In Moral Boundaries Joan C. Tronto provides one of the most original responses to the controversial questions surrounding women and caring. Tronto demonstrates that feminist thinkers have failed to realise the political context which has shaped their debates about care. It is her belief that care cannot be a useful moral and political concept until its traditional and ideological associations as a "women's morality" are challenged. Moral Boundaries contests the association of care with women as empirically and historically inaccurate, as well as politically unwise. In our society, members of unprivileged groups such as the working classes and people of color also do disproportionate amounts of caring. Tronto presents care as one of the central activites of human life and illustrates the ways in which society degrades the importance of caring in order to maintain the power of those who are privileged.

Service-learning research has been growing and expanding around the world. While much of the early work was carried out in the US and Europe, such efforts have been developing in Asia for the past few decades. The use of the term, 'service-learning' was not popular, while use of community engagement, volunteerism, social services are more common among community practitioners and academics, with the rapid development of service-learning, both research and community-based programs have been growing throughout Asia over the last decade. One of the major movements in that part of the world has been the Service-Learning Asia Network (started in 2005), where more than 11 countries have unified to share their efforts collectively through conferences and journals. In this new book we have examples from five (5) different places: China, Singapore, Hong Kong, Indonesia, and India. These models follow a recent publication of Asian research found in the Michigan Journal of Community Service Learning, published in Summer 2019 after the 7th Asia Pacific Regional Service-Learning conference in Singapore. The chapters represent some of the exciting work that is developing in Asia, highlighting the rich and powerful connections between universities and communities throughout the region. Excellent examples of various kinds of study, from case studies, to qualitative research, to mixed method designs are included. In addition, the focus of the studies, from student learning, community change, innovative practice, and institutional development and change are provided to illustrate the rich diversity of work occurring throughout Asia.

Offering a provocative and innovative theorisation of governance as relational politics, the central argument of Power, Politics and the Emotions is that there are complex sets of emotional dynamics which complicate the already contested terrain of social policy-making. Equality and diversity are increasingly central components of governance in Western democracies. Arising from the particular social, cultural and political conditions of the late twentieth century, they constitute an important component of the new ethico-politics or life politics, another important element of which is the turn to the emotions. These developments make us think again about the changing processes of governance and shifting relations between institutions, governors and citizens. And Power, Politics and the Emotions uses controversy over diversity and equality policies as a lens through which to explore these broader developments. Contra rationalist accounts of governance, relational politics is the messy, incoherent, ambivalent and often contradictory processes of governance which structure and are structured through social and affective dynamics. Analysing the everyday processes of this relational politics through original empirical studies into equalities work and policy in health, social care, education and the voluntary and community sector, the book develops an innovative interdisciplinary theoretical synthesis which engages with and extends work in political science, cultural theory, critical psychoanalysis and social studies of science and technology/sociology of translation. It will be of interest to a wide range of higher level students and scholars in sociology, social and public policy, legal studies, politics, cultural studies, psychology and psychosocial studies, as well as professional policy-makers and practitioners in the field of equalities in general and in health, social care and education.

Palestinian children and young people living both within and outside of refugee camps in the Middle East are the focus of this book. For more than half a century these children and their caregivers have lived a temporary existence in the dramatic and politically volatile landscape that is the Middle East. These children have been captive to various sorts of stereotyping, both academic and popular. They have been objectified, much as their parents and grandparents, as passive victims without the benefit of international protection. And they have become the beneficiaries of numerous humanitarian aid packages which presume the primacy of the Western model of child development as well as the psycho-social approach to intervention. Giving voice to individual children, in the context of their households and their community, this book aims to move beyond the stereotypes and Western-based models to explore the impact that forced migration and prolonged conflict have had, and continue to have, on the lives of these refugee children.

Rapid fertility declines and improved longevity are now shifting the overall balance of population towards older ages in many parts of the world. Within this growing population of older people there are many groups with particular needs about which relatively little is known.This collection focuses on one such sub-population, the elderly without children. Few would deny that childlessness poses potential human and welfare problems for older people without them. What is less well known is that comparative anthropological and historical demographic research indicates that childlessness is a recurring social phenomenon that has affected 1 in 5 older women in many cultures and historical periods. High levels of childlessness arise not solely or primarily from biological factors like primary sterility, but from a combination of factors. Many, like non-marriage, delayed childbearing, and pathological sterility, reflect the interaction of social and biological influences. Also of major importance are factors that remove the support of children from elders' lives: migration, mortality, divorce, remarriage, family enmity, social mobility, and the pressing demands of family and career on younger generations. The papers collected in this volume employ a mixture of quantitative and qualitative methods to define and characterize the experience of ageing without children. Philip Kreager is Lecturer in Human Sciences, Somerville College, and Senior Research Fellow at the Oxford Institute of Ageing. Elisabeth Schroder-Butterfill is British Academy Post-Doctoral Research Fellow, St Antony's College, Oxford.

