Sally Anderson's book on sport, cultural policy, and “civil sociality” in Denmark has been a long time in coming, but it's well worth the wait. Based on many years of familiarity with Danish society, and countless hours of intensive fieldwork, Dr. Anderson provides us with a unique anthropological perspective on the process by which state cultural policy actively engages civil society in a quest to shape social relations in the public sphere. The particular domain of policy and social activity is nonschool, voluntary sport, in its various forms. By definition, of course, such activity takes place outside the regular Danish school curriculum, but it is not for this reason any less "educational." Indeed, although it is very broadly attended and institutionalized, perhaps because Danish afterschool sport is not compulsory, it is all the more compelling for children and youth, and therefore more powerful in certain ways. Indeed, Dr. Anderson has a signal talent for showing us how afterschool sport in Denmark both transmits and produces social knowledge, and powerfully shapes social relations.
Children, Sport, and Cultural Policy in Denmark
Author: Sally Anderson
Category: Sports & Recreation
Applied Anthropology provides a new perspective on today’s higher education environment. Volatile and unpredictable forces affect research and instruction across many sectors and levels, and global dynamics are among the strongest drivers of change. Further, within American higher education, daunting complexity and multiple layers of activity weave a rich tapestry of environment, structure, and culture. This book provides three complementary anthropological perspectives as a framework for analyzing the ground-shifting changes underway in higher education – the higher education mindset, political and policy perspectives, and instruction and learning. These domains intersect with many operational dimensions of higher education – research, health care, athletics, economic development, fiscal management, planning, and faculty roles/challenges – another way of framing the complexity of the situation we are addressing. Book chapters also provide a set of implications for higher education policy. The book concludes with a vision of next steps in research and practice to further anthropology’s contribution to higher education policy and practice. The intended audience includes both academic and professionals—e.g., faculty and students in departments of higher education, anthropology, and education policy. Higher education leaders, administrators, governing board members, and many others will find the book helpful in providing insight into today’s challenges. The book will also be of use to professionals outside higher education who work on policy issues, on meeting the needs of employers, and on preparing students for careers in public service.
Anthropological and Policy Perspectives
Author: Brian L. Foster,Steven W. Graham,Joe F. Donaldson
Rethinking the Education Doctorate so that practitioner knowledge is at the center of programmatic concern in teacher education raises provocative education policy/practice considerations. Participants in the national Carnegie Project on the Education Doctorate (CPED) are doing just this. Their accounts of rethinking what counts as educational knowledge and their reconsideration of the roles of teacher educators, scholarpractitioners, students, policy makers, and others are illuminated in this book. Asserting the primacy of practitioner knowledge, the book generates a rich and complex terrain of issues and considerations that participating CPED institutions navigate as multiple technical, normative, and political questions at the crux of educator preparation, professional growth, and control of their field. And, it is this terrain that calls attention to the nature of practitioner knowledge and its inherent potential for redirecting, mediating, and generating education policy. Conversations within and across national and local levels orient away from technical meansends “what works” questions alone, and open into normative and political questions about educational value and professional action. In documenting the largest, most coordinated effort to rethink the educational doctorate in a century of such efforts, this book will interest teacher educators and programs engaged in preservice and graduate level teacher education, practicing K16 teachers, and education policy/practice interest groups and individuals. Illustrating a policy development method that is neither topdown nor necessarily ‘grass roots’, it also invites the interest of other educational sectors. Additionally, as CPED implementation contexts value interdisciplinarity, multiple methodological perspectives, and interactions and deliberations across interests, the lived consequences and significances of doing so are mapped out and, as such, hold much potential for policy/practice intersections within manifold education settings, and beyond, to settings of all kinds invested in the primacy of practitioner knowledge. Thus, a core goal of this volume is to broach these considerations with a broad readership.
