Engages comprehensively with the dynamics of the transitional justice process in Tunisia and its mechanisms, elaborating lessons for transitional justice practice globally. Brings together analysis from legal scholars, social scientists as well as activists and practitioners and challenges the legalism of transitional justice discourse globally. First book in English to address the dynamics and mechanisms of the transitional justice process in Tunisia.

Families of the Missing interrogates the current practice of transitional justice from the viewpoint of the families of those disappeared and missing as a result of conflict and political violence. Studying the needs of families of the missing in two contexts, Nepal and Timor-Leste, the practice of transitional justice is seen to be rooted in discourses that are alien to predominantly poor and rural victims of violence, and that are driven by elites with agendas that diverge from those of the victims. In contrast to the legalist orientation of the global transitional justice project, victims do not see judicial process as a priority. Rather, they urgently seek an answer concerning the fate of the missing, and to retrieve human remains. As important are livelihood issues where families are struggling to cope with the loss of breadwinners and seek support to ensure economic security. Although rights are the product of a discourse that claims to be global and universal, needs are necessarily local and particular, the product of culture and context. And it is from this perspective that Families of the Missing seeks both to understand the limitations of transitional justice processes in addressing the priorities of victims, and to provide the basis of an emancipatory victim-centred approach to transitional justice.

Families of the Missing interrogates the current practice of transitional justice from the viewpoint of the families of those disappeared and missing as a result of conflict and political violence. Studying the needs of families of the missing in two contexts, Nepal and Timor-Leste, the practice of transitional justice is seen to be rooted in discourses that are alien to predominantly poor and rural victims of violence, and that are driven by elites with agendas that diverge from those of the victims. In contrast to the legalist orientation of the global transitional justice project, victims do not see judicial process as a priority. Rather, they urgently seek an answer concerning the fate of the missing, and to retrieve human remains. As important are livelihood issues where families are struggling to cope with the loss of breadwinners and seek support to ensure economic security. Although rights are the product of a discourse that claims to be global and universal, needs are necessarily local and particular, the product of culture and context. And it is from this perspective that this volume seeks both to understand the limitations of transitional justice processes in addressing the priorities of victims, and to provide the basis of an emancipatory victim-centred approach to transitional justice.

Ethics has traditionally been seen as a set of general principles which can be applied in a range of situations. This book argues that, in fact, ethical principles must be shaped within different research practices and hence take on different significances according to varying research situations. The book develops the notion of situated ethics and explores how ethical issues are practically handled by educational researchers in the field. Contributors present theoretical models and practical examples of what situated ethics involves in conducting research on specific areas.

Ethics has traditionally been seen as a set of general principles which can be applied in a range of situations. This book argues that in fact ethical principles must be shaped within different research practices and hence take on different significances according to varying research situations. The book develops the notion of situated ethics and explores how ethical issues are practically handled by educational researchers in the field. Contributors present theoretical models and practical examples of what situated ethics involves in conducting research on specific areas.

Transitional justice has become the principle lens used by countries emerging from conflict and authoritarian rule to address the legacies of violence and serious human rights abuses. However, as transitional justice practice becomes more institutionalized with support from NGOs and funding from Western donors, questions have been raised about the long-term effectiveness of transitional justice mechanisms. Core elements of the paradigm have been subjected to sustained critique, yet there is much less commentary that goes beyond critique to set out, in a comprehensive fashion, what an alternative approach might look like. This volume discusses one such alternative, transformative justice, and positions this quest in the wider context of ongoing fall-out from the 2008 global economic and political crisis, as well as the failure of social justice advocates to respond with imagination and ambition. Drawing on diverse perspectives, contributors illustrate the wide-ranging purchase of transformative justice at both conceptual and empirical levels.

Transitional justice has become the principle lens used by countries emerging from conflict and authoritarian rule to address the legacies of violence and serious human rights abuses. However, as transitional justice practice becomes more institutionalized with support from NGOs and funding from Western donors, questions have been raised about the long-term effectiveness of transitional justice mechanisms. Core elements of the paradigm have been subjected to sustained critique, yet there is much less commentary that goes beyond critique to set out, in a comprehensive fashion, what an alternative approach might look like. This volume discusses one such alternative, transformative justice, and positions this quest in the wider context of ongoing fall-out from the 2008 global economic and political crisis, as well as the failure of social justice advocates to respond with imagination and ambition. Drawing on diverse perspectives, contributors illustrate the wide-ranging purchase of transformative justice at both conceptual and empirical levels.

All you need to know about the theory and practice of teaching primary science. If you are training to be a primary school teacher, a knowledge of the primary science curriculum is not enough, you need to know HOW to teach science in primary schools. This is the essential teaching theory and practice text for primary science. It takes a focused look at the practical aspects of teaching and covers the important skills of classroom management, planning, monitoring and assessment, and relates them specifically to primary science. This new edition now includes a new chapter on creative curriculum approaches.

Stanley Greenspan, internationally known for his work with infants, young children, and their families, and his colleague, nationally recognized child psychologist Serena Wieder, have for the first time integrated their award-winning research and clinical experience into a definitive guide to raising children with special needs. In this essential work they lay out a complete, step-by-step approach for parents, educators, and others who work with developmental problems. Covering all kinds of disabilities--including autism, PPD, language and speech problems, Down syndrome, cerebral palsy, and ADD--the authors offer a new understanding of the nature of these challenges and also specific ways of helping children extend their intellectual and emotional potential.The authors first show how to move beyond labels to observe the unique profile--strengths and problems--of the individual child. Next, they demonstrate the techniques necessary to help the child not only reach key milestones but also develop new emotional and intellectual capacities. Greenspan's well-known "floortime" approach enables parents, as well as clinicians, to use seemingly playful interactions that help children actually move up the development ladder and often master creative and abstract thinking formerly thought beyond their reach. Including vivid case histories, the book also offers deep and compassionate understanding of the stresses and rewards involved in raising a child with special needs.whose amazing work with autistic and other special needs children is nationally known, and his colleague, child psychologist Serena Wieder, have integrated a lifetime of research and clinical practice into a single, comprehensive guide for parents. Covering all kinds of disabilities--including cerebral palsy, autism, retardation, ADD, PDD, and language problems--the book offers specific ways of helping all children reach their full intellectual and emotional potential.First the authors show how to move beyond the label and observe the strengths and problems of the particular child and the key milestones that must be reached. Next, they move step by step through the techniques necessary to help the child reach these milestones and show how to tailor these to each child. Finally, with a deep and compassionate understanding they outline the marital, educational, and social stresses and rewards in raising a special needs child.

We all have nightmares. What if you could pay somebody to enter your dreams and shoot that nightmare in the goddamn face? That's where Stetson comes in. She's a nightmare hunter. A dream detective. She enters her clients' dreams through a door, investigates their dreamscape, and kills their nightmares. Stetson's past comes back to haunt her as she tracks down a nightmare serial killer responsible for the mysterious death of her daughter. Collects SLUMBER # 1-6

All you need to know about the theory and practice of teaching primary science. If you are training to be a primary school teacher, a knowledge of the primary science curriculum is not enough, you need to know HOW to teach science in primary schools. This is the essential teaching theory and practice text for primary science. It takes a focused look at the practical aspects of teaching and covers the important skills of classroom management, planning, monitoring and assessment, and relates them specifically to primary science. This new edition now includes a new chapter on creative curriculum approaches.