This is the first book to explore the meaning of equality and freedom of education in a global context and their relationship to the universal right to education. It also proposes evaluating school systems according to their achievement of equality and freedom.
Education in the 21st century is widely viewed as a necessary condition for the promotion of human welfare, and thus identified as a basic human right. Educational rights are included in many national constitutions written since the global spread of human rights ideas after World War II. But as a global idea, the meaning of educational rights varies between civilizations. In this book, which builds on the concept of the universal right to education set forth in Spring's "The Universal Right to Education: Justification, Definition, and Guidelines, " his intercivilizational analysis of educational rights focuses on four of the world's major civilizations: Confucian, Islamic, Western, and Hindu.
Spring begins by considering educational rights as part of the global flow of ideas and the global culture of schooling. He also considers the tension this generates within different civilizational traditions. Next, he proceeds to:
*examine the meaning of educational rights in the Confucian tradition, in the recent history of China, and in the Chinese Constitution;
*look at educational rights in the context of Islamic civilization and as presented in the constitutions of Islamic countries, including an analysis of the sharp contrast between the religious orientation of Islamic educational rights and those of China and the West;
*explore the problems created by the Western natural rights tradition and the eventual acceptance of educational rights as represented in European constitutions, with a focus on the development and prominence given in the West to the relationship between schooling and equality of opportunity; and,
*investigate the effect of global culture on India and the blend of Western and Hindu ideas in the Indian constitution, highlighting the obstacles to fulfillment of educational rights created by centuries of discrimination against women and lower castes.
In his conclusion, Spring presents an educational rights statement based on his intercivilizational analysis and his examination of national constitutions. This statement is intended to serve as a model for the inclusion of educational rights in national constitutions.

Political Principles and Indian Sovereignty examines the connection between the well being of Indian people, the sovereignty of Indian Nations and the democratic principles on which the United States was founded. Problems faced by Native Americans in health, education and general welfare are linked to the loss of sovereignty caused by the U.S. Government.

Women in Islam investigates the ongoing debate, in both the Muslim world and the West, on the position of women in Islam.
Anne-Sofie Roald illustrates how Islamic perceptions of women and gender relations change in Western Muslim communities. She shows how Islamic attitudes towards social concerns, such as gender relations, female circumcision and Islamic female dress emerge as responsive to culture and context, rather than rigid and inflexible, as is often perceived.

As a young militant in the 26th of July Movement, Esteban Morales Dominguez participated in the overthrow of the Batista regime and the triumph of the Cuban Revolution. The revolutionaries, he understood, sought to establish a more just and egalitarian society. But Morales Dominguez, an Afro-Cuban, knew that the complicated question of race could not be ignored, or simply willed away in a post-revolutionary context. Today, he is one of Cuba's most prominent Afro-Cuban intellectuals and its leading authority on the race question. Available for the first time in English, the essays collected here describe the problem of racial inequality in Cuba, provide evidence of its existence, constructively criticize efforts by the Cuban political leadership to end discrimination, and point to a possible way forward. Morales Dominguez surveys the major advancements in race relations that occurred as a result of the revolution, but does not ignore continuing signs of inequality and discrimination. Instead, he argues that the revolution must be an ongoing process and that to truly transform society it must continue to confront the question of race in Cuba.

The issues explored in The Feminist Classroom are as timely and controversial today as they were when the book first appeared six years ago. This expanded edition offers new material that rereads and updates previous chapters, including a major new chapter on the role of race. The authors offer specific new classroom examples of how assumptions of privilege, specifically the workings of unacknowledged whiteness, shape classroom discourses. This edition also goes beyond the classroom, to examine the present context of American higher education. Drawing on in-depth interviews and using the actual words of students and teachers, the authors take the reader into classrooms at six colleges and universities - Lewis and Clark College, Wheaton College, the University of Arizona, Towson State University, Spelman College, and San Francisco State University. The result is an intimate view of the pedagogical approaches of seventeen feminist college professors. Feminist scholars have demonstrated that American higher education has long represented a white, male, privileged minority. The professors here bring together the twin upheavals that have challenged this tradition: namely a rapidly changing student body and the more inclusive knowledge of feminist and multicultural scholarship. They uncover the voices, concerns and experiences of groups hitherto marginalized in higher education: women, people of color and working class students. Through concrete examples of classroom practice, the work of these professors challenge the traditional split between knowledge and pedagogy that has long characterized higher education.