The management of children with emotional and behavioural difficulties has always been a source of worry and concern to those who have to deal with them. Many such children are unpredictable, sometimes embarrassing, and can often make us feel helpless. We need to know more about them, and why they think, feel, and behave as they do. Originally published in 1990, the contributors to this volume bring a wide-ranging professional, practical approach to the problem, looking at it from the perspectives of psychiatry, psychology, psychotherapy, education, and social work. They underline the fact that such behaviour cannot be assessed in isolation from the context in which it occurs, and go beyond a mere description of maladjusted children to ask, 'Maladjusted to what? And under what conditions?' The social and family context is continually borne in mind. The book will still be of great interest to psychologists, psychiatrists, psychotherapists, teachers and social workers, as well as to students in those disciplines, who will find it an invaluable source to help them in their first encounters with child patients, clients and pupils.

The main focus of the book is on facilities for families in rural and peri-urban areas of low- and middle-income countries, but many of the approaches and solutions may also be applied in institutional settings, such as schools and hospitals and in emergency situations.

The dramatic January 1, 1994, emergence of the Zapatista Army of National Liberation (EZLN) in Chiapas, Mexico, brought the state's indigenous peoples to the attention of the international community. Yet indigenous peoples in Chiapas had been politically active and organized for years prior to the uprising. This compelling volume examines in detail these local and regional histories of power and resistance, powerfully bolstered by gripping and heartrending details of oppression and opposition. Situated broadly within the field of political anthropology, the authors trace the connections between indigenous culture and indigenous resistance. Their case studies include the Tzotzils and Tzeltals of the highland region, the Tojolabals of eastern Chiapas, northern Ch'ol communities, the Mams of eastern and southeastern Chiapas, and the settler communities of the Lacandon rain forest. In the wake of the Chiapas rebellion, all of these groups have increasingly come together around common goals, the most important of which is autonomy. Three essays focus specifically on the issue of Indian autonomy in both Zapatista and non-Zapatista communities. Offering a consistent and cohesive vision of the complex evolution of a region and its many cultures and histories, this work is a fundamental source for understanding key issues in nation building. In a unique collaboration, the book brings together recognized authorities who have worked in Chiapas for decades, many linking scholarship with social and political activism. Their combined perspectives, many previously unavailable in English, make this volume the most authoritative, richly detailed, and authentic work available on the people behind the Zapatista movement."

Torture is among the most disturbing and psychologically devastating of human behaviors. It dehumanizes its victims, leaving them with serious and lasting psychological wounds. Like other psychological trauma, torture frequently leaves in its wake denial and silence among both perpetrators and their victims. This communicative void creates a public and mental block that can make treatment of torture survivors very difficult.

Treating Victims of Torture and Violence is the definitive manual for therapists treating victims of torture, prisoners of war, and casualties of forced migration. Divided into five sections dealing with basic concepts of torture--violence and aggression, the torture syndrome, psychotherapeutic treatment, the cultural psychology of torture syndrome, and cultural psychological treatment-- Treating Victims of Torture and Violence employs both classic psychoanalytic and cognitive- behavioral methods. Realizing that torture victims are frequently from different cultures than those of their therapists, Peter Elsass provides in-depth aid to therapists dealing with a multicultural clientele.

Social policy and human geography are intimately intertwined yet frequently disconnected fields. Whilst social policies are always conceived, implemented and experienced in and through geography, the role of place in social policy scholarship and practice is frequently overlooked. Bringing together experts from both fields, this collection illuminates the myriad of ways that human geography offers rich insights conceptually, empirically and methodologically into the neglected spatialities of policy scholarship, practice and experience. By building the necessary bridges towards a spatial social policy, this book enables the enhanced design, performance and understanding of social policies once properly rooted in their multiple spatialities.

Being culturally competent in practice is an essential skill for any practitioner working with people. Award-winning social worker and diversity trainer Vivian Okeze-Tirado has developed an applied practice model to help you to increase your understanding of diversity and improve your cultural competency: D - Decide to be a Culturally Sensitive Practitioner I - Invite people to talk about their cultures, values, beliefs, and experiences V- Value their history, individuality(,) and differences E- Explore the client's realities, show curiosity R- Reflect upon information and knowledge received S- Scrutinise yourself I -Identify strategies to aid your work T- Train yourself to treat people, children, and families individually Y- Yield to culturally sensitive practice Encouraging you to do more than just talk about racism, this simple practice tool provides easily achievable steps and practical guidance to empower you and your colleagues tackle racism and discrimination in practice.

