Originally published in 1998 University Teaching looks at the world of university and college teaching in the study of higher education. Providing a broad perspective, it examines preparation, assessment, and reward from cross-cultural perspectives and explores the cultural and social influences that affect these dimensions. The book provides a considerable richness in diversity of topics and authors, and provokes the reader to observe the many commonalities in the thinking and approaches towards college teaching that pervade the higher education systems worldwide.

Originally published in 1969, Anarchy and Culture both documents and describes the influence of the student and academic in the case of revolution and protest within the university. The book looks at the theory behind the culture of revolution within the contemporary university and comments upon the affect this has upon teaching, as well as the student experience. This edited collection contains a wide range of essays from a broad range of contributors in the fields of Sociology, English, and Education. Focusing predominately on study of the university in the UK, the book covers a spread of political comment, and personal attitude in analysing culture and anarchy in relation to the contemporary university.

Originally published in 1987 Restructuring Universities uses Aston University as a case study of the internal restructuring taking place in universities. Aston lost one third of its funding in 1981 and was told to reduce its student numbers by one fifth within three years. The university has a balanced financial budget, well oversubscribed courses, and the average A level scores of entrants are over the national average in all subjects taught. The books looks at the ways in which the university dealt with rapid change, looking particularly at the decision making processes within the university and the ways in which internal power and politics influenced decisions made. Previous models of decision making are discussed and a new political model outlined. The book provides a useful and informed analysis of the context, politics and management of change in the university system.

Originally published in 1987, The Creation of Local Authority Sector of Higher Education is a macro-analysis of the creation and development of the local authority sector of higher education from the early 1960s to the 1980s. It is a political/administrative study of educational policy-making and decision-taking at the national level. This book surveys the influence on the policy of various groups such as the Department of Education and Science, the local authority associations, and the higher education teachers' unions. The creation of the polytechnics receives considerable attention as does the merger of teacher training with advanced further education. The records of a large University Institute of Education show clearly how the battles over the future of teacher training were fought out in the 1960s and 1970s. Original material from the main teachers' unions involved has provided additional evidence from a different perspective. This study shows the problems facing local authority higher education in the 1980s and 1990s are not new, and in many respects remain the same intractable issues which have dogged the sector since its creation.

Originally published in 1968 The New University is a collection of essays dealing with problems and opportunities of university development in our time. The main focus is upon the universities of the United Kingdom, but there are also accounts of American and Commonwealth Discussion and experiment. The book addresses a global scene and draws striking inferences from American practice. It also provides a survey of the plans for English expansion as they struck an informed observer. The book also considers the problem of stratification of existing universities and the prospects for any further development beyond present plans.

Originally published in 1969 Key Profession looks at the rise of the academic profession to its influence and importance, through the history of the Association of the University of Teachers, founded in 1919 and celebrating its half-centenary in 1969. As a study of a professional organization and political pressure group concerned with salary negotiations, conditions of service, academic freedom, and public policy on higher education, it is of interest not only to social historians but also to economists, political scientists, sociologists, and all those who have at heart the search for intellectual truth, the maintenance of cultural values and the integrity of the universities. The book tries to show what part the academic profession has played in the shaping of higher education, and through it of modern society, in twentieth-century Britain.

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.

Originally published in 1979 Accountability in Higher Education contains the first comprehensive analysis of accountability in Australian higher education. The contributors systematically examine organisation and practice in the Australian higher education system, major issues relating to the accountability movement, and possible future developments arising from these issues. The authors look in turn at the various levels of organisation and accountability within the higher education system - Federal, State, sector, institution and individual - and in so doing provide the most comprehensive coverage possible of the major issues of concern. The book provides a detailed analysis that will be of particular interest to teachers, administrators and educational researchers.

Originally published in 1995, Reform and Change in Higher Education is composed of 9 essays originally presented at a symposium, "International Perspectives on the Relationship Between Governments and Universities," and a UNESCO Forum of Experts on Strengthening Capacities for Research in Higher Education. Papers explore how government policy affects universities and how universities influence government. This collection presents case studies of educational reform and change in 10 nations, focusing on the changing role of government involvement in higher education. The book deals comparatively with planned change in systems of higher education initiated by central governments and with the character and dynamics of state-university relationships, both collectively and individually.

