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This book offers a deparochial account of global justice and addresses disenchantment stemming from its West-centricity and provincial theoretical formulations. As the recurring global poverty debate restricts the duties of alleviating poverty and inequality to the developed world, this book attempts to broaden the spectrum of duties to the superrich of the developing world. Drawing from the case study of India's superrich as an exemplar of the potent agency of rising powers, the book examines the structural relationship between unbridled affluence and the (un)realisation of the human rights of the poor. It contends that India's superrich, like their counterparts in other powerful developing countries, both contribute as well as benefit from the highly decentralised global economic order that (re)produces affluence of the few and deprivation of the many within these countries. In doing so, this book argues that the superrich have a positive duty to alleviate poverty and reduce inequality beyond their free-standing moral responsibility for philanthropy.
Presents a challenge to international relations scholars to think globally, understanding the field's development in the Global South alongside the traditionally dominant Western approach.
Cosmopolitanism has relevance for international distributive justice; peace; human rights; environmental sustainability; protection for minorities, refugees and other oppressed groups; democratic participation; and intercultural tolerance. The book does not aim to impart factual information about global issues or to offer prescriptions for the solution of global problems. Rather, it highlights the ethical issues inherent in such problems and identifies the moral obligations that individuals, multinational corporations, and governments might have in relation to them. While espousing a cosmopolitan form of global ethics, a liberal form of politics, sustainable and just forms of business practice, and an internationalist approach to global conflict and governance, it seeks to present as many sides of the ethical debates as can be supported by reasonable argument. Discussing the work of Kwame Anthony Appiah, Seyla Benhabib, Martha Nussbaum, Thomas Pogge, John Rawls, Amartya Sen, Henry Shue, Peter Singer and others, this book provides a clear and accessible survey of cosmopolitanism and analyses the reality of the rights and responsibilities that it espouses.
The book examines the well-established field of ‘law and development’ and asks whether the concept of development and discourses on law and development have outlived their usefulness. The contributors ask whether instead of these amorphous and contested concepts we should focus upon social injustices such as patriarchy, impoverishment, human rights violations, the exploitation of indigenous peoples, and global heating? If we abandoned the idea of development, would we end up adopting another, equally problematic term to replace a concept which, for all its flaws, serves as a commonly understood shorthand? The contributors analyse the links between conventional academic approaches to law and development, neoliberal governance and activism through historical and contemporary case studies. The book will be of interest to students and scholars of development, international law, international economic law, governance and politics and international relations.
Introduces non-Western IR traditions to a Western IR audience, and challenges the dominance of Western theory. This book challenges criticisms that IR theory is Western-focused and therefore misrepresents much of world history by introducing the reader to non-Western traditions, literature and histories relevant to how IR is conceptualised.
Disengagement of youth from schooling is an issue of significant national and international concern, and is a key driver of educational policy and reform that look to maximise school retention for the benefit of both students and the wider community. In Australia, Flexible Learning Options (FLOs) have arisen as a response to the premature disengagement from schooling of a sizeable number of Australian youth. FLOs attend to the educational, social and well-being needs of young people experiencing complex life circumstances, yet empirical evidence of their value to date has been largely anecdotal. The significance of this book lies in its innovative approach to gauging the value of FLOs—to young people themselves, as well as the wider Australian community. Drawing on past research and new findings from a national investigation, the authors provide novel insight into the pressures pushing young people out of schools and the mechanisms at work in FLOs to re-engage them in education. The varied contributions of this book elucidate many of the measurable impacts of FLOs on the life trajectories of disenfranchised youth, including improved economic integration, mental and emotional wellbeing, and myriad other outcomes. The significance of this project lies in its exploration of how young people and staff understand the transformative nature of the FLO experience, with an analysis that brings to light the wider value of this type of educational intervention in terms of long term community benefit.
This book critically examines the contemporary discourses on the nature of 'human rights', their histories, the myths that are embedded in them, and contributes an alternative reading of those histories by placing the concerns and interests of the 'people in struggle and communities of resistance' at centre stage. The work analyses the significance of the United Nations (UN) and the Universal Declaration of Human Rights and goes on to study the more contemporary issues such as women's struggle to feminize the understanding and practice of human rights, the postmodernist critique of the universal idiom of human rights and, most pertinently for the current world scene, it analyses the impact of globalization on the human rights movement. The volume includes a discussion on the proposed UN norms regarding the human rights responsibilities of multinational corporations and other business entities.
This book considers the nature and possibilities of conceptual change and transformation under conditions of globalization, especially with regard to Chinese social and cultural concepts. It argues that the influence of globalization promotes the spread of West European and American social science concepts and methods at the expense of local concepts and approaches, and at the same time (paradoxically) provides opportunities for the incorporation of local concepts, including Chinese concepts, into Western or mainstream social science.
This book examines the governance of Asian student and academic mobility, which has transformed the higher education landscape. While campuses are experiencing an unprecedented level of diversity, knowledge creation remains explicitly Eurocentric and dominated by the Global North. The authors advocate for a new educational paradigm that takes into account the transcultural flow of knowledge on campus as a public good, capitalises on Asian students and academics’ multilingual competencies, and offers them equal access to creating quality-orientated education. The book argues that international higher education must be grounded in both a plurality of knowledges and the ethics of cognitive justice, and that the governing policies should facilitate the higher education sector to build a platform of internationalising affect and effect on campus.
The field of education policy research is a dense, crowded space owing to its complicated relationship to different intellectual histories and the influence of various ontologies or ‘turns’. To aid comprehension and clarity, this book describes the history, contribution and application of over 90 keywords in the field of education policy research. It is designed as a reference, learning and teaching tool to assist students, educators and researchers with: • complex learning and teaching; • wider and background reading and knowledge building; • critical scholarship and research; • interdisciplinary thinking and writing; and • theory development and application.