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The purpose of this book is to honour D.S. Prasada Rao and his many outstanding contributions to economic measurement, including index number methods for international comparisons of prices, real incomes, output, and productivity; stochastic approaches to index numbers; purchasing power parities for the measurement of regional and global inequality and poverty; and measurement of income and economic insecurity. This book brings together contributions by well-known and influential researchers in the field of economic measurement with special focus on topics in productivity measurement (Part I); income and health inequality, inequality of opportunity, and measurement of insecurity (Part II); index number theory and applications to consumer price index numbers, international comparisons of prices and real expenditures, and housing price index numbers (Part III). The chapters are authored by eminent researchers including Conchita D'Ambrosio, Bert Balk, Erwin Diewert, Robert Hill, Robert Inklaar, Knox Lovell, Robin Sickles, Jacques Silber and Marcel Timmer. The contributed papers offer in-depth reviews of the state of the art in these areas with a focus on the existing methods and applications, making the volume an invaluable source for both experienced researchers and new researchers, including PhD and other postgraduate students.

An edited collection exploring divisions and changes within and between the spheres of consumption and production. Topics include: the relationship between consumption and production; the social construction of consumers; housing and social class mobility; health provision; the role of the'service class'; and access to higher education. Peter Saunders'work provides the initial stimulus for many of the papers, but all go beyond his narrow conception of a sociology of consumption and his liberal analysis of patterns of social inequality.

Many social entrepreneurs struggle to take successful, innovative programs that address social problems on a local or limited basis and scale them up to expand their impact in a more widespread, deeper, and efficient way. In Scaling Social Impact, the editors address this issue with a comprehensive collection of original papers.

This book delves into the aesthetics and processes by which Latinx writers and creatives artfully adapt and appropriate Shakespeare for young readers. Shakespeare, this book demonstrates, is reimagined with social justice in mind, yielding literary mestizadas (the critical term employed to highlight the palimpsestic nature of these admixtures). These literary mestizadas not only create representational mirrors in which Latinx young readers can better see themselves and their lived cultural experiences but also offer them the opportunity to contest the social injustices that impact them and their communities. In this, the book provides the critical framework for understanding how Latinx young adult appropriations of Shakespeare offer young readers educational ecologies in which to thoughtfully engage with issues of race, gender, and sexuality. By focusing on this productive literary interplay between Shakespeare and Latinx youth literatures, this book directs us to the generative and transformative potentials that unfold from these hybridized texts. Understanding Shakespeare and Latinx, not in their separate spheres but in the way they blend together to create new, important literary formulations embraces these brave(r) new worlds in which Latinx youth are affirmed and empowered.

This book makes an original conceptual and empirical contribution to debates on the role of student activism in enhancing social justice within education in the Global South, using South Africa as a case study. The book explores the development of higher education students'political capabilities through student activism – that is, the freedom to express political ideas and engage in protests, including the following key capabilities: participation, dialogue, practical reasoning, voice, emotional expression, contextual knowledge and physical wellbeing. The author considers the possibility of enhancing justice and democracy in higher education through the formation of such student freedoms. The book will be of interest to academics and researchers in student activism, higher education and social justice, as well as institutional staff members with knowledge of student governance, members of student representative councils and higher education administrators.

This book sheds light on the untold stories of individual student activists at Queens College, New York City, during the 1960s. Against the backdrop of the ongoing Vietnam War and the assassination of President John F. Kennedy, some Americans began to lose faith in their government. Based on injustices that students saw in their campuses, in the country, and in the world at large, they began to question their political leaders. Students organized their discontents over three major issues: civil rights, free speech, and anti-war sentiments. Their protests involved direct actions such as sit-ins, marches, picketing, and boycotts. At Queens College (QC), as the students moved away from the repressive McCarthy era of the 1950s, they began to confront and challenge those in power at the college in the 1960s. The defining characteristic of this break from the past was a student strike in 1961 in objection to the ban of controversial speakers who had been invited to campus by student clubs. The student strike of 1961 gave the activists among them a direct and immediate way to fight power on campus and to fight racism and discrimination. The author argues that student movements cannot be attributed to a single explanation, and therefore, he focuses on individual historical contexts, presenting first-person narratives from the actual participants, and tells their stories in their own voices, from their own records, and from the documents they left behind. The book identifies the QC student activists of the 1960s, exploring how and why they became activists; their activities; their achievement as activists; and what motivated them to think that they could make history themselves by confronting racism. It provides an intimate look at the students'lives and their social justice journey, beginning at Queens College and as they moved into their careers.