Coercive Care asks probing and challenging questions regarding the use of coercion in health care and the social services. The book combines philosophical analysis with comparative studies of social policy and law in a large number of industrialized countries.

Numerous humanly caused destructions of just the last hundred years dwarf the World Trade Center disaster, and the attention still addressed to it may over the next few years appear disproportionate. But the significance of events is always determined by the social, political, and cultural forces that are articulated through a particular event. The attack of 9/11 was an event waiting to happen, and when it did occur the even itself became a catalyst and impetus for the changing and redirection of global realities. This volume offers provocative assessments of the reaction to the event from a variety of perspectives that will no doubt stimulate the debate on the meaning and consequences of 9/11.

Supporting Change in Autism Services explores the theoretical and practical dimensions of improving service provision for children, young people and adults with autism. The core aim of the book is to identify and critically examine some of the key factors that either facilitate or inhibit the implementation of good autism practice at both practitioner level and workplace level. It shows practitioners and students how to successfully translate autism theory into practice across service contexts and showcases a range of practitioner case studies throughout the text in order to illustrate effective implementation. Topics explored include: controversies and ambiguities in autism policy, theory and discourse; understanding autism in an inclusive context; enabling participation; making sense of behaviour; autism and interprofessionalism; strategic planning for autism friendly services; bridging the implementation gap. This book is essential reading for anyone interested in improving services for people with autism in the education, social care, health and voluntary sectors.

First published in 1992. In this volume the authors discuss that although the idea that the main object of social security is to regulate the lives of poor people rather than to relieve their poverty which fell into disfavour in the post-war heyday of the welfare state; that this idea has more recently returned, as mass unemployment increases the pressure on welfare budgets and the weakness of the British economy calls into question our ability to maintain social spending.

The effects of globalization have led to accentuated social inequality in most first-world countries, above all the U.S. and U.K. International trade and capital flows have tended to redistribute income in ways that aggravate inequality in advanced industrialized nations where relative income levels of the salaried middle class and the working class are being eroded, resulting in a downward mobility of these classes. At the same time, unwaged forms of labor, including forced labor and slavery, in poorer regions more and more replace wage labor in developed countries. Informed by an anthropological, humanistic perspective, the contributors in this provocative volume offer critical analyses and alternative visions.

This book has won the "O.L. Davis, Jr. Outstanding Book Award" 2015 from the American Association for Teaching and Curriculum (AATC) Curriculum as Spaces: Aesthetics, Community, and the Politics of Place can be viewed as a holistic approach to education, conservation, and community development that uses place as an integrating context for learning. It argues that curriculum and place is a much deeper subject, with roots in aesthetics, community, and politics that go beyond the individual and profoundly address the formation of our current belief system. Despite the unique efforts described in this book to address the curriculum of space, major issues persist in our educational system. First, the rigor of curriculum studies is not usually applied to this complex field that encompasses philosophy, aesthetics, geography, social theory, and history. Second, the conflict caused by studying the place without contextualizing it within the larger social milieu ignores the nuances of our intimately global social network. Third, current responses ignore the uncritical assessment of underrepresented groups within the theoretical landscape. With these problems in mind, Curriculum as Spaces introduces foundational principles that ask us to imagine the full realization of curriculum spaces and show us how to examine the philosophical and cultural roots of these most essential principles.

Innovation is an oft-heard buzzword in both public and private sectors concerned with the organisation and delivery of services to vulnerable individuals. This thoughtful volume explores what innovation might actually involve in the context of contemporary human services.

Highlighting both the importance and utility of innovation but also promoting a more reflective approach, the book distinguishes between innovation and improvement and discusses the relevant differences between private sector, public sector and non-profit organisations. It looks at how innovation is often as much a result of the power relations between the involved actors, and the structural context, as a result of popularly identified drivers and barriers . Including numerous case studies, the book illustrates and explains innovations in welfare services at different levels, looking at the macro level (innovations in social policy), the meso level (innovation at organisational level) and the micro-level (user-driven innovations).

Arguing the innovation is nothing new in human services, the authors emphasise the importance of innovation being developed and supported by those working within those organisations. New and creative solutions to problems encountered in everyday work by front-line workers can be taken up to improve services provided and make a difference for the users, rather than change being externally imposed upon them by those without insider knowledge.

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Innovation in Social Welfare and Human Services" is an important read for researchers and practitioners interested in the administration, leadership and organisation of social services."

