After the collapse of the Berlin wall in 1989 and disintegration of the Soviet Union, scholars focused on the problems of legal transitions within the newly emerging democracies. Two decades on, these states are in 'post-transition' conditions; having undergone and continuing to experience political, economic and constitutional upheavals to varying degrees. This book provides an interdisciplinary perspective on this largely unexamined topic. Part I of the book sets the scene with a socio-historical overview and a theoretical chapter; both of which contextualise the book within current debates and provide the theoretical direction of the book as a whole. The later chapters set out contrasting perspectives and consist of themed essays on individual legal systems, investigating these through approaches ranging from socio-legal study to political economy. The book aims to refine important directions for the comparative conceptual study of criminal law policy and processes of criminalisation in emerging democratic states. The result is a significant contribution to the understanding of this subject in the fields of criminology, law, philosophy and political science. The book will appeal to academics, policy-makers and practitioners who are attempting to grapple with the area of "transitions" in the fields of criminology, law, philosophy and political science. As a distinctively interdisciplinary text, it brings together analysis of both the social processes of creating (and abandoning) criminal law and a philosophical reflection. The book provides a comprehensive and critical analysis which points to future directions in criminalisation in the emerging democratic states of Eastern Europe.

The prison has often been the focus for concerns about human rights violations, and campaigns aimed at achieving social justice, for those with an interest in the criminalisation of women. To reduce the number of women imprisoned, a range of policy initiatives have been developed to increase the use of community-based responses to women in conflict with the law. These initiatives have tended to operate alongside reforms to the prison estate and are often defined as community punishment, community sanctions and alternatives to imprisonment . This book challenges the contention that improved regimes and provisions within the criminal justice system are capable of addressing human rights concerns and the needs of the criminalised woman.

This book aims to provide a critical analysis of approaches and experiences of penal sanctions, human rights and social justice as enacted in different jurisdictions within and beyond the UK. Drawing on international knowledge and expertise, the contributors to this book challenge the efficacy of gender-responsive interventions by examining issues affecting women in the criminal justice system such as mental health, age, and ethnicity. Crucially, the book will engage with the paradox of implementing rights within a largely punishment-orientated system.

This book will be of interest to those taking undergraduate and post-graduate courses that examine punishment, gender and justice, and which lend themselves to an international / comparative aspect such as criminal justice/criminology, (international) criminal justice courses; sociology as well as professional training for practitioners (criminal justice, social work, health) who work with women in the criminal justice system.

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The first two decades of the 21st century have contributed a growing body of research, theorisation and empirical studies on learning and work. This Handbook takes the consideration of this topic into a new realm, moving beyond the singular linking of identity, learning and work to embrace a more holistic appreciation of learners and their life-long learning. Across 40 chapters, learners, learning and work are situated within educational, organisational, social, economic and political contexts. Taken together, these contributions paint a picture of evolving perspectives of how scholars from around the world view developments in both theory and practice, and map the shifts in learning and work over the past two decades. Part 1: Theoretical perspectives of learning and work Part 2: Intersections of learning and work in organisations and beyond Part 3: Learning throughout working lives and beyond Part 4: Issues and challenges to learning and work

After the collapse of the Berlin wall in 1989 and disintegration of the Soviet Union, scholars focused on the problems of legal transitions within the newly emerging democracies. Two decades on, these states are in 'post-transition' conditions; having undergone and continuing to experience political, economic and constitutional upheavals to varying degrees. This book provides an interdisciplinary perspective on this largely unexamined topic. Part I of the book sets the scene with a socio-historical overview and a theoretical chapter; both of which contextualise the book within current debates and provide the theoretical direction of the book as a whole. The later chapters set out contrasting perspectives and consist of themed essays on individual legal systems, investigating these through approaches ranging from socio-legal study to political economy. The book aims to refine important directions for the comparative conceptual study of criminal law policy and processes of criminalisation in emerging democratic states. The result is a significant contribution to the understanding of this subject in the fields of criminology, law, philosophy and political science. The book will appeal to academics, policy-makers and practitioners who are attempting to grapple with the area of "transitions" in the fields of criminology, law, philosophy and political science. As a distinctively interdisciplinary text, it brings together analysis of both the social processes of creating (and abandoning) criminal law and a philosophical reflection. The book provides a comprehensive and critical analysis which points to future directions in criminalisation in the emerging democratic states of Eastern Europe.