This book offers eight validated instruments on workplace bullying to support robust mixed methods approaches for social justice research. Workplace bullying is an excellent starting point from which scholars can consider social justice research. The data shows that marginalized and disenfranchised groups (minoritized groups, women, junior faculty, and the LGBTQ+ community) are disproportionately affected. The outcomes included career interruption and severe health disparities. Though there is a demand for workplace bullying instruments, the book also lays a foundation for creating surveys to address these populations more effectively.

With multidisciplinary examination, this book explores Waiting for Visa, Ambedkar's autobiographical writing. This investigation ranges from Dalit Studies to Discourse analysis. It aims to provide the reader with in-depth knowledge of Ambedkar's unexplored autobiographical memoir and supplement a range of generalized works. The issues addressed in this book are essential to Ethnic and Race studies in general, to which Dalit Studies is but one contributing discipline. The Dalit Studies already have many texts. These texts are primarily concerned with Dalit identity politics, socio-mythological explorations, and Ambedkarian thoughts on economics, politics, and racial-religious discriminations. These are not discussed with Ambedkar's life stories narrated by himself. This book bridges the gap between Dalit Studies and Ambedkar Studies to project how Ambedkar attempted to forge into an impregnable South Asian social, educational, and political fabric. This reference book aims to attractacademics and students of Asian, South Asian, and Dalit Studies. The book appeals to educators, policymakers, and comparative literary scholars.

This practical textbook is designed as core reading for pre-service and in-service teachers and mental health practitioners in upper level Education and Psychology programs. Key concepts addressed in this case study collection include Inclusive Education as an overarching framework through the lens of Critical Disability Studies, Intersectionality and Mental Health. It portrays the first-hand accounts and lived experiences of individuals with disabilities to further understand the impact students'classroom experiences have beyond their early school years. These accounts along with commentaries from education and health professionals inform evidence-based recommendations for educators and practitioners on prevention and intervention practices for school age children with disabilities. Readers will be prompted to consider their experiences and perspectives through chapter specific discussion-based and reflective questions that are designed to incorporate key concepts addressed throughout the text.

This book analyses the impact of the coronavirus pandemic on three ethnic minorities in three European cities: Bangladeshi in London, Turks in Stuttgart and Peruvians in Milan. Considerable debate has emerged during the pandemic concerning its impact on minorities, and although considerable quantitative data has been generated by epidemiologists, qualitative studies also have great relevance, socially and culturally as well as institutionally. While in normal circumstances the position of migrant communities is associated with unequal access to scarce resources such as wealth, power and social prestige, the coronavirus pandemic shifted the focus to more specific variables: living in segmented or overcrowded conditions, working in jobs with higher risk exposure, difficulties with online schooling, and lack of access to health care and information.The book will therefore be of interest to researchers and students of sociology, anthropology, global studies, migration and urban studies.

This open access book, now in its second edition, offers a comprehensive overview of the experiences of First in Family (FiF) or first-generation students in higher education. It draws upon narratives of students and their family members and spans the entire university student life cycle (pre-entry, commencement, progression and graduation) with a focus on specific cohorts including mature-aged students, parents or carers, as well as the differentiated experiences of male and female learners. With research drawn from three major research projects and including over 650 FiF students from across all Australian states and territories, as well as Europe, this wealth of perspectives provides unique insights into the lived reality of attending university in contemporary higher education settings. The book is written for a broad audience and will appeal to those working in universities, as well as family members and students who may be contemplating participating in higher education.

