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To commemorate the 10-year anniversary of the International School Leadership Development Network (ISLDN), this book is a compilation of the work conducted by network scholars. This volume is the first comprehensive overview of the studies conducted by ISLDN members engaged in examining how social justice leaders and leaders of high-needs schools address the social conditions, learning experiences, and performance of their students. Other international school leadership research consortia have emerged in the 21st century; however, the ISLDN is the second longest operating project, after the International Successful School Principalship Project (ISSPP). Since its creation in 2010, ISLDN scholars have delivered papers at a variety of international conferences and shared findings in research publications, including books and special issues of journals. Until now, ISLDN research findings have been disseminated separately for the project’s two strands: (a) social justice leadership and (b) leadership in underperforming high-needs schools. Therefore, the purpose of the book is to document the history and evolution of the ISLDN and to provide descriptions and reflections of the project’s research findings, methodologies, and collaborative processes across the two strands. This volume captures studies of school leaders from 19 countries representing six continents - Africa, Asia, Australia and Oceania, Europe, North America, and South America. The authors examine important external and internal contextual factors influencing schools in different cultural settings and provide insights about the values and practices of social justice leaders working in high-needs school settings. Numerous practical strategies are provided for school leaders working in schools with similar conditions. The concluding chapter by the co-editors synthesizes the structural factors, personal beliefs and values, and contextualized change management strategies that shape school leaders’ actions aimed at ensuring the best learning outcomes for their students. Besides capturing the range of findings emerging from various ISLDN studies conducted over the past decade, several chapters critically examine the project’s current contributions to the field. Authors suggest broadening the dissemination of our findings to increase the visibility of the project, expanding the research methods beyond qualitative interviews, incorporating studies from non-Anglophone countries, and augmenting the scope of our analyses and research focus. These researchers’ journeys also reveal the obstacles to and benefits of engaging in these types of international collaborative research ventures.
This book explains how education policies offering improved transitions to work and higher-level study can widen the gaps between successful and disadvantaged groups of young people. Centred on an original study of ongoing further education and apprenticeship reforms in England, the book traces the emergence of distinctive patterns of transition that magnify existing societal inequalities. It illustrates the distinction between mainly male ‘technical elites’ on STEM-based courses and the preparation for low-level service roles described as ‘welfare vocationalism’, whilst digital and creative fields ill-suited to industry learning head for a ‘new economy precariat’. Yet the authors argue that social justice can nevertheless be advanced in the spaces between learning and work. The book provides essential insights for academics and postgraduate students researching technical, vocational and higher education. It will also appeal to professionals with interests in contemporary educational policy and emerging practice.
An inspirational argument for the creation of a new pilgrimage tradition in the United States. Pilgrimage is a sacred tradition that has existed around the world for centuries. Every year, more than one hundred million devotees from different cultures and faiths embark on journeys to such holy sites as Santiago de Compostela, Mecca, and Banaras. For some, making a pilgrimage is a spiritual act, while for others it is a secular experience of personal restoration. And yet there has never existed a tradition of pilgrimage within the United States. Cultural geographer James E. Mills makes a compelling case for the creation of a network of American pilgrimage routes to heal societal divisions and foster a new ethos of humanitarianism and environmentalism. He also addresses practical considerations for the development, ownership, and administration of future routes. Pilgrimage Pathways for the United States is for anyone considering a pilgrimage and for those of us who are interested in connecting and protecting our natural world, including environmentalists, interfaith clergy, political leaders, community developers, and activists.
·· See Sample Chapters & Resources to download the Introduction to Criminal and Social Justice ·· `Dee Cook′s new book is important, innovative and invigorating. It brings together two spheres - criminal justice and social justice - which are usually, but as she persuades us, unjustifiably kept separate intellectually and in policy and practice. Dee Cook makes a powerful case for the inter-connectedness of penal policy and social policy, bringing together concepts from the two spheres such as social exclusion, citizenship, and human rights. Her innovative approach brings insightful theoretical analysis together with two extended case studies - differential treatment of tax fraud and benefit fraud, and the "third way" politics of New Labour. This book will make it much more difficult for students, policy-makers and criminal justice practitioners to ignore the social context in which penal policy evolves and is implemented′ - Professor Barbara Hudson, University of Central Lancashire `This is an accessible and lively critical account of the inter-relationship between social and criminal justice in New Labour Britain. It should engage students on a range of programmes, particularly social policy, criminology and sociology′ - Ruth Lister, Professor of Social Policy, Loughborough University `A cogent demonstration that criminal justice cannot be achieved in the absence of social justice. There is a blistering but thoroughly informed critique of New Labour′s failure to narrow this "justice gap". Let′s hope the carefully reasoned but impassioned arguments about how to get really tough on the causes of crime and injustice get the attention they deserve′ - Robert Reiner, Professor of Criminology, London School of Economics and Political Science Criminal and Social Justice provides an important insight into the relationship between social inequality, crime and criminalisation. In this accessible and innovative account, Dee Cook examines the nature of the relationship between criminal and social justice - both in theory and in practice. Current social, economic, political and cultural considerations are brought to bear, and contemporary examples are used throughout to help the student to consider this relationship. The book is essential reading for students and researchers in criminology, social policy, social work and sociology. It is also relevant to practitioners in statutory, voluntary and community sector organisations.
This unique and comprehensive second edition of an important volume presents writing from renowned authors about achieving social justice in medicine. Each of the 42 chapters addresses continuing and emerging policy challenges facing medicine. They deepen our understanding of theoretical and practical aspects of issues in the contemporary debate.
The connections and interactions of lifelong learning and social justice are complex and contested. Both are seen as a means to unconditional good, with little account taken of the inequalities and equalities located in constructions of power. This book develops critical ways to engage with international debates about lifelong learning and social justice through a range of competing and contested definitions, setting out some of the complexities and challenges of linking the two concepts. In particular, it engages in debates about the equalities and inequalities of learner identities, displacement and place. Its chapters consider those marginalised in complex and multiple ways, including gender, social class, ethnicity, age and migration. This book was originally published as a special issue of the International Journal of Lifelong Education.
This Handbook examines the impetus for the development, growth, and relevance of social work as a profession in different political, social, and cultural contexts. Contributions align with overarching contemporary themes such as changing governance structures around the world; digitalization and globalization; and decolonization. The book is also in line with the advancement of global agendas for social work and social development led by the IASSW, ICSW & IFSW. This contemporary text engages comprehensively with diverse political systems across the world and explores the interactions with, and implications for social work policy, practice, and education in these countries and globally.