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Inhalt: Part I: The Americas, Asia and Australia: Mit Beitr�gen von: Stephen L. Morgan; Stephen Nicholas / Robert Gregory / Sue Kimberley; Henk-Jan Brinkman / J.W. Drukker; Ricardo Salvatore / J�rg Baten; Ricardo D. Salvatore; Insong Gill; Richard H. Steckel / Paul W. Sciulli / Jerome C. Rose; Michael R. Haines; Philip R. P. Coelho / Robert A. McGuire; Lee A. Craig / Thomas Weiss; Timothy Cuff; John Komlos; Brian A'Hearn; Barry Bogin / Ryan Keep; Markus Heintel; W. Peter Ward Part II: Europe: Mit Beitr�gen von: Edwin Horlings / Jan-Pieter Smits; Jos� M. Martinez Carri�n / Juan J. Perez Castej�n; Gloria Quiroga Valle; Sebasti�n Coll; Lydia Sapounaki-Dracaki; Bernard Harris; Markus Heintel / Lars G. Sandberg / Richard H. Steckel; Joaquim da Costa Leite; Jesper L. Boldsen / Jes S�gaard; Holle Greil; Sally Horrocks / David Smith; Philip T. Hoffman - Joerg Baten / John Komlos: Conclusion "Die mit umfangreichen Literaturverweisen bereicherten Beitr�ge bieten ueberraschend konkrete Einblicke in die Sozialstruktur der verschiedensten Bev�lkerungsgruppen und ihre Lebensbedingungen." Das Historisch-Politische Buch .
After excluding women and African Americans from its ranks for most of its history, the New York City Police Department undertook an aggressive campaign of integration following World War II. This is the first comprehensive account of how and why the NYPD came to see integration as a highly coveted political tool, indispensable to policing.
Based on case studies in Southern Africa, West Africa and East Africa, this book revisits some of the dilemmas and paradoxes associated with the development, management and utilisation of environmental resources, as well as lacklustre official handling of climate change-related challenges, in Sub-Saharan Africa. On the subject of natural resource exploitation, in particular, the book revisits scholarly debates and specific practices around compensation, benefit- and burden-sharing, local participation and space-place dynamics. It highlights fundamental ambiguities in the ways the dominant discourses and policy responses have been framed and mobilised, and examines epistemic and ideational incongruences that have hobbled and sometimes negated the effectiveness of otherwise well-intentioned interventions. On climate change, the book revisits debates around the vulnerability-assets nexus with regard to mitigation and adaptation, as well as the intersection of climate information and livelihoods in agro-based settings. The contradictions, gaps and limitations of climate change policies and strategies in different regions are re-examined based on new data. In the last few years, the Environment and Natural Resources Working Group of the South African Sociological Association (SASA) has intensified efforts to go beyond the annual SASA Congresses and the production of journal articles, in making the research agendas of its members more visible to the global scholarly and policy community. This book is one result of such efforts. It calls for a constant questioning of orthodoxies and the promotion of ethnographically sensitive and epistemologically nuanced scholarly and policy approaches to developmental challenges in Africa, especially in relation to environmental resources and environmental change.
Revisiting “The Culture of the School and the Problem of Change” provocatively and seamlessly joins Seymour Sarason’s classic, landmark text on school change with his own insightful re?ections on those same issues in the face of today’s crisis in public schools. This is an extensive, monograph–length revisiting. Part I of this book reproduces the second edition of Sarason’s ground–breaking work, The Culture of the School and the Problem of Change, in which he detailed how change can affect a school’s culturally diverse environment—either through the implementation of new programs or as a result of federally imposed regulations. Throughout, many of the major assumptions about change in institutions are challenged. Speci?c events and examples demonstrate that any attempt to implement change involves some existing regularity within the school. Dr. Sarason also takes a close look at government involvement in change efforts in schooling—and includes a detailed examination of current efforts to implement PL 94–142 into public schools. He presents compelling evidence that the federal effort to change and improve schools has largely been a failure. Also included are investigations into the purposes of schooling and how these purposes can be affected by change, and the process by which educators and administrators formulate intended outcomes of change efforts. In Part II, Dr. Sarason “revisits” the text and the issues 25 years after the original publication. As he explains in his preface, to him the word crisis means “a point in time when a dangerous situation contains con?icting forces of an intensity or seriousness that in the near term will be dramatically altered depending on which forces win out. When I wrote the book a quarter century ago, I did not regard our schools as in crisis...[though] my intuition . . . was that a crisis would come sooner or later. It has, in my opinion, come.” Believing that “what happens in our cities and our schools will determine the fate of our society,” Dr. Sarason is deeply concerned that the reform arena is being manipulated by forces that are at best untroubled by and at worst intent on the dismantling of the public school system. That, coupled with his fear that even the system’s defenders are not focusing on the real issues, has infused Dr. Sarason’s return to the topic of educational change with a great sense of urgency. The important things he has to say will be welcomed by all who truly care about the state of the public schools that America’s children attend.