This volume of the National Political Science Review, the official publication of the National Political Science Association, is anchored by a major symposium on The Politics of the Black "Nation," the book authored by Matthew Holden in 1973, which is now considered one of the most influential books in the field of black politics. Twenty-five years provide a sufficient timespan on which to base a retrospective of the book and simultaneously to reflect upon the evolution of the black liberation struggle, more formally called, African American politics. In the present age, there is not much talk about "a black nation," certainly not as was heard during the 1960s and mid-1970s. Yet there is a persistent sense of separateness in that there is constant thought and talk of "Black America" as a significantly separate communal entity. Black Americans are seen as a racially and culturally distinct community holding to social, political, economic interests which have special significance and poignancy for them. Holden's perception of the nature of the times in the early seventies stands in sharp contrast to how contemporary analysts of African American politics tend to perceive the nature of African Americans' role in political life and their position in American society in the present age. In this retrospective, readers have the opportunity to get a sense of what Holden argued of the seven essays that make up his seminal volume and to consider how well Holden's observations have stood the tests of time. In addition to the essays presented at the symposium, which pointedly discuss Holden's work, there are essays dealing with "African American Politics in Constancy and Change," by contributors including Charles Henry, David Covin, Robert C. Smith, Clyde Lusane, Cheryl Miller, D'Linell Finley, and Sekou Franklin, among others. Other features are a highly informative discussion of the Literary Digest magazine's Straw-Vote Presidential Polls, 1916-1936, and a review essay by Peter Ronaye in which he discusses "America as 'New World' Power: U.S. Foreign Policy in the Post-Cold War Era." The volume concludes with fifteen book reviews by knowledgeable scholars. The Politics of the Black "Nation" is a timely, thought-provoking volume. It will be of immense value to ethnic studies specialists, African American studies scholars, political scientists, historians, and sociologists. Georgia A. Persons is professor in the School of Public Policy at the Georgia Institute of Technology and the current editor of the National Political Science Review.

This book explores the position of Muslim schools in contemporary Britain. A Critical Race Theory approach is used to consider some of the specific issues faced by Muslim schools, in particular those looking to become state-funded. The book provides a critically considered and meaningful application of a theory of 'race' to Muslims as a religious community, without restricting the analysis to minority ethnic Muslim groups; it also provides a counter-narrative which contests assumptions about Muslim schools presented in the media and in public debates more generally. These insights are positioned against current political climates within which Muslims have been consistently subjected to surveillance and suspicion. The book draws on first-hand research carried out inside Muslim schools to offer insights into the ways that these schools cater to diverse and locally-specific needs. It concludes by arguing that independent Islamic schools represent ideal models of community need. Therefore, bringing such schools into the state sector, in a way that allows them to retain autonomy, represents an ideal strategy for the educational and political enfranchisement of British Muslims. Muslim schooling represents an opportunity for increased state investment in Muslim interests as a strategy for offsetting the ways in which Muslim communities have been marginalised more generally in contemporary political climates. The book will make compelling reading for students and researchers in the fields of Education, Sociology, and Religious Studies, particularly those with an interest in faith schools, Islam, and Critical Race Theory.

Aboriginal people are grossly over-represented before the courts and in our gaols. Despite numerous inquiries, State and Federal, and the considerable funds spent trying to understand this phenomenon, nothing has changed. Indigenous people continue to be apprehended, sentenced, incarcerated and die in gaols. One part of this depressing and seemingly inexorable process is the behaviour of police. Drawing on research from across Australia, Chris Cunneen focuses on how police and Aboriginal people interact in urban and rural environments. He explores police history and police culture, the nature of Aboriginal offending and the prevalence of over-policing, the use of police discretion, the particular circumstances of Aboriginal youth and Aboriginal women, the experience of community policing and the key police responses to Aboriginal issues. He traces the pressures on both sides of the equation brought by new political demands.In exploring these issues, Conflict, Politics and Crime argues that changing the nature of contemporary relations between Aboriginal people and the police is a key to altering Aboriginal over-representation in the criminal justice system, and a step towards the advancement of human rights.

Contents:
Acknowledgments Preface Introduction: Kwik? Kwak!: Narrations of the Self Chapter 1. Talking Back to the bildunsroman Chapter 2. Negotiating Exile: Take Your Bundle and Leave and Go! Chapter 3. Slippery Tongues: Re/Claiming Orality as a Tactic of Intervention Chapter 4. W/righting History: Locating the Traveling Subject Chapter 5. Kwik? Kwak!: Infinite Chronicles of the World and the Word Bibliography Index

A detailed case study of the International Society for Krishna Consciousness (ISKCON) in Britain. The book studies the particular development of a new religious movement within the context of Britain, and issues relating to minority religions' place within a multicultural but still hegemonically Christian society.

