Universities have been subjected to continuous government reforms since the 1980s, to make them 'entrepreneurial', 'efficient' and aligned to the predicted needs and challenges of a global knowledge economy. Under increasing pressure to pursue 'excellence' and 'innovation', many universities are struggling to maintain their traditional mission to be inclusive, improve social mobility and equality and act as the 'critic and conscience' of society. Drawing on a multi-disciplinary research project, University Reform, Globalisation and Europeanisation (URGE), this collection analyses the new landscapes of public universities emerging across Europe and the Asia-Pacific, and the different ways that academics are engaging with them.

As part of the neoliberal trends toward public-private partnerships, universities all over the world have forged more intimate relationships with corporate interests and more closely resemble for-profit corporations in both structure and practice. These transformations, accompanied by new forms of governance, produce new subject-positions among faculty and students and enable new approaches to teaching, curricula, research, and everyday practices. The contributors to this volume use ethnographic methods to investigate the multi-faceted impacts of neoliberal restructuring, while reporting on their own pedagogical responses, at universities in the United States, Europe, and New Zealand.

Universities have been subjected to continuous government reforms since the 1980s, to make them 'entrepreneurial', 'efficient' and aligned to the predicted needs and challenges of a global knowledge economy. Under increasing pressure to pursue 'excellence' and 'innovation', many universities are struggling to maintain their traditional mission to be inclusive, improve social mobility and equality and act as the 'critic and conscience' of society. Drawing on a multi-disciplinary research project, University Reform, Globalisation and Europeanisation (URGE), this collection analyses the new landscapes of public universities emerging across Europe and the Asia-Pacific, and the different ways that academics are engaging with them.

There are few areas of society today that remain outside the ambit of policy processes, and likewise policy making has progressively reached into the structure and fabric of everyday life. An instrument of modern government, policy and its processes provide an analytical window into systems of governance themselves, opening up ways to study power and the construction of regimes of truth. This volume argues that policies are not simply coercive, constraining or confined to static texts; rather, they are productive, continually contested and able to create new social and semantic spaces and new sets of relations. Anthropologists do not stand outside or above systems of governance but are themselves subject to the rhetoric and rationalities of policy. The analyses of policy worlds presented by the contributors to this volume open up new possibilities for understanding systems of knowledge and power and the positioning of academics within them.

The 1980s and 1990s have been a time of change for organizations, with a preoccupation for changing "organizational culture", a concept attributed to anthropology. These changes have been accompanied by questions about different styles of organizing. In both public and private sector organizations, there is much interest in understanding how organizational change can be achieved, how indigenous practices can be incorporated to maximum effect, and how opportunities can be improved for disadvantaged groups, particularly women. "The Anthropology of Organizations" questions "organizational culture" as a tool of management and presents and analyzes the latest anthropological work on the management of organizations and their development, demonstrating the use of recent theory and examining the practical problems which anthropology can help to solve.

As part of the neoliberal trends toward public-private partnerships, universities all over the world have forged more intimate relationships with corporate interests and more closely resemble for-profit corporations in both structure and practice. These transformations, accompanied by new forms of governance, produce new subject-positions among faculty and students and enable new approaches to teaching, curricula, research, and everyday practices. The contributors to this volume use ethnographic methods to investigate the multi-faceted impacts of neoliberal restructuring, while reporting on their own pedagogical responses, at universities in the United States, Europe, and New Zealand.