Charitable giving and philanthropic behavior are frequently the subject of media reports and newspaper headlines. Examining the incentives and barriers to charitable behavior, Dashefsky and Lazerwitz account for such giving by members of the Jewish community. A discussion of motivations for charitable giving, Charitable Choices relies on quantitative and qualitative data in one religio-ethnic community.

With increasing pressure on resources, the looming spectre of climate change and growing anxiety among eaters, ecology and food are at the heart of the political debates surrounding agriculture and diet. This unique contribution unravels agri-environmental issues at different spatial levels, from local to global, documenting the major shifts in agriculture from a long-term perspective. The book begins by exploring the changes in the industrialisation and socialisation of agriculture over time, through the lens of institutional economics including The French Regulation School and Conventions Theory. Building on Polanyi's 'Great Transformation', the chapters in this volume analyse long-term and contemporary changes in agriculture and food systems that have occurred throughout the last few centuries. Key chapters focus on the historical changes in provisioning and the social relations of production, consumption, and regulation of food in different socio-political contexts. The future of agriculture is addressed through an analysis of controversial contemporary political claims and their engagement with strategies that aim to improve the sustainability of agriculture and food consumption. To shed light on ongoing changes and the future of food, this book asks important environmental and social questions and analyses how industrial agriculture has played out in various contexts. It is recommended supplementary reading for postgraduates and researchers in agricultural studies, food studies, food policy, the agri-food political economy and political and economic geography.

Middle leading refers to those teachers that both teach and have leadership roles, and thus can bridge the gap between the practices of learning and the managemant of schooling. Focusing on the practices of middle leaders, this book addresses the current lack of support and professional development for middle leaders in educational settings. Middle Leadership in Schools positions middle leaders as professional leaders, and an integral part of educational and professional development in schools and other educational institutions. Drawing on empirical research spanning four countries, this book provides readers with a conceptual framework to understand middle leading and shows how middle leading practices unfold in real educational contexts. This is a valuable resource that goes beyond a theoretical conversation about middle leaders to provide readers with practical applications based on extensive research undertaken by the authors. The book is divided into seven chapters, each of which include reflective discussion questions and recommended readings to promote collaborative engagement with the text. Chapters cover topics such as how middle leading is shaped in practice, its role in professional development and its impact on schools. Illustrating to middle leaders how they can develop their leadership skills, the book will also be of interest to school principals and other senior leaders as a guide to supporting their middle leaders.

This rare interdisciplinary combination of research into neighbourhood dynamics and effects attempts to unravel the complex relationship between disadvantaged neighbourhoods and the life outcomes of the residents who live therein. It seeks to overcome the notorious difficulties of establishing an empirical causal relationship between living in a disadvantaged area and the poorer health and well-being often found in such places. There remains a widespread belief in neighbourhood effects: that living in a poorer area can adversely affect residents' life chances. These chapters caution that neighbourhood effects cannot be fully understood without a profound understanding of the changes to, and selective mobility into and out of, these areas. Featuring fresh research findings from a number of countries and data sources, including from the UK, Australia, Sweden and the USA, this book offers fresh perspectives on neighbourhood choice and dynamics, as well as new material for social scientists, geographers and policy makers alike. It enriches neighbourhood effects research with insights from the closely related, but currently largely separate, literature on neighbourhood dynamics.

