new theoretical territory. Goodley argues that we are entering a time of dis/ability studies, when both categories of disability and ability require expanding upon as a response to the global politics of neoliberal capitalism. Divided into two parts, the first section traces the dual processes of ableism and disablism, suggesting that one cannot exist without the other, and makes the case for a research-driven and intersectional analysis of dis/ability. The second section applies this new analytical framework to a range of critical topics, including: The biopolitics of dis/ability and debility Inclusive education Psychopathology Markets, communities and civil society. Dis/ability Studies provides much needed depth, texture and analysis in this emerging discipline. This accessible text will appeal to students and researchers of disability across a range of disciplines, as well as disability activists, policymakers, and practitioners working directly with disabled people.