The concept of Global Civil Society as an 'imagined global community' is raising questions that challenge perceptions of a border-free, footloose, global community. The era of 'hyper-individualism', accompanied by the virtualization of the public sphere, is offering support for collective action and processes in the face of rising economic and social anxieties, such as inequality, poverty, terrorism, xenophobia, nuclear weapons, and environmental destruction. Global Civil Society is now equipping itself to negotiate with resurrected boundaries, calls for decelerating the flow of people, identity clashes and throwbacks to tribal politics. Contestations in Global Civil Society examines the ways in which the global community is dealing with heightened destabilization, entering what has been dubbed an 'Age of Fracture', and takes a close look at contemporary shifts that accompany the resurrection of multiple normative civil society discourses such as political mobilization, polarization, responsibility, and participation. What are the contestations within global civil society? What is our current perception of global civil society? How is it coping with the huge changes that are happening all around us? What will global civil society look like in the future?

This provocative volume takes an international, multidisciplinary approach to understanding globalization and assessing its economic, social, and environmental effects. Representing the Global North and South, it addresses important debates stemming from recent political events in the U.S. and U.K., the continuing rise of information technology, and the constant struggle between corporate interests and the health of the planet.The human outcomes of world human rights challenges are considered in the ongoing global narratives of migrants, refugees, and disabled persons, as well as possibilities for greater social equity and integration.This expert synthesis takes critical steps to reshape the concept of globalization from an amorphous mass of objectives and initiatives to a forward-looking model of clarity and balance. Included in the coverage: Globalization and migration: is there a borderless world A comparative assessment of climate policies of top emitters. Neo-protectionism in the age of Brexit and Trump. Working inclusively and redefining social valorization in the globalized world. Understanding the strategy of M&As in the globalized perspective. Reappraisal of social enterprise in a globalized world. Revisiting Globalism will be of particular interest to those in the academic field and the statutory and nonprofit sectors whose work deals with teaching social sciences in higher education settings.

This insightful volume details the implementation and challenges of the Teaching Excellence Framework (TEF), developed in the UK to ensure equal access to higher education for all social classes. It posits that a modern higher education institution requires a robust set of mechanisms - specifically mentorship, leadership, and research - to create high-quality teaching and learning. Noted contributors pose and answer key questions about the TEF in such areas as solution-focused teaching, mentoring for the job market, and social science curriculum development, using best practice examples in the field. These ideas and strategies carry great potential to improve the caliber of teaching and learning in universities, and with it, students' social mobility. Among the topics covered: * Why have mentoring in universities? Reflections and justifications. * Working with students as partners: developing peer mentoring to enhance the undergraduate student experience. * The employers' reach: mentoring undergraduate students to enhance employability. * Learn it and pass it on: strategies for educational succession. * Mentoring mentees to mentor. * Interdisciplinarity in higher education: the challenges of adaptability. Mentorship, Leadership, and Research will play a pivotal role in UK higher education since currently there is scant academic literature on practical tools to help universities to succeed at the TEF. A resource with international implications, it should interest sociologists of education and professionals in business strategy and leadership, social work, and community development. Michael Snowden is a Senior Lecturer in Mentoring Studies at the University of Huddersfield, UK. Jamie P. Halsall is a Reader in Social Sciences at the University of Huddersfield, UK. "Given the recent introduction of the Teaching Excellence Framework (TEF) in the United Kingdom, this timely book outlines effective practices to help earn the "Gold" standard. While considering TEF within the current climate of academic competition and critical evaluation, a diverse group of experts lay out why mentoring is one highly effective answer to the TEF standards and without compromising productivity in other service and research agendas. This book is a must read for academics and higher learning administrators alike." Leda Nath, Professor of Sociology, University of Wisconsin

This provocative volume takes an international, multidisciplinary approach to understanding globalization and assessing its economic, social, and environmental effects. Representing the Global North and South, it addresses important debates stemming from recent political events in the U.S. and U.K., the continuing rise of information technology, and the constant struggle between corporate interests and the health of the planet.The human outcomes of world human rights challenges are considered in the ongoing global narratives of migrants, refugees, and disabled persons, as well as possibilities for greater social equity and integration.This expert synthesis takes critical steps to reshape the concept of globalization from an amorphous mass of objectives and initiatives to a forward-looking model of clarity and balance. Included in the coverage: Globalization and migration: is there a borderless world A comparative assessment of climate policies of top emitters. Neo-protectionism in the age of Brexit and Trump. Working inclusively and redefining social valorization in the globalized world. Understanding the strategy of M&As in the globalized perspective. Reappraisal of social enterprise in a globalized world. Revisiting Globalism will be of particular interest to those in the academic field and the statutory and nonprofit sectors whose work deals with teaching social sciences in higher education settings.

This far-sighted volume describes emerging trends and challenges in university-level social sciences education in an era marked by globalization, austerity, and inequity. It spotlights solution-focused and interdisciplinary methods of teaching, developed to match influential academic ideas, such as self-directed learning and learning in communities, as students seek to engage with and improve conditions in their immediate environments. Chapters offer real-world applications of foundational concepts in the modern practice of teaching, learning, and curriculum development. Accordingly, the editors emphasize the relationship between pedagogy and curriculum, as both are critical in encouraging student autonomyand promoting optimum academic and societal outcomes. Included in the coverage: * Towards a concept of solution-focused teaching: learning in communities. * Heutagogy and the emerging curriculum. * Collaborative working in the statutory and voluntary sectors. * Delivering a community development curriculum to students with multiple identities. * Photography and teaching in community development. * A model for change: sharing ideas and strategies. The Pedagogy of the Social Sciences Curriculum will inspire sociologists, social workers, and health and sociology educators to take a deeper role in community well-being as students, faculty, and communities collaborate to make lasting contributions to society.