Placing it within the theoretical perspectives and debates in Organizational Theory (OT), this book explores the organizational design and internal functioning of a rather emblematic and widely acclaimed transnational social organization: the alternative globalization movement (previously anti-globalization movement). The issue of power in particular remains the central feature of the book. Based on a detailed study of two of the movement's essential constituents (transnational campaigns and the World Social Forum), the book examines the complexity in which certain forms of internal relations or mechanisms of power emerge. In other words, how is the organizational hierarchy conceived and how are important responsibilities executed? What are the principal modes of authority and control? What are the priorities and motives of the leading individuals and groups within the movement? Furthermore, what makes certain echelons, groups, or individuals wield more influence and authority than others, and also justify their legitimacy through diverse means? These questions are especially valid owing to the movement's proper interpretation of power which considers the concentration of power as totally unacceptable. The movement draws lessons from the history of social changes to suggest that political parties and labour movements tended to give rise to the seizure of power by a few, a heavy bureaucracy, and the lack of transparency. Logically, then, a new organizational vision should emerge, avoiding hierarchies and encouraging a more diffused process of power sharing. However, an informal manner of functioning has instead created many ambiguities, with new sets of interests and power relations gradually becoming manifest within the movement. All carefully considered, the book draws three principal conclusions: first, an informal organization structure does not mean that there is an absence of power; second, the exercise of power takes place while denying it; and third, there is seemingly a lack of internal resistanc

Engaging the Next Generation of Aviation Professionals is an edited volume that brings together a diverse set of academic and professional perspectives within the three themes of attracting, educating, and retaining the next generation of aviation professionals (NGAP). This compilation is the first academic work specifically targeting this critical issue. The book presents a rich variety of perspectives, academic philosophies, and real-world examples. Submissions include brief case studies, longer scholarly works from respected academics, and professional reflections from individuals who have made important contributions to their field. The book includes academic chapters that explore the topic from a more theoretical standpoint yet are accessible and understandable to a professional audience. These are complemented by both broad and specific practice examples that describe initiatives and applications occurring in the industry around the three themes. All submissions include descriptive insights, experiences, and first-hand accounts of accomplishments, intended to support the work of other professionals managing NGAP issues. This work will be valuable to anyone involved in attracting, educating, or retaining NGAP, including academics, operators, national and international regulators, and outreach coordinators, among many others.

This book is a compelling examination of the theoretical discourse on rights and its relationship with ideas, institutions and practices in the Indian context. By engaging with the crucial categories of class, caste, gender, region and religion, it draws attention to the contradictions and contestations in the arena of rights and entitlements. The chapters by eminent experts provide deep and nuanced insights on the intersecting issues and concerns of individual and group identities as well as their connection with the state along with its multifarious institutions and practices. The volume not only engages with the dilemmas emerging out of the rights discourse but also sets out to recognize the significance of a shared commitment to a rights-based framework towards the promotion of justice and democracy in society. The book will be useful to academics, social scientists, researchers and policymakers. It will be of special interest to teachers and students in the fields of politics, development studies, philosophy, ethics, sociology, gender/women's studies and social movements.

This volume explores cultural, social and economic connections between the Americas and the South Pacific. It reaches beyond Sino-American collaborations to focus on rather neglected, and sometimes invisible, Southern linkages, asking how these connections originated and have developed over time, which local responses they have generated, and what impact these processes have in the region in terms of representational forms and strategies, new cultural practices, and empowerment of individuals in (post)colonial contexts. The volume also compares and contrasts intriguing parallels of politics and identity formation. By extending the focus beyond East Asia to the Southern Pacific region, including Island connections with the Americas, the volume provides a more comprehensive understanding of recent dynamics and shifting relations across the Pacific. By approaching the Transpacific Americas as an assemblage or relational space, which is created and becomes meaningful through multiple localities and their translocal connections, the book complicates the Euro-American distinction between "centre" and "rim". While the collection offers a distinctive geographical focus, it simultaneously emphasizes the translocal qualities of specific locations through their entanglements in transpacific assemblages within and across cultural, social and economic spheres. Furthermore, without neglecting the inextricable, historical dimension of anthropological perspectives, the focus is on the diverse and unexpected contemporary forms of cultural, social and economic encounters and engagements, and on (re)emerging Indigenous networks. Primarily based on empirical research, the volume explores face-to-face encounters, relations "from below," and transcultural interactions and relationships in, as well as ideas and conceptualizations of, cultural spaces across localities that have long been perceived as separate, but are indeed closely interconnected.