Investigating children's learning through dance and drawing-telling, Dance-Play and Drawing-Telling as Semiotic Tools for Young Children's Learning provides a unique insight into how these activities can help children to critically reflect on their own learning. Promoting the concept of dance and drawing-telling as highly effective semiotic tools for meaning-making, the book enlivens thinking about the extraordinary capacities of young children, and argues for the incorporation of dance and drawing in mainstream early childhood curriculum. Throughout the book, numerous practice examples show how children use movement, sound, images, props and language to imaginatively re-conceptualize their everyday experiences into bodily-kinesthetic and spatial-temporal concepts. These examples illustrate children's competence when given the opportunity to learn through dance and drawing-telling, as well as the important role that teachers play in scaffolding children's learning. Based on award-winning research, this insightful and informative book makes a sought after contribution to the field of dance education and seeks to reaffirm dance as a powerful learning modality that supports young children's expressive non-verbal communication. Encouraging the reader to consider the significance of multi-modal teaching and learning, it is essential reading for researchers in the dance, drawing and education spheres; postgraduate students taking courses in early childhood; play and dance therapists; and all early childhood teachers who have a specific interest in arts education.

This volume examines higher education in globalized conditions through a focus on the spatial, historic and economic relations of power in which it is embedded. Distinct geometries of power are emerging as the knowledge production capability of universities is increasingly globalized. Changes in the organization and practices of higher education tend to travel from the 'West to the rest'. Thus, distinctive geographies of knowledge are being produced, intersected by geometries of power and raising questions about the recognition, production, control and usage of university-produced knowledge in different regions of the world. What flows of power and influence can be traced in the shifting geographies of higher education? How do national systems locate themselves in global arenas, and what consequences does such positioning have for local practices and relations of higher education? How do universities and university workers respond to the increasing commodification of knowledge? How do consumers of knowledge assess the quality of the 'goods' on offer in a global marketplace? The 2008 volume of the World yearbook addresses these questions, highlighting four key areas: Producing and Reproducing the University- How is the university adapting to the pressures of globalization? Supplying Knowledge-What structural and cultural changes are demanded from the university in its new role as a free market supplier of knowledge? Demanding Knowledge-Marketing and Consumption-How can consumers best assess the quality of education on a global scale? Transnational Academic Flows-What trends are evident in the flow of students, knowledge and capital, with what consequences? The 2008 volume is interdisciplinary in its approach, drawing on scholarship from accounting, finance and human geography as well as from the field of education. Transnational influences examined include UNESCO and OECD, GATS and the effects of digital technologies. Contrasting contexts include Central and Eastern Europe, Finland, China and India and England. With its emphasis on the interrelationship of knowledge and power, and its attention to emergent spatial inequalities, Geographies of Knowledge, Geometries of Power: Framing the Future of Higher Education provides a rich and compelling resource for understanding emergent practices and relations of knowledge production and exchange in global higher education.

There are few areas of society today that remain outside the ambit of policy processes, and likewise policy making has progressively reached into the structure and fabric of everyday life. An instrument of modern government, policy and its processes provide an analytical window into systems of governance themselves, opening up ways to study power and the construction of regimes of truth. This volume argues that policies are not simply coercive, constraining or confined to static texts; rather, they are productive, continually contested and able to create new social and semantic spaces and new sets of relations. Anthropologists do not stand outside or above systems of governance but are themselves subject to the rhetoric and rationalities of policy. The analyses of policy worlds presented by the contributors to this volume open up new possibilities for understanding systems of knowledge and power and the positioning of academics within them.

Investigating children's learning through dance and drawing-telling, Dance-Play and Drawing-Telling as Semiotic Tools for Young Children's Learning provides a unique insight into how these activities can help children to critically reflect on their own learning. Promoting the concept of dance and drawing-telling as highly effective semiotic tools for meaning-making, the book enlivens thinking about the extraordinary capacities of young children, and argues for the incorporation of dance and drawing in mainstream early childhood curriculum. Throughout the book, numerous practice examples show how children use movement, sound, images, props and language to imaginatively re-conceptualize their everyday experiences into bodily-kinesthetic and spatial-temporal concepts. These examples illustrate children's competence when given the opportunity to learn through dance and drawing-telling, as well as the important role that teachers play in scaffolding children's learning. Based on award-winning research, this insightful and informative book makes a sought after contribution to the field of dance education and seeks to reaffirm dance as a powerful learning modality that supports young children's expressive non-verbal communication. Encouraging the reader to consider the significance of multi-modal teaching and learning, it is essential reading for researchers in the dance, drawing and education spheres; postgraduate students taking courses in early childhood; play and dance therapists; and all early childhood teachers who have a specific interest in arts education.