This book provides a critical understanding of contemporary issues within global society and how these relate to six case study examples (UK, USA, China, India, South Africa, Bangladesh, and Japan). The authors draw on their diverse experience to explore four major themes of contemporary relevance: overall aging of societies; governance and institutions; emergency services and public health provisions; and community activism and involvement. The key issues within the book--sociability, social capital, and community development--are examined in the context of an ever increasing aging world. The authors' sense of optimism is linked to growing evidence that community activism is on the rise and can effectively plug the gap between public need and provision of service.

This far-sighted volume describes emerging trends and challenges in university-level social sciences education in an era marked by globalization, austerity, and inequity. It spotlights solution-focused and interdisciplinary methods of teaching, developed to match influential academic ideas, such as self-directed learning and learning in communities, as students seek to engage with and improve conditions in their immediate environments. Chapters offer real-world applications of foundational concepts in the modern practice of teaching, learning, and curriculum development. Accordingly, the editors emphasize the relationship between pedagogy and curriculum, as both are critical in encouraging student autonomyand promoting optimum academic and societal outcomes. Included in the coverage: * Towards a concept of solution-focused teaching: learning in communities. * Heutagogy and the emerging curriculum. * Collaborative working in the statutory and voluntary sectors. * Delivering a community development curriculum to students with multiple identities. * Photography and teaching in community development. * A model for change: sharing ideas and strategies. The Pedagogy of the Social Sciences Curriculum will inspire sociologists, social workers, and health and sociology educators to take a deeper role in community well-being as students, faculty, and communities collaborate to make lasting contributions to society.

This book provides a critical understanding of contemporary issues within global society and how these relate to six case study examples (UK, USA, China, India, South Africa, Bangladesh, and Japan). The authors draw on their diverse experience to explore four major themes of contemporary relevance: overall aging of societies; governance and institutions; emergency services and public health provisions; and community activism and involvement. The key issues within the book--sociability, social capital, and community development--are examined in the context of an ever increasing aging world. The authors' sense of optimism is linked to growing evidence that community activism is on the rise and can effectively plug the gap between public need and provision of service.

This insightful volume details the implementation and challenges of the Teaching Excellence Framework (TEF), developed in the UK to ensure equal access to higher education for all social classes. It posits that a modern higher education institution requires a robust set of mechanisms - specifically mentorship, leadership, and research - to create high-quality teaching and learning. Noted contributors pose and answer key questions about the TEF in such areas as solution-focused teaching, mentoring for the job market, and social science curriculum development, using best practice examples in the field. These ideas and strategies carry great potential to improve the caliber of teaching and learning in universities, and with it, students' social mobility. Among the topics covered: * Why have mentoring in universities? Reflections and justifications. * Working with students as partners: developing peer mentoring to enhance the undergraduate student experience. * The employers' reach: mentoring undergraduate students to enhance employability. * Learn it and pass it on: strategies for educational succession. * Mentoring mentees to mentor. * Interdisciplinarity in higher education: the challenges of adaptability. Mentorship, Leadership, and Research will play a pivotal role in UK higher education since currently there is scant academic literature on practical tools to help universities to succeed at the TEF. A resource with international implications, it should interest sociologists of education and professionals in business strategy and leadership, social work, and community development. Michael Snowden is a Senior Lecturer in Mentoring Studies at the University of Huddersfield, UK. Jamie P. Halsall is a Reader in Social Sciences at the University of Huddersfield, UK. "Given the recent introduction of the Teaching Excellence Framework (TEF) in the United Kingdom, this timely book outlines effective practices to help earn the "Gold" standard. While considering TEF within the current climate of academic competition and critical evaluation, a diverse group of experts lay out why mentoring is one highly effective answer to the TEF standards and without compromising productivity in other service and research agendas. This book is a must read for academics and higher learning administrators alike." Leda Nath, Professor of Sociology, University of Wisconsin

The population of ethnic minorities in Britain has rapidly increased over the last 60 years. The census count indicates that the ethnic population has grown from 3 million in 1991 to 4.6 million in 2001. Issues surrounding ethnic minorities have duly been concerned with education, employment and housing. In 2001, civil unrest erupted in England's northern mill towns. The inquiries concluded that white and British Asian communities were living parallel lives. This was seen to be a failure within the communities and of social policy. Segregation was cited as a contributory factor. Moreover, in 2005, Trevor Phillips, the chairman of the Commission for Racial Equality, warned that Britain was sleepwalking into racial segregation, with white, black and British Asian ghettos dividing cities. To tackle the segregation problem, central government introduced the community cohesion policy with the aim of developing a better understanding of shared values between all origins of race, thereby celebrating ethnic diversity in Britain. The aims of this research were to consider whether British Asian communities are segregated and to examine the viability of current central government policy in promoting and securing greater community cohesion. Oldham in Greater Manchester was selected as the focus of the investigation. This research shows that the causes of segregation, in the case study of Oldham, are clearly identified in four key areas. Firstly, historical events over the last 60 years have influenced and shaped the development of segregation between different groups, namely British Asian. Secondly, the economic and social transitions brought about by central government have been instrumental in bringing about segregation. Thirdly, local political control has further contributed to Oldham's segregation. Finally, participants involved in this research were highly sceptical towards the community cohesion policy introduced in Oldham.