By taking students out of their comfort zone, field-based courses--which are increasingly popular in secondary and postsecondary education--have the potential to be deep, transformative learning experiences. But what happens when the field in question is a site of active or recent conflict? In Conflict Zone, Comfort Zone, editors Agnieszka Paczynska and Susan F. Hirsch highlight new approaches to field-based learning in conflict zones worldwide. As the contributors demonstrate, instructors must leave the comfort zone of traditional pedagogy to meet the challenges of field-based education. Drawing on case studies in the United States and abroad, the contributors address the ethical considerations of learning in conflict zones, evaluate the effectiveness of various approaches to teaching these courses, and provide guidelines for effecting change. They also explore how the challenges of field-based classes are magnified in conflict and postconflict settings, and outline the dilemmas faced by those seeking to resolve those challenges. Finally, filling a crucial gap in existing literature, the contributors identify best practices that will assist aspiring instructors in developing successful field-based courses in conflict zones. Contributors: Daniel R. Brunstetter, Alison Castel, Gina M. Cerasani, Alexander Cromwell, Maryam Z. Deloffre, Sandi DiMola, Leslie Dwyer, Eric Hartman, Pushpa Iyer, Allyson M. Lowe, Patricia A. Maulden, rj nickels, Anthony C. Ogden, Jennifer M. Ramos, Lisa E. Shaw, Daniel Wehrenfennig

By taking students out of their comfort zone, field-based courses--which are increasingly popular in secondary and postsecondary education--have the potential to be deep, transformative learning experiences. But what happens when the field in question is a site of active or recent conflict? In Conflict Zone, Comfort Zone, editors Agnieszka Paczynska and Susan F. Hirsch highlight new approaches to field-based learning in conflict zones worldwide. As the contributors demonstrate, instructors must leave the comfort zone of traditional pedagogy to meet the challenges of field-based education. Drawing on case studies in the United States and abroad, the contributors address the ethical considerations of learning in conflict zones, evaluate the effectiveness of various approaches to teaching these courses, and provide guidelines for effecting change. They also explore how the challenges of field-based classes are magnified in conflict and postconflict settings, and outline the dilemmas faced by those seeking to resolve those challenges. Finally, filling a crucial gap in existing literature, the contributors identify best practices that will assist aspiring instructors in developing successful field-based courses in conflict zones. Contributors: Daniel R. Brunstetter, Alison Castel, Gina M. Cerasani, Alexander Cromwell, Maryam Z. Deloffre, Sandi DiMola, Leslie Dwyer, Eric Hartman, Pushpa Iyer, Allyson M. Lowe, Patricia A. Maulden, rj nickels, Anthony C. Ogden, Jennifer M. Ramos, Lisa E. Shaw, Daniel Wehrenfennig

In response to mounting debt crises and macroeconomic instability in the 1980s, many countries in the developing world adopted neoliberal policies promoting the unfettered play of market forces and deregulation of the economy and attempted large-scale structural adjustment, including the privatization of public-sector industries. How much influence did various societal groups have on this transition to a market economy, and what explains the variances in interest-group influence across countries?

In this book, Agnieszka Paczyńska explores these questions by studying the role of organized labor in the transition process in four countries in different regions--the Czech Republic and Poland in eastern Europe, Egypt in the Middle East, and Mexico in Latin America. In Egypt and Poland, she shows, labor had substantial influence on the process, whereas in the Czech Republic and Mexico it did not. Her explanation highlights the complex relationship between institutional structures and the "critical junctures" provided by economic crises, revealing that the ability of groups like organized labor to wield influence on reform efforts depends to a great extent on not only their current resources (such as financial autonomy and legal prerogatives) but also the historical legacies of their past ties to the state.

This new edition features an epilogue that analyzes the role of organized labor uprisings in 2011, the protests in Egypt, the overthrow of Mubarak, and the post-Mubarak regime.

How do emerging donors conceptualize the relationship between security and development? How, and why, do the policies they pursue in conflict-affected states differ from the liberal peacebuilding model of traditional donors? Addressing these questions, the authors of The New Politics of Aid shed light on the increasingly complicated and complex donor landscape. Their work is an essential contribution to our understanding of both the changing dynamics of foreign aid and the processes of postconflict reconstruction and peacebuilding.