Poverty and race -- two of America's most salient, and seemingly intractable, domestic problems -- form the cornerstone of this volume. Featuring contributions by some of the most progressive thinkers on these subjects, the book focuses on the key questions as we begin the new century. From the possibility of achieving true integration (as opposed to mere desegregation), environmental justice, education and its role as counter to structural poverty, to the promise (and lack thereof) of recent anti-poverty policies, Challenges to Equality shines an unflinching light on some of the most important issues we face as a society.

Poverty and race -- two of America's most salient, and seemingly intractable, domestic problems -- form the cornerstone of this volume. Featuring contributions by some of the most progressive thinkers on these subjects, the book focuses on the key questions as we begin the new century. From the possibility of achieving true integration (as opposed to mere desegregation), environmental justice, education and its role as counter to structural poverty, to the promise (and lack thereof) of recent anti-poverty policies, Challenges to Equality shines an unflinching light on some of the most important issues we face as a society.

Global Multiculturalism offers a rich collection of case studies on ethnic, racial, and cultural diversity drawn from thirteen countries_each unique in the way it understands, negotiates, and represents its diversity. A multi-disciplinary group of authors shows how, in different nations, identity groups are included, or made invisible by forced assimilation, or reviled even to the point of genocide. Framed within a theoretical discussion of national identity, transnationalism, hybridity, and diaspora, each chapter surveys the demographics and history of its country and then analyzes the dynamics of diversity. With cases ranging from Bosnia to Chiapas, Cuba to China, and Zimbabwe to France, this volume offers a truly global perspective and scope. Its genuinely comparative methodology and range of disciplinary perspectives make it a unique resource for all those seeking to understand ethnic conflict and diversity.

NAME is the National Association for Multicultural Education. Topics covered include: multiracial and multiethnic students: how they must belong; immigrant Tibetan children in U.S. schools: an invisible minority group; and creating multicultural classrooms.

Before the Civil War, upstate New York earned itself a nickname: the burned-over district. African Americans were few in upstate New York, so this book focuses on reformers in three predominately white communities. At the cutting edge of revolutions in transportation and industry, these ordinary citizens tried to maintain a balance between stability and change.

Argues that prejudice against the 'Jews' is not only a western phenomenon, but also exists in Eastern countries such as China, where representations of 'Jews' and Judaism are very complex. The book also opens a field for general discussions on the subject of the 'Other'. Its thoroughness and wide-reaching scope makes it a must for every scholar concerned with Jewish or Chinese studies.

This book provides a diverse collection of studies reporting the effects of social influence processes in multiple cultures at both the universal and culture-specific levels. The book is characterized by three distinct features. First, the social influence process is considered as a ubiquitous and pervasive feature of human interaction. Second, the book represents a multicultural approach which includes both cross-cultural and culture-focused examinations. Third, the book emphasizes practical implications of the research presented.
This volume incorporates theory and research stemming from three different approaches to social influence: social influence "principles" across cultures, social influence and social change across cultures, and culture and moral perspective in the social influence process. Because each of these three parts encompasses a considerable variety of research methodologies, social contexts, and cultures, each is proceeded by an integrative commentary authored by one of the book editors. These essays provide syntheses of the topics and themes within the corresponding sections and within the book as a whole. They also offer critical commentaries on both theoretical and methodological issues, raise suggestions for future research, and focus on practical applications.
This book is intended for both scholars interested in cross- and multicultural research into the mechanisms of the social influence process and for the professional whose mission is to make planned changes in a society. Knowledge about the influence process, especially regarding how it works in different cultures and within several cultural groups, facilitates this goal. The practical implications ending each chapter serve as encouraging instructions for such applications.

The debate about the national curriculum neccessarily involves values: some subjects are excluded and when subjects are given priority over others, this is an expression of values. It has been suggested that in a multi-cultural, multi-faith society there was insufficient agreement on values on which to base a national curriculum for all young people aged 5-16.

This book examines the psychosocial experiences of foreign workers from Africa and its diaspora in China, within the context of international socio-economic forces. By exploring employment-based migration from a psychoanalytic perspective, this volume investigates the utility of adaptive ambivalence and the challenges that migrant workers face around issues of self-development, agency, and identity. Through a careful analysis of interviews with Africana people, the author demonstrates that the capacity to be reflective and resilient alongside having a strong and diversified support network are crucial for the psychological well-being of those living and working in unfamiliar geographic and cultural conditions.

This study examines how early writers of jazz criticism and literature as well as "jazz" performers and composers associated the music directly with questions about identity and with historical developments like industrialization. Going beyond the study of melody, harmony and rhythm, this book's interdisciplinary approach takes seriously the cultural beliefs about jazz that inspired interracial contact, moralistic panic, bohemian slumming, visions of American democracy, and much more. Detailed textual analysis of fiction, nonfiction, film and musical performance illustrates the complexity of these cultural beliefs in the 1920s and also shows their survival to the present day.