This book provides new empirical evidence about the ways in which social inequalities, especially those of class, shape and delimit forms of cultural reception and creative opportunity. How does it come about that, in George Orwell's words, ‘the divorce between poetry and popular culture is accepted as a sort of law of nature'? Drawing on qualitative research conducted in and around Glasgow, Poetry, Class and Symbolic Violence explores how working-class readers engaged with, made sense of, and contested a sense of exclusion from, contemporary poetry. In doing so it sheds light on the symbolic enclosure of poetry, on how that enclosure takes shape in the encounter between readers and poems, but also on why poetry continues to matter. Through these conversations, and in further interviews with unpublished poets, it reflects on the creative and expressive affordances of poetry, on what can be done with poetry and what it can make possible. Sociologists have had little to say about poetry as a distinctive esthetic practice. Poetry, Class and Symbolic Violence tries to break that silence and to make a start on constructing a critical sociology of poetry for today.

This book advocates for teacher professional development done differently. The author introduces a process described as ‘crystallizing conscientização', which restores agency to teachers. Looking beyond incremental improvements in teacher micro-skills promoted by neo-managerial approaches to professional development, the book considers the wider impact of teachers'personal, professional and political identities on their work. This critical reflective practice combines crystallization as method with Freirean principles of conscientização, asking questions that reveal the impact of whiteness in schools and the role that education performs in replicating whiteness and perpetuating injustice. The book will appeal to academics in the diverse fields of sociology of education, critical race theory, critical whiteness studies, curriculum and pedagogy and teachers'work, as well as providers of initial teacher education programs and pre-service teachers.

This book analyzes the process of leaving school, commonly referred to as'transition'for young adults with severe, complex, and multiple disabilities. It seeks to challenge prevailing assumptions and offer practical steps towards reversing customary accepted theories, methods, practices, and outcomes. Despite extensive research, policies, and procedures of transition, the reality is that post-school outcomes are worrying for those with significant special needs. Community inclusion depends as much upon in-school procedures and support systems as it does the inclusivity of society itself. This book directly addresses these concerns by examining the experiences of young adults living through their transitions in two countries, Aotearoa New Zealand and the USA. Engaging and highly readable case narratives bring fresh insights on the diversity of disability experiences, portraying the under-explored opportunities involved in a transition with dignity. Disability is an often overlooked aspect of one's intersectional identity. Post-school transition is therefore positioned less as a procedural function of leaving school and more so an urgent matter of social justice. Readers will benefit from the transformative framing of post-school transition based on the capability approach. Genuine opportunities within the transition of young adults with significant disabilities and those who support them may promote a thriving life for all.

This book explores the possibility of alienation amongst the British working-class and argues that the class is, in fact, alienated. Its point of departure is the right-communitarians, who outline how the working class has become alienated as a result of a loss of its political agency, the breakdown of its communities, and the undermining of its dignity. However, where these scholars tend to propose solutions from a right-communitarian perspective, this book adopts a more inclusive, left-wing, position to address working-class concerns.

This book uses Norbert Elias and John L. Scotson's The Established and The Outsiders to map selected established-outsiders figurations in Poland after 1989. Looking at gender and sexual orientation, nationalism and patriotism, race and class, antifeminism and homophobia, elitist and populist imaginaries, religious and political ideals and ideologies, hate speech, and the crisis of the rule of law, this book tracks how inequalities are transformed into figurations of the have and the have-nots by way of spatial, symbolic and institutional exclusion. This edited collection is rooted in a socio-historical understanding of the trajectory of Polish society before and since the fall of Communism over thirty years ago, and a critical assessment of the dramatic turn that Polish society has taken since the beginning of the democratic backsliding in 2015.

This book develops a theoretical approach to social stratification and applies it to the development of the official system of state honours in Britain. It examines both class and status, and sets out an innovative framework for understanding social status – an important but often ignored and misunderstood dimension of social stratification. It is shown that a system of peerages, knighthoods, and other state-based royal honours emerged from feudal patterns of political rule and became an unplanned framework of social integration in the UK that has, since the nineteenth century, decayed and been challenged by alternative criteria of status. The book explores the class basis of the rise and decay of royal honours and includes a review of contemporary attempts to reconstruct and renew a system of social honour that reflects contemporary relations of power and class in Britain. It will be of interest to scholars and students of class, social inequality and British social structure.