Crime, Critique and Utopia examines the relationship between Utopia and the political through an analysis of utopian conceptualisations around crime and justice. It addresses the relevance of utopian principles in relation to a range of issues of direct and contemporary relevance to criminology, investigating theoretical possibilities, the use of utopian methods, and the application of utopian principles, in the quest for a transformative agenda within criminology and beyond.This book refines important social and historical themes of utopian construct from a criminological perspective, examining the interconnections between theoretical work on Utopia and political doctrines such as abolitionism and anarchism. It provides a critical analysis of criminal law and state policy on crime, considering various aspects of the utopian 'impulse' as it shapes criminological and abolitionist thinking.This edited collection includes contributions from Sarah Armstrong (Glasgow University, UK), Lynne Copson (University of Edinburgh, UK), Michael Lowy (CNRS, France), Mike Nellis (University of Strathclyde, UK), Vincenzo Ruggiero (Middlesex University, UK), David Scott (University of Central Lancashire, UK) and Loic Wacquant (University of California at Berkeley, USA).

This book explores the relevance of utopia in relation to contemporary criminology. The range of contributors explore the application of a utopian method for uncovering the potential within criminology and criminal justice, as well as the relevance of the utopian impulse for developing a challenge to the status quo in academia and beyond.

The prison has often been the focus for concerns about human rights violations, and campaigns aimed at achieving social justice, for those with an interest in the criminalisation of women. To reduce the number of women imprisoned, a range of policy initiatives have been developed to increase the use of community-based responses to women in conflict with the law. These initiatives have tended to operate alongside reforms to the prison estate and are often defined as 'community punishment', 'community sanctions' and 'alternatives to imprisonment'. This book challenges the contention that improved regimes and provisions within the criminal justice system are capable of addressing human rights concerns and the needs of the criminalised woman. This book aims to provide a critical analysis of approaches and experiences of penal sanctions, human rights and social justice as enacted in different jurisdictions within and beyond the UK. Drawing on international knowledge and expertise, the contributors to this book challenge the efficacy of gender-responsive interventions by examining issues affecting women in the criminal justice system such as mental health, age, and ethnicity. Crucially, the book will engage with the paradox of implementing rights within a largely punishment-orientated system. This book will be of interest to those taking undergraduate and post-graduate courses that examine punishment, gender and justice, and which lend themselves to an international / comparative aspect such as criminal justice/criminology, (international) criminal justice courses; sociology as well as professional training for practitioners (criminal justice, social work, health) who work with women in the criminal justice system.

What is human trafficking? Despite legislative developments and national and international interventions, we still lack firm definitions, estimates of its full extent, effective responses to perpetrators and sound survivor care. This volume critically examines the competing discourses surrounding human trafficking, the conceptual basis of global responses and the impact of these horrific acts worldwide.

The central focus of this major work is on issues, challenges and changes in the field of teaching and learning in Higher Education, and particularly those which have developed over the past few decades. Since the 19th century there has been a constant debate over what universities and higher education should and could be, and with the purposes, costs and value to society coming to the fore of the discussion in most recent times. While there is no doubt that the issues involved in movements and changes such as "globalization", "commercialisation", "massification", and "corporatization" - as they have been characterized over the last few decades - have significantly impacted Universities, there have also been profound effects of greater access of more diverse groups to Higher Education, increases in areas of study and their application, and in the impact of technology as never before. Across four thematic volumes, this major work examines a number of these effects and how they have led to issues and developments in the field. Volume One: Curriculum Development in Higher Education Volume Two: Approaches to Learning and Teaching in Higher Education Volume Three: The Impact of Technology and Online Learning in Higher Education Volume Four: Assessment and Evaluation in Higher Education