The effects of globalization have long been dealt with in terms of economic and technological consequences, but what about the influence on education? Though still not a precise concept, what we understand as globalization is bringing forth numerous and profound changes in the economic, cultural, and political life of nations. With increased opportunities for interaction and learning, education around the world is rapidly becoming transformed. The essays contained in this comprehensive yet readable book, strive to provide a thorough examination of the impact these changes are having on how education is defined, whom it serves, and how it is assessed around the world. Globalization and Education is organized into three sections. The first addresses conceptual and theoretical issues underlying such notions as globalization, internationalization, and multilateralism. The second presents empirical data from various contries and provides examples of shifts and transformations within a specific level or modality of the educational system. The third looks at the totality of educational changes taking the nation as the unit of analysis.

W.E.B. Du Bois shaped 20th century America to an extent rivaled by few others. The first black to receive a Ph. D. from Harvard, he helped create the discipline of sociology and was one of the founders of the National Association for the Advancement of Colored People (NAACP). Martin Luther King, Jr. called Du Bois 'a gifted discoverer of social truths.' But until now little academic attention has been paid to his insights on religion or to how religious commitments shaped his views of race, rights and justice. Phil Zuckerman here gathers together Du Bois's writings on religion, and makes a compelling case for Du Bois to be recognized among the leading sociologists of religion. Du Bois on Religion includes selections from his well-known works such as The Souls of Black Folks to poems, prayers, stories and speeches less widely available. Brief, helpful introductions preface each of the twenty-six selections. Also, a general introduction traces Du Bois's move from church-attending Christian to relentless critic of religion and evaluates Du Bois's contributions to the study of religion. Du Bois on Religion is an important text for sociologists or for anyone interested in the history of race and religion in the United States.

W.E.B. Du Bois shaped 20th century America to an extent rivaled by few others. The first black to receive a Ph. D. from Harvard, he helped create the discipline of sociology and was one of the founders of the National Association for the Advancement of Colored People (NAACP). Martin Luther King, Jr. called Du Bois "a gifted discoverer of social truths." But until now little academic attention has been paid to his insights on religion or to how religious commitments shaped his views of race, rights and justice. Phil Zuckerman here gathers together Du Bois's writings on religion, and makes a compelling case for Du Bois to be recognized among the leading sociologists of religion. Du Bois on Religion includes selections from his well-known works such as The Souls of Black Folks to poems, prayers, stories and speeches less widely available. Brief, helpful introductions preface each of the twenty-six selections. Also, a general introduction traces Du Bois's move from church-attending Christian to relentless critic of religion and evaluates Du Bois's contributions to the study of religion. Du Bois on Religion is an important text for sociologists or for anyone interested in the history of race and religion in the United States.

Since the first edition was published in 1994 as "The Atlas of Apartheid", there has been enormous change in South Africa. Gradually apartheid is being dismantled but in many sectors the effects have not yet been reversed. In this revised edition, A.J. Christopher examines the spatial impact of apartheid during the period of National Government from 1948 to 1994, and the legacy it has left for South Africa at the beginning of the 21st century. Apartheid was about the control of space and specific places. Intent upon maintaining white minority rule, despite local and international resistance, the government thought in terms of drawing lines on maps and on the ground to separate the South African peoples into discrete, legally defined groups in a classic example of divide-and-rule. Segregation operated at many levels and on many scales, from "petty apartheid" exemplified by separate entrances to buildings and residential areas to "grand apartheid" involving separate nation-states.; It is remarkable that those structures associated with petty and grand apartheid have been dismantled very rapidly, but those associated with the ownership and occupation of land have been extremely persist

The Kuwaiti population includes around 100,000 people - approximately 10 per cent of the Kuwaiti nationals -whose legal status is contested. Often considered `stateless', they have come to be known in Kuwait as biduns, from `bidun jinsiyya', which means literally `without nationality' in Arabic. As long-term residents with close geographical ties and intimate cultural links to the emirate, the biduns claim that they are entitled to Kuwaiti nationality because they have no other. But since 1986 the State of Kuwait, has considered them `illegal residents' on Kuwaiti territory. As a result, the biduns have been denied civil and human rights and treated as undocumented migrants, with no access to employment, health, education or official birth and death certificates. It was only after the first-ever bidun protest in 2011, that the government softened restrictions imposed upon them. Claire Beaugrand argues here that, far from being an anomaly, the position of the biduns is of central importance to the understanding of state formation processes in the Gulf countries, and the ways in which identity and the boundaries of nationality are negotiated and concretely enacted.