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This title was first published in 2001: During the last twenty years government rhetoric in the UK has increasingly advocated that statutory health and social care services should regard and treat recipients as 'consumers' in the same way as companies and organizations in the private sector. This involves a considerable cultural change on the part of both service providers and their clients, and this timely study explores the extent to which such a cultural change is actually taking place in British society. The utilization of welfare services by a sample of people aged 70 and above on discharge from inpatient care and in a short period afterwards is examined as a critical testbed for key components of consumerism, including participation, representation, access, choice, information and redress. The book explores not only the extent to which opportunities are being provided for users to play an active role in their care, but also their degree of willingness to assume such a role. By investigating the experiences of clients from a generation which might be considered relatively resistant to a more active participation in health and social care, the study offers an important insight into the extent to which a real social transformation is indeed taking place in the British welfare services.
This book is devoted to the 25th anniversary of the United Nations Declaration on the Right to Development. It contains a collection of analytical studies of various aspects of the right to development, which include the rule of law and good governance, aid, trade, debt, technology transfer, intellectual property, access to medicines and climate change in the context of an enabling environment at the local, regional and international levels. It also explores the issues of poverty, women and indigenous peoples within the theme of social justice and equity. The book considers the strides that have been made over the years in measuring progress in implementing the right to development and possible ways forward to make the right to development a reality for all in an increasingly fragile, interdependent and ever-changing world.
Do participatory processes open a political space to marginalized groups and individuals? Or do they co-opt and coerce groups to reinforce existing inequitable relations? In an innovative comparative study which breaks with tradition this book explores these questions by looking at Malawi and Ireland.
Contains information on a variety of subjects within the field of education statistics, including the number of schools and colleges, enrollments, teachers, graduates, educational attainment, finances, Federal funds for education, libraries, international education, and research and development.
A Handbook of Children and Young People’s Participation brings together key thinkers and practitioners from diverse contexts across the globe to provide an authoritative overview of contemporary theory and practice around children’s participation. Promoting the participation of children and young people - in decision-making and policy development, and as active contributors to everyday family and community life - has become a central part of policy and programme initiatives in both majority and minority worlds. This book presents the most useful recent work in children’s participation as a resource for academics, students and practitioners in childhood studies, children’s rights and welfare, child and family social work, youth and community work, governance, aid and development programmes. The book introduces key concepts and debates, and presents a rich collection of accounts of the diverse ways in which children’s participation is understood and enacted around the world, interspersed with reflective commentaries from adults and young people. It concludes with a number of substantial theoretical contributions that aim to take forward our understanding of children’s participation. The emphasis throughout the text is on learning from the complexity of children’s participation in practice to improve our theoretical understanding, and on using those theoretical insights to challenge practice, with the aim of realising children’s rights and citizenship more fully.
This first part of Colin Tyler's new critical assessment of the social and political thought of T.H. Green (1836–1882) explores the grounding that Green gives to liberal socialism. Tyler shows how, for Green, ultimately, personal self-realisation and freedom stem from the innate human drive to construct a bedrock of fundamental values and commitments that can define and give direction to the individual's most valuable potentials and talents. This book is not only a significant contribution to British idealist scholarship. It highlights also the enduring philosophical and ethical resources of a social democratic tradition that remains one of the world’s most important social and political movements, and not least across Britain, Europe, North America, India and Australia. Dr Colin Tyler is Reader in Politics at the University of Hull and joint convenor of the Centre for British Idealism.
'The series Youth: Perspectives and Practice provides a distinctive and rare combination of expert commentary, new research, original theorising and critical reflection on how we should understand youth and work with young people. These books deserve a wide readership ... the way they are written and organised will make them particularly appealing to students' - Professor Robert MacDonald, University of Teesside Youth in Context: Frameworks, Settings and Encounters offers a critical and up-to-date overview of the theoretical and practical issues involved in work with young people. It is a core text for The Open University's third level undergraduate course Youth: Perspectives and Practice (KE308).
Many accounts of critical pedagogy, particularly accounts of trying to enact it within higher education (HE), express a deep cynicism about whether it is possible to counter the ever creeping hegemony of neo-liberalism, neo- conservatism and new managerialism within Universities. Hopeful Pedagogies in Higher Education acknowledges some of these criticisms, but attempts to rescue critical pedagogy, locating some of its associated pessimism as misreading of Freire and offering hopeful avenues for new theory and practice. These misreadings are also located in the present, in the assumption that unless change comes within the lifetime of the project, it has somehow failed. Instead, this book argues that a positive utopianism is possible. Present actions need to be celebrated, and cultivated as symbols of hope, possibility and generativity for the future - which the concept of hope implies. The contributors make the case for celebrating the pedagogies of HE that operate in liminal spaces – situated in the spaces between the present and the future (between the world as it is and the world as it could be) and also in the cracks that are beginning to show in the dominant discourses.
Although restorative justice is probably one of the most talked about topics in contemporary criminology, little has been written about how community involvement in restorative justice translates into practice. While advocates have presented the community as an essential pillar of restorative justice, the rationale for why and how this is the case remains underdeveloped and largely unchallenged. This book offers an empirical and theoretical explanation of what ‘community involvement’ means and what work it does in restorative justice. Drawing on an empirical case study and the wider sociological literature, The Role of Community in Restorative Justice examines the involvement of the community in one selected practice of restorative justice and also considers the implications of the English and Welsh experience for development of a more coherent framework for operationalizing community involvement in restorative justice practices. It is argued that restorative justice programmes need to start from a more concrete and up-to-date notion of community. While operationalizing community involvement, they need to acknowledge, all at once: the importance of place; the importance of family links, friendship and other social ties; and the importance of similar social traits and identities. This book is essential reading for students, researchers and academics in the fields of criminology, criminal justice, sociology, community studies, policy studies, social policy and socio-legal studies. This book will also be valuable reading for a variety of practitioners and policymakers, particularly working with restorative justice and youth justice.