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This book explores the history of social impact measurement, offering justifications for the use of social impact measurement in modern society. It seeks to uncover the tensions inherent in social impact measurement, especially between creating and measuring social value creation. As the world becomes ever more globalised in its focus to deliver sustainable solutions to social and environmental problems, frameworks such as the United Nation’s Sustainable Development Goals (SDGs) provide basic structure through which social impact can be assessed and compared globally. Nevertheless, constructive critiques of such approaches are required to ensure that they do not misinform stakeholders, disenfranchise the disadvantaged and exacerbate existing social problems. In providing this overview, the book seeks to offer a critical review of the social impact measurement field centred on concepts of ‘empowerment’ and ‘social action’ (Weber, 1978), whilst also demonstrating best practice and potential pitfalls to policymakers and practitioners.
This book examines the complexity of Chineseness in China and the Chinese diaspora. Using critical sociolinguistic and discourse analytical approaches, the chapters reveal the power dynamics and ideologies underlying the varied ways Chineseness is performed, represented and contested. Together they highlight four perspectives on Chineseness: the multiplicity of Chineseness, aspirational Chineseness, chronotopes of Chineseness and the cultural politics of Chineseness. It is argued that Chineseness is best understood as an ideologically-constructed variable, the articulation of which is deeply embedded within the dynamics of neoliberal globalization, rising nationalism, persistent Western hegemony, and shifting global geopolitics.
The book shows how the study of the evolving discourse employed during a political process spanning more than a decade can provide insights for critical discourse analysis, on the one hand, and understanding of a real world political process on the other, thereby demonstrating the potential role for critical discourse analysis in historiography.
Engaging Theories in Family Communication: Multiple Perspectives covers uncharted territory in its field, as it is the first book on the market to deal exclusively with family communication theory. In this volume, editors Dawn O. Braithwaite and Leslie A. Baxter bring together a group of contributors that represent a veritable Who's Who in the family communication field. These scholars examine both classic and cutting-edge theories to guide family communication research in the coming years.
It is already clear that climate engineering raises numerous troubling ethical issues. The pertinent question yet to be addressed is how the ethical issues raised by climate engineering compare to those raised by alternative proposals for tackling climate change. This volume is the first to put the ethical issues raised by climate engineering into a comprehensive, comparative context so that the key ethical challenges of these technologies can be better measured against those of alternative climate policies . Addressing the topic specifically through the lens of justice, contributors include both advocates of climate intervention research and its sceptics. The volume includes a helpful blend of the theoretical and the practical, with contributions from authors in philosophy, engineering, public policy, social science, geography, sustainable development studies, economics, and climate studies. This cross-disciplinary collection provides the start of an important and more contextualized “second generation” analysis of climate engineering and the difficult public policy decisions that lie ahead.
Forgotten Futures, Colonized Pasts traces the existence of forgotten histories of inter-American alliance-making, transnational community formation, and intercultural collaboration between Mexican and Anglo American elites. Using close readings of literary texts, including novels, diaries, letters, newspapers, political essays, and travel narratives produced by nineteenth-century writers throughout Greater Mexico, Kinnally brings to light how elite Mexicans and Mexican Americans defined themselves and their relationship with Spain, Mexico, the United States, and Anglo America in the nineteenth century.
This book expands on and complements the burgeoning Brexit literature by placing the UK’s vote to leave the EU in its longer historical and discursive contexts. It examines the embedded Euroscepticism, which has dominated British political discourse on the European project and the role of the UK within it for at least the last three decades. Brexit was the consequence of a consistent denigration of the European integration project in the public sphere in which the terrain, and the conceptual vocabulary, of debate were set by a dominant, right-wing Eurosceptic discourse. This framed the EU as inherently heterogeneous and antagonistic to the UK. The book examines how ideas of British exceptionalism, which underpin Eurosceptic discourses, are sustained and reproduced and offers an account of their enduring, affective power amongst the British population. It is in this context that it was possible for pro-Brexit campaigners to assemble and enthuse a new coalition of voters sufficient to deliver a ‘leave’ majority on 23 June 2016. This text will be of key interest to scholars and students of British, EU and European politics, the media and press, public opinion, political behaviour and nationalism studies.
Governments around the world are trying to come to terms with new technologies, new social movements and a changing global economy. As a result, educational policy finds itself at the centre of a major political struggle between those who see it only for its instrumental outcomes and those who see its potential for human emancipation. This book is a successor to the best-selling Understanding Schooling (1988). It provides a readable account of how educational policies are developed by the state in response to broader social, cultural, economic and political changes which are taking place. It examines the way in which schools live and work with these changes, and the policies which result from them. The book examines policy making at each level, from perspectives both inside and outside the state bureaucracy. It has a particular focus on social justice. Both undergraduate and postgraduate students will find that this book enables them to understand the reasoning behind the changes they are expected to implement. It will help to prepare them to confront an uncertain educational world, whilst still retaining their enthusiasm for education.
The volume represents the continuing of a the Yearbook of Idiographic Science project, born in 2009 and developed through an annual series of volumes collecting contributes aimed at developing the integration of idiographic and nomothetic approaches in psychology and more in general social science. This year's YIS project received many positive feedbacks and signals of interest, as well as several submissions, from many parts of the world. This fifth volume directs attention to relevant and actual psycho-social phenomena as the development of identity in terms of self identity, social identity and local. identity The volume is directed to students, researchers and clinicians, interested in deepenig theoretical and methodological issues and improve clinical practices and research cultures.