Rethinking the Policies and Practices of the Education Doctorate
Author: Margaret Macintyre Latta,Susan Wunder
Educated for Change?: Muslim Women in the West inserts Muslim women’s voice and action into the bifurcated, and otherwise male dominated, relations between the West and the Islamic East. A multilayered, multisite, educational ethnography, Buck and Silver’s study takes a novel approach to its feminist charge. Drawing upon thick description of refugee women’s school experiences in two seemingly distinct locations, Educated for Change? engages the dual nature of schooling as at once a disciplinary apparatus of local, national, and international governance, and paradoxically, a space and process through which school community members wield the power to observe, deliberate, and act as agents in the creative and willful endeavor of living. In doing so, the text locates formal schooling as a key location at which one can witness the politics of cultural change that emerge when Western and Islamic communities converge. Following an initial introduction to the ethnohistorical formation and dissolution of the Somali postcolonial state resulting in a prolonged exodus of Somali citizens, the text is divided into two parts. Part One features an examination of young women’s approaches to schooling in the Dadaab refugee camps of northeastern Kenya; Part Two looks at schooling among Somali women resettled in a northern region of the United States. Each part includes a description of the unique, if interconnected, local factors and policies that give rise to particular forms and ends of schooling as designed for refugee women. Several chapters depict women’s strategic use of schooling to respond to structural forces, build intercultural social networks, and negotiate new ways of being Somali women. Educated for Change? concludes with an analysis of the implications of Somali refugee women’s schooling experiences for working definitions of global social justice that undergird feminist political scholarship and gendersensitive, humanitarian aid policy and practice.
Muslim Refugee Women in the West
Author: Patricia Buck,Rachel Silver
In traditional educational research, race is treated as merely a variable. In 1995, Gloria LadsonBillings and William F. Tate, IV argued that race is undertheorized in education and called for educational researchers to pay closer attention to the relationship between race and educational inequity (LadsonBillings and Tate, 1995). In particular, they argued, drawing on legal scholar, Derrick Bell’s notion of Racial Realism (Bell, 1995), that racialized inequities are not accidental or aberrant; rather, racialized educational inequities are the result of particular and specific policies and practices that are designed to maintain particular forms of dominance and marginalization. More specifically, Bell and later LadsonBillings and Tate, argue that racial inequity persists despite liberal policies and legislation that were ostensibly designed to eradicate it. The Racial Realist perspective takes into the consideration the longevity and history of racism, racial inequity and White supremacy in the U.S. and serves as a mirror to reflect back the limitations of proposed policies and legislation that fail to address those issues. In this way, Critical Race Theory and the scholars who draw on CRT, view our work as an important “check and balance” in the effort toward racial equality.
Policy, Practice and Qualitative Research
Author: Adrienne D. Dixon
A volume in Education Policy in Practice: Critical Cultural StudiesSeries Editors Bradley A. U. Levinson, and Margaret Sutton, Indiana UniversityThis book explores the diversity of American roles in education for democracy cross-culturally, both within the UnitedStates and around the world. Cross-cultural engagement in education for democracy inevitably bears the impressions of eachculture involved and the dynamics among them. Even high-priority, well-funded U.S. government programs are neithermonolithic nor deterministic in their own right, but are rather reshaped, adapted to their contexts, and appropriated by theirpartners. These partners are sometimes called "recipients," a problematic label that gives the misleading impression thatpartners are relatively passive in the overall process.The authors pay close attention to the cultures, contexts, structures, people, and processes involved in education for democracy.Woven throughout this volume's qualitative studies are the notions that contacts between powers and cultures are complexand situated, that agency matters, and that local meanings play a critical role in the dynamic exchange of peoples andideas. The authors span an array of fields that concern themselves with understanding languages, cultures, institutions, andthe broad horizon of the past that shapes the present: history, anthropology, literacy studies, policy analysis, political science, and journalism.This collection provides a rich sampling of the diverse contexts and ways in which American ideas, practices, and policies ofeducation for democracy are spread, encountered, appropriated, rejected, or embraced around the world. This volume introduces concepts, identifies processes, notesobstacles and challenges, and reveals common themes that can help us to understand American influence on education for democracy more clearly, wherever it occurs.
