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This book reveals the important role lawyers, law, and courts play in struggles over educational resources, especially when it comes to the translation of policy goals into legal claims.
Eve Was Framed offers an impassioned, personal critique of the British legal system. Helena Kennedy focuses on the treatment of women in our courts - at the prejudices of judges, the misconceptions of jurors, the labyrinths of court procedures and the influence of the media. But the inequities she uncovers could apply equally to any disadvantaged group - to those whose cases are subtly affected by race, class poverty or politics, or who are burdened, even before they appear in court, by misleading stereotypes.
Shows how the 3 core progressive values - Freedom, Opportunity, Security - define the collective aspirations that drive the American nation, and how progressives can use this framework of values to communicate with "persuadable" voters.
Reviews administration by Equal Employment Opportunity Commission and Office of Federal Contract Compliance of affirmative action programs under the Civil Rights Act of 1964 to end discrimination in employment by Federal contractors.
This book presents a broad-ranging survey of contemporary writing about work and employment. It identifies three broad traditions of research and commentary on work - the unitary perspective, the pluralist perspective and the critical perspective - and describes the contemporary output of these traditions; i.e. it surveys current research and argument found within these traditions. The book also surveys debate between these traditions, and the second part of the book presents a detailed account of debate over four current issues. These issues are employee participation, customer culture, equality and diversity and the impact of the global financial crisis. The source material for the book comes from the UK, USA and other countries and the arguments contained within it have international relevance. The book provides an overview of recent work on the employment relationship and the debate and controversy that can be seen in this area of study. Framing Work will be of interest to academics researching and writing about employment and to advanced students in Industrial Relations, Human Resource Management, Organization Studies, and Sociology.
* How has Bakke shaped our understanding of race, access to education, and affirmative action? * Will Bakke remain relevant for the future, legally and politically? * Can we use Bakke to re-envision affirmative action in higher education? Published to mark the 30th anniversary of the Supreme Court's Bakke decision, this book explores the complex set of legal and educational policy circumstances established by this historic court decision that continues to simultaneously frame, narrow, and confound our understanding of affirmative action in higher education specifically, and issues of equity in education broadly. By "upholding Bakke," the Supreme Court, in its Gratz and Grutter opinions, maintained its centrality in the on-going argument about access to higher education. However, this validation of racial and ethnic diversity as a legally compelling interest did not silence the multiplicity of voices debating the consequences and fundamental issues of Bakke. Multi-disciplinary in approach and multi-racial in content, this book represents that kaleidoscope of voices and opinions. The contributors include scholars of national stature in the areas of access and equity in education. The book is guided by three frames: Bakke's legal and philosophical lineage; the educational pipeline -- past, present, and future; and policy and practice. It begins with an historical analysis of the legal and policy parameters of the decision and highlights the legal and social fissures that exist related to affirmative action and college admissions. It discusses in detail the philosophical underpinnings of affirmative action as a catalyst for reaping the benefits of diversity. The book also reviews Bakke's broader influences on K-12 and postsecondary politics, and practices across institutional, state, and national levels. As racial divisions in the country are sharpening and as educational outcomes continue to be directly related to race and poverty, this volume will help inform the discussions and decisions by federal and state policy-makers, educational providers, civil rights advocates and other interested stakeholders to bring about the changes that lead to equal opportunity.
Studies in Law, Politics, and Society is essential reading for legal scholars with a unique focus on the disciplines of sociology, politics and the humanities. Volume 61 brings together a diverse range of chapters discussing topics such as child abduction, legal framing, law and film, and the Supreme Court.
This book aims to map the diversity of meanings of gender equality across Europe and reflects on the contested concept of gender equality. In its exploration of the diverse meanings of gender equality it not only takes into account the existence of different visions of gender equality, and the way in which different political and theoretical debates crosscut these visions, but also reflects upon the geographical contexts in which visions and debates over gender equality are located. The contextual locations where these visions and debates take place include the European Union and member states such as Austria, the Netherlands, Hungary, Slovenia, Greece, and Spain. In all of these settings, the different meanings of gender equality are explored comparatively in relation to the issues of family policies, domestic violence, and gender inequality in politics, while specific national contexts discuss the issues of prostitution (Austria, Slovenia), migration (the Netherlands), homosexual rights (Spain), and antidiscrimination (Hungary). The multiple meanings of gender equality are studied through Critical Frame Analysis, a methodology that builds on social movement theory and that was refined further with elements of gender and political theory within the context of the MAGEEQ research project
In many societies today, educational aims or goals are commonly characterized in terms of “equality,” “equal opportunity,” “equal access” or “equal rights,” the underlying assumption being that “equality” in some form is an intelligible and sensible educational ideal. Yet, there are different views and lively debates about what sort of equality should be pursued; in particular, the issue of equality of educational opportunity has served as justification for much of the postwar restructuring of educational systems around the world. The author explores different interpretations of the concept of equality of educational opportunity in Japan, especially as applied to post-World War II educational policies. By focusing on the positions taken by key actors such as the major political parties, central administrative bodies, teachers’ unions, and scholars, he describes how their concepts have developed over time and in what way they relate to the making of educational policy, especially in light of Japan’s falling birthrate and aging society.
This new study reveals how institutional practices and discourses shape the way men and women are conceived of, and how through this process, gender stereotypes and expectations are created. Informed by the latest research and trends, these expert authors examine the way in which domestic and global institutions shape and reflect gender interests and the extent to which feminists can challenge gender norms through political institutions. They examine regional, national and international institutions including the EU, ICC and UN and take a broad view of political institutions to include bureaucracy; federalism; legal structures; parliaments; voting and electoral institutions; and media coverage of women’s involvement in such institutions. Drawing on experiences in the US, UK, Australia, Canada, and New Zealand this book will be of great interest to students and scholars of gender studies, political science and comparative politics.