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Women, Feminism and Development illustrates the significance and relevance of work on development carried out from a feminist perspective, with a particular focus on the contribution of Canadian researchers and activists. Covering a wide range of themes and concerns, the volume gathers authors from different organizational backgrounds and academic disciplines, and includes chapters on such different cultural and geographical areas as China, Malaysia and Thailand, Mexico and the West Indies, Uganda, Malawi and Ghana, and Canadian Inuit and Indian communities. A unity of purpose as well as a call for a fundamental reconceptualization of society emerge from these varied voices. Women, Feminism and Development is structured to convey a feminist perspective for the construction of theoretical, methodological, and political approaches to development; a critical evaluation of the effect of development policies on women's lives and gender relations; and an understanding of the multiple strategies that can lead to the empowerment of women and real development.
This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations. In Canada many public projects, programs, and services perform well, and many are very successful. However, these cases are consistently underexposed and understudied in the policy literature which, for various reasons, tends to focus on policy mistakes and learning from failures rather than successes. In fact, studies of public policy successes are rare not just in Canada, but the world over, although this has started to change (McConnell, 2010, 2017; Compton & 't Hart, 2019; Luetjens, Mintrom & 't Hart, 2019). Like those publications, the aims of Policy Success in Canada are to see, describe, acknowledge, and promote learning from past and present instances of highly effective and highly valued public policymaking. This exercise will be done through detailed examination of selected case studies of policy success in different eras, governments, and policy domains in Canada. This book project is embedded in a broader project led by 't Hart and OUP exploring policy successes globally and regionally. It is envisaged as a companion volume to OUP's 2019 offering Great Policy Successes (Compton and 't Hart, 2019) and to Successful Public Policy in the Nordic Countries (de La Porte et al, 2022). This present volume provides an opportunity to analyze what is similar and distinctive about introducing and implementing successful public policy in one of the world's most politically decentralized and regionally diverse federation and oldest democratic polities.
Based on a carefully contextualized and critical study, this book tells how France’s dominant social and political ideology and prevailing cultural conventions abate the effects of race and anxiety within school choice, here focused on public-school middle-class parents living among immigrants in the diverse Paris suburbs. The study employs innovative techniques to tackle the presence of race, a difficult topic in France, and to address the impact of global risk from which social anxiety springs. Interviews for this book took place when a wave of deadly terrorism, mass migration of refugees, and the divisiveness of a presidential election made topics around the study poignant. It demonstrates how race operates in French education policy and practices by directing attention to how experienced and more qualified teachers move over their careers to less diverse schools, seen by teachers as having better students. The book explores how social anxiety created through global risk is culturally resisted within the French context by viewing this resistance theoretically through parental dispositions. It presents the racist perception in French school choice by revealing the education policies and parental choices that often segregate immigrants into schools with inexperienced and unqualified teachers. This book will be of interest to academics at upper-level undergraduate as well as graduate courses, policymakers, educators who are interested in inequality, sociology of education, transnational and critical perspectives on race, schooling, and school choice.
A quarterly journal of the Council for the Development of Economic and Social Research in Africa = Revue trimestrielle du conseil pour le développement de la recherche economique et sociale en Afrique.
Winner of the 2023 Globalisation and Education SIG Best Book Award at CIES 2023! Immigration, Integration and Education offers a unique comparative analysis of the views and experiences of children of immigrants in school in France and England. It showcases how the theorization of children’s narratives can offer new methodological tools and insights in comparative education and help understand the different role of educational systems and discourses around issues of immigration, integration, race, language and religion. Presenting an in-depth analysis of children’s own narratives, this book offers a close comparative examination of the French and English educational systems, and the ways in which they impact on the experiences and identities of children of immigrants. The narratives of the children reveal the multiple forms of othering, discrimination and exclusion that shape their experiences in school, but also the multiple strategies they deploy to navigate these complex educational landscapes. It stresses that beyond national ideologies and philosophies of integration, structural and cultural aspects need to be explored to understand the role played by schools in the inclusion of immigrant populations. This book is an essential resource for academics, researchers and graduate students in the fields of sociology of education, migration studies, intercultural education, educational policy and comparative and international education. It will also appeal to those who are committed to addressing inequalities and discrimination in education.