U.S. influence abroad and domestic practices
Author: Doyle Stevick,Bradley A. Levinson
Publisher: Information Age Pub Inc
This volume examines how the public and private domains in school education in India are informed and mediated by current market realities. It moves beyond the simplistic dichotomy of pro-state versus promarket factors that define most current debates in the formulations of educational reform agendas to underline how they need to be interpreted in the larger context. The chapters in the volume present a series of conceptual and empirical investigations to understand the growth of private schools in India; investigate the largely uncontested claims made by the private sector regarding provision of superior quality of education; and their ability to address the educational needs of the poor. Further, the book looks at how the private–public dichotomy has been extended to professional identity of teachers and teaching practices as well. Rich in primary data and supported by detailed case studies, this volume will be of interest to teachers, scholars and researchers dealing with education, educational policy, school education and public policy. It will also interest policy makers, think tanks and civil society organisations.
Market, State and Quality
Author: Manish Jain,Archana Mehendale,Rahul Mukhopadhyay,Padma M. Sarangapani,Christopher Winch
Publisher: Taylor & Francis
Sport for Development and Peace (SDP) brings the power of sport to solving some of the most difficult challenges of humankind, such as the realisation of the United Nations’ Millennium Development Goals. Commonwealth leaders have consistently endorsed the role that SDP can play in development and peace work, in particular in the domain of youth engagement and empowerment. This collection of papers, commissioned by the Commonwealth Secretariat and the Commonwealth Advisory Body on Sport (CABOS), showcases innovative approaches and examples of effective SDP policies and strategies. Written by CABOS members, independent experts and agencies, the papers reflect critical thinking and urgent debates among leading scholars and practitioners of SDP.
National Policies and Strategies
Author: Oliver Dudfield
Publisher: Commonwealth Secretariat
Category: Social Science
Across OECD countries, almost one in every five students does not reach a basic minimum level of skills. This book presents a series of policy recommendations for education systems to help all children succeed.
Supporting Disadvantaged Students and Schools
Publisher: OECD Publishing
Despite the importance of sport as a social, economic and political institution, research into sport and social capital has not been extensive. Sport and Social Capital is the first book to examine this increasingly high profile area in detail. It explores the ways in which sport contributes to the creation, development, maintenance and, in some cases, diminution of social capital. Written by an internationally renowned author team who are leading figures in this area of study, this engaging and far-reaching text brings leading research from around the world into one comprehensively edited volume. Themes covered in the book include: education, gender, policy, community, youth sport, diversity and many more. It is essential reading for sport management, sport development and sport sociology students around the globe and offers fascinating and invaluable insight to interested stakeholders from industry, community and government.
Author: Matthew Nicholson,Russell Hoye
Category: Business & Economics
Unaccompanied minor migrants are underage migrants, who for various reasons leave their country and are separated from their parents or legal/customary guardians. Some of them live entirely by themselves, while others join their relatives or other adults in a foreign country. The concept of the best interests of a child is widely applied in international, national legal documents and several guidelines and often pertains to unaccompanied minor migrants given that they are separated from parents, who are not able to exercise their basic parental responsibilities. This book takes an in-depth look at the issues surrounding the best interests of the child in relation to unaccompanied minor migrants drawing on social, legal and political sciences in order to understand children’s rights not only as a matter of positive law but mainly as a social practice depending on personal biographies, community histories and social relations of power. The book tackles the interpretation of the rights of the child and the best interests principle in the case of unaccompanied minor migrants in Europe at political, legal and practical levels. In its first part the book considers theoretical aspects of children’s rights and the best interests of the child in relation to unaccompanied minor migrants. Adopting a critical approach to the implementation of the Convention of Rights of a Child authors nevertheless confirm its relevance for protecting minor migrants’ rights in practice. Authors deconstruct power relations residing within the discourses of children’s rights and best interests, demonstrating that these rights are constructed and decided upon by those in power who make decisions on behalf of those who do not possess authority. Authors further on explore normative and methodological aspects of Article 3 of the Convention on the Rights of a Child and its relevance for asylum and migration legislation. The second part of the book goes on to examine the actual legal framework related to unaccompanied minor migrants and implementation of children’s’ rights and their best interests in the reception, protection, asylum and return procedures. The case studies are based on from the empirical research, on interviews with key experts and unaccompanied minor migrants in Austria, France, Slovenia and United Kingdom. Examining age assessment procedures, unaccompanied minors’ survivals strategies and their everyday life in reception centres the contributors point to the discrepancy between the states’ obligations to take the best interest of the child into account when dealing with unaccompanied minor migrants, and the lack of formal procedures of best interest determination in practice. The chapters expose weaknesses and failures of institutionalized systems in selected European countries in dealing with unaccompanied children and young people on the move.