This volume examines higher education in globalized conditions through a focus on the spatial, historic and economic relations of power in which it is embedded. Distinct geometries of power are emerging as the knowledge production capability of universities is increasingly globalized. Changes in the organization and practices of higher education tend to travel from the 'West to the rest'. Thus distinctive geographies of knowledge are being produced, intersected by geometries of power and raising questions about the recognition, production, control and usage of university-produced knowledge in different regions of the world. What flows of power and influence can be traced in the shifting geographies of higher education? How do national systems locate themselves in global arenas, and what consequences does such positioning have for local practices and relations of higher education? How do universities and university workers respond to the increasing commodification of knowledge? How do consumers of knowledge assess the quality of the 'goods' on offer in a global marketplace? The 2008 volume of the World Yearbook addresses these questions, highlighting four key areas: Producing and Reproducing the University- How is the university adapting to the pressures of globalization? Supplying Knowledge-What structural and cultural changes are demanded from the university in its new role as a free market supplier of knowledge? Demanding Knowledge-Marketing and Consumption-How can consumers best assess the quality of education on a global scale? Transnational Academic Flows-What trends are evident in the flow of students, knowledge and capital, with what consequences ? The 2008 volume is interdisciplinary in its approach, drawing on scholarship from accounting, finance and human geography as well as from the field of education. Transnational influences examined include UNESCO and OECD, GATS and the effects of digital technologies. Contrasting contexts include Central and Eastern Europe, Finland, China and India and England. With its emphasis on the interrelationship of knowledge and power, and its attention to emergent spatial inequalities, Geographies of Knowledge, Geometries of Power: Framing the Future of Higher Education provides a rich and compelling resource for understanding emergent practices and relations of knowledge production and exchange in global higher education. Debbie Epstein is a Professor in the School of Social Sciences at Cardiff University Rebecca Boden is a Professor of Critical Management at the University of Wales Institute Rosemary Deem is a Professor of Education at University of Bristol's Graduate School of Education and the Research Director for the Faculty of Social Sciences and Law Fazal Rizvi is a Professor in the Educational Policy Studies Department at the University of Illinois at Urbana-Champaign College of Education Susan Wright is a Professor of Educational Anthropology at the Danish School of Education, University of Arhus

This text argues that policy has become an increasingly central concept and instrument in the organization of contemporary societies, and that it now impinges on all areas of life so that it is virtually impossible to ignore or to escape its influence. Applying their fieldwork theme of "treating the familiar as strange", and by focusing on Europe and North America, the contributors provide anthropological insights into the new structures through which it is articulated. The text addresses both a practitioner and academic audience, it should find its readership in anthropology, development studies, public administration and management theory.

The authors argue that policy has become an increasingly central concept and instrument in the organization of contemporary societies and that it now impinges on all areas of life so that it is virtually impossible to ignore or escape its influence. This book shows how the study of policy leads directly to issues at the heart of anthropology.

The 1980s and 1990s have been a time of change for organizations, with a preoccupation for changing `organizational culture', a concept attributed to anthropology. These changes have been accompanied by questions about different styles of organizing. In both public and private sector organizations and in the first and third worlds, there is now a concern to understand how organizational change can be achieved, how indigenous practices can be incorporated to maximum effect, and how opportunities can be improved for disadvantaged groups, particularly women. The Anthropology of Organizations questions `organizational culture' as a tool of management and presents and analyses the latest anthropological work on the management of organizations and their development, demonstrating the use of recent theory and examining the practical problems which anthropology can help to solve.