This Handbook provides a state-of-the art overview of the field of workplace learning from a global perspective. The authors are all well-placed theoreticians, researchers, and practitioners in this burgeoning field, which cuts across higher education, vocational education and training, post-compulsory secondary schooling, and lifelong education. The volume provides a broad-based, yet incisive analysis of the range of theory, research, and practical developments in workplace learning. The editors draw together the three essential areas of Theory; Research and Practice; and Issues and Futures in the field of Workplace Learning. In addition, final chapters include recommendations for further development. Key researchers and writers in the field have approached workplaces as the base of learning about work, that is, work-based learning. There has also been emerging interest in variations of this idea such as learning about, through, and at work. Many of the theoretical discussions have centred on adult learning and some on learners managing their own learning, with emphasis on aspects such as communities of practice and self directed learning. In Europe and Australia, early work in the field was often linked to the Vocational Education and Training (VET) traditions with concerns around skills, competencies and 'on the job' learning. The idea that learning and workplaces had more to do with real lifelong and lifewide aspects than traditional "training" regimens has emerged in the last decade. Since the mid 1990s, the field has grown world-wide as an area of theory, research, and practical work that has not only expanded the interest but has also legitimized the area as a field of study, reflection, and progress. The SAGE Handbook of Workplace Learning draws together a wide range of views, theoretical dispositions, and assertions and provides a leading-edge presentation by key writers and researchers with insight into the field and its current state. It is a resource for researchers and academics interested in the scope and breadth of Workplace Learning..

This Handbook provides a state-of-the art overview of the field of workplace learning from a global perspective. The authors are all well-placed theoreticians, researchers, and practitioners in this burgeoning field, which cuts across higher education, vocational education and training, post-compulsory secondary schooling, and lifelong education. The volume provides a broad-based, yet incisive analysis of the range of theory, research, and practical developments in workplace learning. The editors draw together the three essential areas of Theory; Research and Practice; and Issues and Futures in the field of Workplace Learning. In addition, final chapters include recommendations for further development. Key researchers and writers in the field have approached workplaces as the base of learning about work, that is, work-based learning. There has also been emerging interest in variations of this idea such as learning about, through, and at work. Many of the theoretical discussions have centred on adult learning and some on learners managing their own learning, with emphasis on aspects such as communities of practice and self directed learning. In Europe and Australia, early work in the field was often linked to the Vocational Education and Training (VET) traditions with concerns around skills, competencies and 'on the job' learning. The idea that learning and workplaces had more to do with real lifelong and lifewide aspects than traditional "training" regimens has emerged in the last decade. Since the mid 1990s, the field has grown world-wide as an area of theory, research, and practical work that has not only expanded the interest but has also legitimized the area as a field of study, reflection, and progress. The SAGE Handbook of Workplace Learning draws together a wide range of views, theoretical dispositions, and assertions and provides a leading-edge presentation by key writers and researchers with insight into the field and its current state. It is a resource for researchers and academics interested in the scope and breadth of Workplace Learning..

The issue of 'recovery' has been increasingly prioritised by policymakers in recent years, but the meaning of the concept remains ambiguous. This edited collection brings together the thoughts and experiences of researchers, practitioners and service users from the fields of health, addiction and criminal justice and centres on current developments in addiction policy and practice. Tackling Addiction examines what recovery, addiction and dependence really mean, not only to the professional involved in rehabilitation but also to each individual client, and how 'coerced treatment' fails to take account of recovery as a long-term and ongoing process. Chapters cover the influence of crime and public health in UK drug policy; the ongoing emphasis on substitute prescribing; the role of recovery groups and communities; and gendered differences in the recovery process and implications for responses aimed at supporting women. Tackling Addiction will be essential reading for practitioners, researchers, policy makers and students in the fields of addiction, social care, psychology and criminal justice.