The Performative Power of Vocality offers a fresh perspective on voice as a subject of critical inquiry by employing an interdisciplinary and cross-cultural approach. Conventional treatment of voice in theatre and performance studies too often regards it as a subcategory of actor training, associated with the established methods that have shaped voice pedagogy within Western theatre schools, conservatories, and universities. This monograph significantly deviates from these dominant models through its investigation of the non-discursive, material, and affective efficacy of vocality, with a focus on orally transmitted vocal traditions. Drawing from her performance training, research collaborations, and commitment to cultural diversity, Magnat proposes a dialogical approach to vocality. Inclusive of established, current, and emerging research perspectives, this approach sheds light on the role of vocality as a vital source of embodied knowledge, creativity, and well-being grounded in process, practice, and place, as well as a form of social and political agency. An excellent resource for qualitative researchers, artist-scholars, and activists committed to decolonization, cultural revitalization, and social justice, this book opens up new avenues of understanding across Indigenous and Western philosophy, performance studies, musicology, ethnomusicology, sound and voice studies, anthropology, sociology, phenomenology, cognitive science, physics, ecology, and biomedicine.

This edited collection provides an in-depth ethnographic study of faith-based development organizations in the United States, shining a much needed critical light onto these organizations and their role in the United States by exploring the varied ways that faith-based organizations attempt to mend the fissures and mitigate the effects of neoliberal capitalism, poverty, and the social service sector on the poor and powerless. In doing so, Not by Faith Alone generates provocative and sophisticated analyses-grounded in empirical case studies-of such topics as the meaning of "faith-based" development, evaluations of faith-based versus secular approaches, the influence of faith-orientation on program formulation and delivery, and examinations of faith-based organizations' impacts on structural inequality and poverty alleviation. Taken together, the chapters in this volume demonstrate the vital importance of ethnography for understanding the particular role of faith-based agencies in development. The contributors argue for an understanding of faith-based development that moves beyond either dismissing or uncritically supporting faith-based initiatives. Instead, contributors demonstrate the importance of grounded analysis of the specific discourses, practices, and beliefs that imbue faith-based development with such power and reveal both the promise and the limitations of this particular vehicle of service delivery.

First published in 1988. Moral innocence is of enduring interest because it seems to embody our ideals in their purest form. The place of moral innocence in politics is the central theme of Peter Johnson's subtle and original book. Are there moral dispositions which are not only incompatible with politics but actually endanger it? If it is sometimes necessary to act badly in order to achieve desirable objectives, what moral standpoints would exclude such a course at action? Peter Johnson demonstrates convincingly why philosophical accounts of morality, past and present, are unable to explain moral innocence: its full impact on politics can only be grasped by putting aside traditional theories. Literature provides the key to a deeper understanding of the relationship between politics and morality. Melville's Billy Budd, Shakespeare's Henry VI, and Graham Greene's The Quiet American reveal moral innocence at work in political circumstances of great intensity. Through these and other literary figures, we see at last the specific character of moral innocence and why it is connected with political disaster. This closely reasoned yet deeply passionate book illuminates a problem of great contemporary interest and nowhere more so than in American public life. Original in theme and content, it confronts central issues of concern to the modern mind, not simply to academics, both teachers and taught, but to all those interested in how they might be governed.

Anthropocene Ecologies brings political ecology and tourism studies to bear on the Anthropocene. Through a collective examination of political ecologies of the Anthropocene by leading scholars in anthropology, geography and tourism studies, the book addresses critical themes of gender, health, conservation, agriculture, climate change, disaster, coastal marine management and sustainability. Each chapter theoretically and empirically unravels entanglements of tourism, nature and imagination to expose the political-ecological drivers of the Anthropocene as a material and symbolic force and its deepening integration with tourism. Grounded in ethnographic and qualitative research, the volume is interdisciplinary in scope, yet linked in its shared focus on the political threat as well as the social potential of the Anthropocene and its imaginaries. This collection contributes to emerging scholarship on tourism, sustainability and global environmental change in the current geological epoch. Anthropocene Ecologies will be of great interest to political ecology focused scholars of tourism, socio-environmental change and the Anthropocene. The chapters were originally published as a special issue in the Journal of Sustainable Tourism.