In Whose Best Interests?
Author: Mateja Sedmak,Birgit Sauer,Barbara Gornik
Publisher: Taylor & Francis
Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
Taking Physical Activity and Physical Education to School
Author: Committee on Physical Activity and Physical Education in the School Environment,Food and Nutrition Board,Institute of Medicine
Publisher: National Academies Press
Publisher: UNESCO Publishing
Japan’s education system is one of the top performers compared to other OECD countries. International assessments have not only demonstrated students' and adults' high level of achievement, but also the fact that socio-economic status has little bearing on academic results. In a nutshell, Japan ...
Building Bridges towards 2030
Publisher: OECD Publishing
"Health 2020 is the new health policy framework of the WHO European Region. The policy aims at significantly improving the health and well-being of populations, reducing health inequalities, strengthening public health and ensuring sustainable people-centred health systems. Health 2020 is for the whole of government and the whole of society. It envisages actions and outcomes well beyond the boundaries of the health sector and beyond the remit of the ministry of health. Health 2020 therefore proposes reaching out and working together with other ministries, departments, sectors, organizations, stakeholders and civil society organizations. Health 2020 also proposes reaching out to, and working together with, citizens, patients and consumers, providing more opportunities for empowerment. Progress towards all these goals will be achieved by policy action in four areas: investing in health through a life-course approach and empowering citizens; tackling Europe's major disease burdens of noncommunicable and communicable diseases; strengthening people-centred health systems and public health capacities, including preparedness and response capacity for dealing with emergencies; and creating supportive environments and resilient communities. This volume presents in a practical way an analysis of how to reach out and work together. It focuses and gives clear advice on intersectoral governance structures that can facilitate intersectoral action. It is hoped that the volume will help WHO Member States assess and revise their practices of intersectoral collaboration, and inspire new ways of reaching out and working together. We also hope that it will encourage the exchange of good practices between countries. The book was developed in parallel with Health 2020 and it has continuously informed the technical consultations with Member States and experts that have taken place over the last two years. It comes as part of a package of studies that has provided scientific background to the development of Health 2020, including a study on governance for health in the 21st century and a review of social determinants and the health divide, both of which also provide examples on how to implement whole-of-society and whole-of-government approaches."--P. [ix].
Structures, Actions and Experiences
Author: David V. McQueen,Matthias Wismar,Vivian Lin,Catherine Marie Jones,Maggie Davies
With communication and relationships at the core of social work, this book reveals the way it is foremost a practice that becomes reality in dialogue, illuminating some of the profession’s key dilemmas. Applied discourse studies illustrate the importance of talk and interaction in the construction of everyday and institutional life. This book provides a detailed review and illustration of the contribution of discourse approaches and studies on professional interaction to social work. Concentrating on how social workers carry out their work in everyday organisational encounters with service users and colleagues, each chapter uses case studies analysing real-life social work interactions to explore a concept that has relevance both in discursive studies and in social work. The book thus demonstrates what detailed discursive studies on interaction can add to professional social work theories and discussions. Chapters on categorization, accountability, boundary work, narrative, advice-giving, resistance, delicacy and reported speech, review the literature and discuss how the concept has been developed and how it can be applied to social work. The book encourages professional reflection and the development of rigorous research methods, making it particularly appropriate for postgraduate and post-qualifying study in social work where participants are encouraged to examine their own professional practice. It is also essential reading for social work academics and researchers interested in language, communication and relationship-based work and in the study of professional practices more generally.
Discourse in Practice
Author: Christopher Hall,Kirsi Juhila,Maureen Matarese,Carolus van Nijnatten
Category: Social Science
2005 Convention global report, 2018
Publisher: UNESCO Publishing
This publication is based on the discussions of the 2004 Global Colloquium on Research and Higher Education Policy of the UNESCO Forum for Higher Education, Research and Knowledge, held in Paris in December 2004. It contains contributions from 17 international experts in the field of higher education which explore the global rise of the 'knowledge society' and its implications for higher education and for sustainable human development in the future.
Critical Perspectives on Higher Education and Research in Knowledge Society
Author: Guy R. Neave