This book has won the "O.L. Davis, Jr. Outstanding Book Award" 2015 from the American Association for Teaching and Curriculum (AATC) Curriculum as Spaces: Aesthetics, Community, and the Politics of Place can be viewed as a holistic approach to education, conservation, and community development that uses place as an integrating context for learning. It argues that curriculum and place is a much deeper subject, with roots in aesthetics, community, and politics that go beyond the individual and profoundly address the formation of our current belief system. Despite the unique efforts described in this book to address the curriculum of space, major issues persist in our educational system. First, the rigor of curriculum studies is not usually applied to this complex field that encompasses philosophy, aesthetics, geography, social theory, and history. Second, the conflict caused by studying the place without contextualizing it within the larger social milieu ignores the nuances of our intimately global social network. Third, current responses ignore the uncritical assessment of underrepresented groups within the theoretical landscape. With these problems in mind, Curriculum as Spaces introduces foundational principles that ask us to imagine the full realization of curriculum spaces and show us how to examine the philosophical and cultural roots of these most essential principles.

Incorporating scholarship that addresses the social, economic, cultural, and historical facets of the experience of disability in South Asia, this book presents the reader with a comprehensive, cogent, and nuanced view of the constructions of disability in this region. In doing so, it focuses on the lived experiences of people with disabilities and their families, analyzing such disabling barriers as poverty, caste, and other inequities that limit their access to education, employment, equity, and empowerment. It addresses the interpretations of disability within different South Asian contexts including policy, family, educational systems, films, and literary narratives. Situated in an interdisciplinary perspective that spans areas such as cultural studies, law, disability studies in education, sociology, and historiography, South Asia and Disability Studies presents a rich and complex understanding of the disability experience in South Asia. The organization of topics parallels the discourse in areas within disability studies such as identity construction, language, historical constructions of disability, and cultural representations of disability.

In the past thirty years, the United States has made remarkable progress in reducing barriers in access to health care faced by racial and ethnic minority Americans. Most minority Americans born in the 1950s have vivid memories of "separate and unequal" health facilities. By the 1980s, overt and blatant barriers to care were uncommon. In spite of the progress achieved, recent studies continue to provide evidence that minority Americans experience differential access to health coverage and to some health procedures. To investigate these differentials, contributors to this volume were asked to examine the health care experiences of nonelderly Hispanics and African-Americans within a nationally representative data source: the 1987 National Medical Expenditure Survey. Through this effort, the authors document the extent to which barriers to access persist and provide insight on possible explanations for variations in access. This volume will provide policymakers, practitioners, and advocates with an objective base of important information to guide decision-making about health care policy.

This study is an empirical and a theoretical contribution to academic labor market research in the social and educational sciences. The main focus is the situation of young academics who teach at German universities. Both the role of research and teaching in the academic labor market as well as opportunities for professional development in academia and beyond for those who teach are investigated. The study reveals how structures of the academic labor market, including academic culture, affect career decisions and development opportunities of young academics. The findings demonstrate how academics reconstruct the relation between teaching and research in their practice and how they seek new ways in making teaching meaningful in their working lives. The monograph proposes a model for evaluating the agency of academics and identifies the potential for social innovations in academia.

Tavistock Press was established as a co-operative venture between the Tavistock Institute and Routledge & Kegan Paul (RKP) in the 1950s to produce a series of major contributions across the social sciences. This volume is part of a 2001 reissue of a selection of those important works which have since gone out of print, or are difficult to locate. Published by Routledge, 112 volumes in total are being brought together under the name The International Behavioural and Social Sciences Library: Classics from the Tavistock Press. Reproduced here in facsimile, this volume was originally published in 1974 and is available individually. The collection is also available in a number of themed mini-sets of between 5 and 13 volumes, or as a complete collection.

Healthy Cites and Urban Policy Research is a collection of papers by leading experts from academia or international organisations who have been involved in the Healthy Cities Movement. It is the first academic work to combine public health with urban planning. Contemporary issues from various perspectives are included which address evaluation, evidence-based practice, accountability, community participation and information technology.

The care of the needy and the sick is delivered by various groups including immediate family, the wider community, religious organisations and the State funded institutions. The Locus of Care provides an historical perspective on welfare detailing who carers were in the past, where care was provided, and how far the boundary between family and state or informal and organised institutions have changed over time. Eleven international contributors provide a wide-ranging examination of themes, such as child care, mental health, and provision for the elderly and question the idea that there has been a recent evolutionary shift from informal provision to institutional care. Chapters on Europe and England use case studies and link evidence from ancient and medieval periods to contemporary problems and the recent past, whilst studies on China and South Africa look to the future of welfare throughout the world. By placing welfare in its historical, social, cultural and demographic contexts, Locus of Care reassesses community and institutional care and the future expectations of welfare provision.