There are estimated to be almost 60 million people living in poverty throughout the European Union. This bleak statistic underlines the value of this important book which explores the nature and extent of poverty and social exclusion in six European countries, namely: Austria, Germany, Greece, Norway, Portugal and the UK. The book focuses on four 'life course' groups who might be considered particularly at risk: young adults, lone parents, the sick and disabled, and the retired.The authors show how poverty is the outcome of the interaction between several factors including education, gender and family structure. They emphasise the importance of distinguishing between poverty and non-monetary measures of deprivation and isolation. Although the poor are more at risk of suffering from deprivation, the authors demonstrate that this relationship is more tenuous than many people suppose. Employing rigorous theoretical and methodological analyses they go on to relate their findings to the policy environment in each of the countries, which were specifically chosen to reflect differing welfare systems. In this way the authors compare the impact of government policy on both the level of poverty and social exclusion, and on who is most at risk of experiencing them. Both statistically and in policy terms this book will be essential reading for students and academics of economics and the social sciences, and policy makers at both the national and European level.

There are estimated to be almost 60 million people living in poverty throughout the European Union. This bleak statistic underlines the value of this important book which explores the nature and extent of poverty and social exclusion in six European countries, namely: Austria, Germany, Greece, Norway, Portugal and the UK. The book focuses on four 'life course' groups who might be considered particularly at risk: young adults, lone parents, the sick and disabled, and the retired.The authors show how poverty is the outcome of the interaction between several factors including education, gender and family structure. They emphasise the importance of distinguishing between poverty and non-monetary measures of deprivation and isolation. Although the poor are more at risk of suffering from deprivation, the authors demonstrate that this relationship is more tenuous than many people suppose. Employing rigorous theoretical and methodological analyses they go on to relate their findings to the policy environment in each of the countries, which were specifically chosen to reflect differing welfare systems. In this way the authors compare the impact of government policy on both the level of poverty and social exclusion, and on who is most at risk of experiencing them. Both statistically and in policy terms this book will be essential reading for students and academics of economics and the social sciences, and policy makers at both the national and European level.

During his lifetime Henri Lefebvre (1901-1991) was renowned in France as a philosopher, sociologist and activist. Although he published more than 70 books, few were available in English until The Production of Space was translated in 1991. While this work - often associated with geography - has influenced educational theory's 'spatial turn,' educationalists have yet to consider Lefebvre's work more broadly. This book engages in an educational reading of the selection of Lefebvre's work that is available in English translation. After introducing Lefebvre's life and works, the book experiments with his concepts and methods in a series of five 'spatial histories' of educational theories. In addition to The Production of Space, these studies develop themes from Lefebvre's other translated works: Rhythmanalysis, The Explosion, the three volumes of Critique of Everyday Life and a range of his writings on cities, Marxism, technology and the bureaucratic state. In the course of these inquiries, Lefebvre's own passionate interest in education is uncovered: his critiques of bureaucratised schooling and universities, the analytic concepts he devised to study educational phenomena, and his educational methods. Throughout the book Middleton demonstrates how Lefebvre's conceptual and methodological tools can enhance the understanding of the spatiotemporal location of educational philosophy and theory. Bridging disciplinary divides, it will be key reading for researchers and academics studying the philosophy, sociology and history of education, as well as those working in fields beyond education including geography, history, cultural studies and sociology.

During his lifetime Henri Lefebvre (1901-1991) was renowned in France as a philosopher, sociologist and activist. Although he published more than 70 books, few were available in English until The Production of Space was translated in 1991. While this work - often associated with geography - has influenced educational theory's 'spatial turn,' educationalists have yet to consider Lefebvre's work more broadly. This book engages in an educational reading of the selection of Lefebvre's work that is available in English translation. After introducing Lefebvre's life and works, the book experiments with his concepts and methods in a series of five 'spatial histories' of educational theories. In addition to The Production of Space, these studies develop themes from Lefebvre's other translated works: Rhythmanalysis, The Explosion, the three volumes of Critique of Everyday Life and a range of his writings on cities, Marxism, technology and the bureaucratic state. In the course of these inquiries, Lefebvre's own passionate interest in education is uncovered: his critiques of bureaucratised schooling and universities, the analytic concepts he devised to study educational phenomena, and his educational methods. Throughout the book Middleton demonstrates how Lefebvre's conceptual and methodological tools can enhance the understanding of the spatiotemporal location of educational philosophy and theory. Bridging disciplinary divides, it will be key reading for researchers and academics studying the philosophy, sociology and history of education, as well as those working in fields beyond education including geography, history, cultural studies and sociology.

Sylvia Ashton-Warner, novelist and educationist, was extraordinarily famous in the 1960s. She maintained that young children best learn to read and write when they produce their own vocabulary, especially sex words - like 'kiss', and fear words - like 'ghost'. Educators lauded her. Her autobiographical novels about teaching in remote schools, and being culturally abandoned in a remote country, New Zealand, attained enormous international popularity in both literary and educational circles. But she had an intensely ambivalent relationship with the land of her birth. Despite receiving many accolades in New Zealand, she claimed to have been rejected and persecuted by her homeland. In her darkest moments, she railed against New Zealand and New Zealanders, even stating in one television interview: "I'm not a New Zealander " This is the first book to make Sylvia Ashton-Warner's passionately difficult relationship with New Zealand its central focus. Its contributors argue that, rather than stultifying her, the country she decried produced Sylvia and her work. In addition, infant schooling in New Zealand in the post-war years was relatively radical and progressive, and education officials seemed to welcome Sylvia's ideas about literacy. The edited collection includes chapters by M ori teachers and others who worked with Sylvia, as well as recollections of her son, Elliot Henderson. It reprints her Teaching Scheme which was originally published in New Zealand in the 1950s, and it celebrates her novels as brilliant and angry evocations of life in the wildness of New Zealand.