The notion of subjectivity explored here concerns expression of self and the representation of a speaker's perspective or point of view in discourse. Subjectivization involves the structures and strategies that languages evolve in the linguistic realization of subjectivity and the relevant processes of linguistic evolution themselves. This volume reflects the growing attention in linguistics and related disciplines commanded by the centrality of the speaker in language. An international team of contributors offers a series of studies on grammatical, diachronic, and literary aspects of subjectivity and subjectivization, from a variety of perspectives including literary stylistics, historical linguistics, formal semantics, and discourse analysis. The essays look at the role of the perspective of locutionary agents, their expression of affect and modality in linguistic expressions and discourse, and the effects of these phenomena on the formal shape of discourse. This volume demonstrates how deeply embedded in linguistic expression subjectivity is, and how central to human discourse.

The notion of subjectivity explored here concerns expression of self and the representation of a speaker's perspective or point of view in discourse. Subjectivization involves the structures and strategies that languages evolve in the linguistic realization of subjectivity and the relevant processes of linguistic evolution themselves. This volume reflects the growing attention in linguistics and related disciplines commanded by the centrality of the speaker in language. An international team of contributors offers a series of studies on grammatical, diachronic, and literary aspects of subjectivity and subjectivization, from a variety of perspectives including literary stylistics, historical linguistics, formal semantics, and discourse analysis. The essays look at the role of the perspective of locutionary agents, their expression of affect and modality in linguistic expressions and discourse, and the effects of these phenomena on the formal shape of discourse. This volume demonstrates how deeply embedded in linguistic expression subjectivity is, and how central to human discourse.

NEW AGE / PERSONAL GROWTH "Susan Wright's creations epitomize the true meaning of magic. They take us to new levels of consciousness, empowering us to accomplish goals we previously only imagined, to realize our deepest dreams. Read, learn, enjoy--and shapeshift yourself and the world." --From the foreword by John Perkins, bestselling author of Confessions of an Economic Hit Man, Shapeshifting, and The World Is As You Dream It The chakra system identifies eight centers in the psycho-anatomy of humans, each one associated with a different part of the physical or energy body. Susan J. Wright, a practicing shaman and Gestalt psychotherapist, uses her own life journey to show that each chakra also is linked to a different stage of emotional and spiritual development. In The Chakras in Shamanic Practice, she identifies eight key developmental stages of life, from birth to old age/death. Each of these life stages has various developmental challenges and potential traumatic events that will likely occur within our culture and affect the health and well-being of the individual. Wright explains that life traumas experienced in particular developmental stages become lodged within the energy body as they cling to their corresponding chakra. By identifying and working with the chakra involved, a doorway can be opened to a world of transformative images, allowing powerful shamanic techniques to heal these psychic wounds. Providing both physical exercises and guided meditations that utilize the techniques of soul retrieval, working with power animals, and transcending trauma, Wright offers practitioners a way to gather and nurture the fragmented parts of their energy body and lead themselves tophysical, emotional, and spiritual well-being. SUSAN J. WRIGHT, a practicing shaman and licensed massage therapist since 1981, is also certified as both a Gestalt psychotherapist and yoga teacher and is a licensed clinical social worker. She created and facilitates a shamanic training program at her healing center, Birth of Venus, in Mamaroneck, New York, where she integrates social work, psychotherapy, and shamanism with yoga, belly dancing, and craniosacral therapy and other bodywork techniques. She lives in Mamaroneck, New York.

All aspects of our work and private lives are increasingly measured and managed. But how has this 'audit culture' arisen and what kind of a world is it producing? Cris Shore and Susan Wright provide a timely account of the rise of the new industries of accounting, enumeration and ranking from an anthropological perspective, drawing on political economy, ethnographic observation and genealogical excavation. Audit Culture is the first book to systematically document and analyse these phenomena and their implications for democracy.  The book explores how audit culture operates across a wide range of fields, including health, higher education, NGOs, finance, the automobile industry and the military. The authors build a powerful critique of contemporary public sector management in an age of neoliberal market-making, privatisation and outsourcing. They conclude by offering a raft of suggested actions to reverse its damaging effects on communities, reclaim professional autonomy, and restore the democratic accountability that audit culture is systematically undermining.