Dieser Band dokumentiert eine Reihe von ausgewahlten Beitragen der XXII. Internationalen wissenschaftlichen Konferenz Bildungsreform und Lehrerausbildung zum Thema "Transkulturelle Perspektiven in der Bildung", die vom Ministerium fur Bildung und Wissenschaft der Republik Litauen und der Vilnenser Akademie fur Bildungswissenschaften der Vytautas Magnus Universitat in Kaunas (VDU) gemeinsam konzipiert und veranstaltet wurden. Im Fokus standen der Diskurs kulturwissenschaftlicher Bildungsforschung und der Austausch von Beispielen transkultureller padagogischer Praxis in der Hochschul- und Schulbildung. Der Erwerb dieser interaktiven Kompetenzen in der kulturwissenschaftlichen Forschung ist Voraussetzung fur die Bildung einer Identitat, die den Herausforderungen unserer Gesellschaft im kommenden Jahrzehnt gerecht wird. This volume presents a series of selected contributions from the XXIInd International Scientific Conference on The Reform of Education and Teacher's Training dealing with the topic "Transcultural Perspectives in Education", which was conceived and organized by the Ministry of Education and Science of the Republic of Lithuania together with the Vilnius Academy of Educational Science at Vytautas-Magnus-University in Kaunas (VDU). The focus of attention was the discourse on research in cultural studies and the exchange of examples of transcultural pedagogical practice in Higher and Secondary Education. The acquisition of interactive competencies in cultural research is a prerequisite for the formation of identity in order to meet the challenges our society will be facing in the coming decade.

Sociological Theory and the Capability Approach connects normative strands of sociological theory to the fusion of ethics and economics proposed by Amartya Sen's and Martha Nussbaum's capability approach. Spanning classical (Hegel, Marx, Durkheim, Scheler, Weber) and contemporary debates (Parsons, Giddens, Luhmann) it identifies areas that bridge the current gap between sociology and capability approach. It thus builds on explanatory and normative concerns shared by both traditions. Engaging readers from sociology and capability approach, Spiros Gangas suggests that the proposed dialogue should be layered along the main areas of value theory, economy and society, extending this inquiry into the normative meaning attached to being human. To this end, the book reconstructs the notion of agency along the tracks of Nussbaum's central human capabilities, considering also alienation and the sociology of emotions. It concludes by addressing the capability approach through the lens of social institutions before it takes up the challenge of ideological fundamentalism and how it can be effectively confronted by capability approach. This original book provides a fresh perspective on capability approach as it embeds it in the rich pool of sociological theory's accomplishments. As an exercise in theoretical and normative convergence, it will be required reading for academics and students in social theory, cultural theory, philosophy and human development studies.

This book studies places and spaces in Western India both as geographical locations and as imagined constructs. It uncovers the rich history of the region from the perspective of places of pilgrimage, commerce, community, expression and indigeneity. The volume examines how spaces are intrinsically connected to the lived experiences of people. It explores how spaces in Western India have been constructed over time and how these are reflected in both historical and contemporary settings - in the art, architecture, political movements and in identity formation. The rich examples explored in this volume include sites of Bhakti and Sufi literature, Maharashtrian-Sikh identity, Mahanubhav pilgrimage, monetary practices of the Peshwas and the internet as an emancipatory space for the Dalit youth in Maharashtra. The chapters in this book establish and affirm the forever evolving cultural topography of Western India. Taking a multidimensional approach, this book widens the scope of academic discussions on the theme of space and place. It will be useful for scholars and researchers of history, cultural studies, geography, the humanities, city studies and sociology.

The countries of East and Southeast Asia, taken as a whole, display a laboratory of social and political conditions, with individual countries presenting a variety of political, cultural and social characteristics. Some with one-party state systems, others with stable liberal democracies and yet others with more fragile democratic systems. As such the region presents a unique opportunity to examine the relationship between diverse national environments and social work education regimes. In this book, social work educators and theorists from around East and Southeast Asia provide accounts of the social work programs within the higher education systems of their respective countries and compare them to those of their neighbours. This is the first book to offer a structured account of how social work and social work education have emerged and finds their present place in the historical, economic, political, urban/rural and higher education contexts of Southeast Asia and East Asia. Experts from the region assess the extent to which these countries' systems possess a collective coherence, while examining the diversity among them.