This is an open access book. This OA book contains extensive research on social justice during China's transition period. Rather than taking a macro-historical approach, or looking at social justice from a philosophical perspective, the book focuses on relevant theories and justice at a meso-level. It looks at the basis for social justice, and details the basic values and the basic standpoints when it comes to social justice. It differentiates between the concepts of justice, righteousness, fairness and equality. It then lays out three social justice rules (related to equal opportunities, distribution and social adjustment), and discusses the ideas of intergenerational justice and procedural justice. The book looks from a sociological point of view at social justice during China's period of transition. It focuses on how certain rules affect the social strata, and how they lead to discrimination, inequalities, liberty, equality, universal justice and/or differential justice. This book assesses improper pursuits of social justice in China. It also looks at how the ideas of liberty and equality have evolved, and some of the key problems over the last 70 years. This book also explains some of the more popular social topics that foster empirical discussions. Since the reform and opening-up era, China has made great achievements when it comes to social development. The country has made notable progress with social justice. There are more equal opportunities than ever before. Nevertheless, there remain worrying problems when it comes to the idea of justice. To some extent, these problems offset the achievements. In some form, the development processes have been somewhat misguided, and these have had a negative impact on Chinese society and how it functions and develops. Therefore, this book is of theoretical and practical significance when it comes to social justice research.

This volume unpacks the phenomenon of skipped generation households—where children live with their grandparents and without their parents—as they become an increasingly common family dynamic in Nigeria and globally. The skipped generation household's emergence in sub-Saharan Africa has been driven by factors including the HIV/AIDS epidemic, labour-based migration, and ethno-religious conflicts. By examining the data from a national study on skipped generation households in Nigeria, contributions track benefits, opportunities, and effects associated with growing up in these households. Details including academic performance and career aspirations for grandchildren, as well as social-psychological and physical well-being of both them and their grandparents, are explored.

Media and refugees rhetorically live together and practically complement each other. Yet, it involves plenty of hidden political agendas and ethical issues in the (re)presentation of refugees in media. This collection raises questions: Should the media stand by refugees or maintain deliberate ‘neutrality'? Should the media dehumanize the refugees further in their humanitarian conditions? Are the media entitled to publish photographs of refugees without informed consent? Should the media stand by the state being responsible for generating refugee crisis or should the state be accountable for rendering its people refugees? What effective roles can media play in redressing the refugee ‘crisis'in the world? The book brings together scholars across disciplines and continents who reflect on the nexus between media and refugees in contexts around the world. It engages in cutting-edge methodological and theoretical discussions and challenges regarding the reciprocal engagement between media and refugees from both local and global perspectives.

This book provides an analysis of social media and women's resistance in Iran with relevance to similar polities. The author examines how Iranian women continue to fight against the regime's gender discriminatory laws and protest the government in public squares and in virtual spaces. The book presents a critical approach to technology's role in politics and society and an in-depth analysis of authoritarianism and its relationship to social media harms and state violence. With a particular focus on images, hashtags, and other digital content, it calls for a rethinking of the concepts of crime, culture, and control in the technosocial world. The author draws on conceptual contributions from the fields of criminology, philosophy, psychology, technology and media studies.

This open access book introduces a groundbreaking concept - civil society elites - and serves as an essential resource for scholars, researchers and students interested in the complexities of power and influence within contemporary civil societies. Through a series of unique empirical studies, the authors offer a comprehensive examination of the individuals occupying the upper echelons of influential civil society organisations and movements. By delving into the factors that propel individuals into key positions and examining the connections between civil society leaders within and across sectors, the book offers insight into the mechanisms that shape access to powerful positions in civil societies. As a reflection of current debates on elites and populism, the book furthermore explores the expression and conceptualisation of counter-elite positions and criticism of civil society elites. With its original approach, the book serves as a catalyst for further research into inequalities, power structures and elites within civil societies.

This book seeks to address the ways in which changing discourses of Britishness and British Values both impact upon young people in their education and are expressed by them growing up in multicultural Britain, a nation battling the consequences of Brexit and the COVID-19 pandemic. The author considers the intersectional relationship between identity, citizenship and belonging, as well as the ways that politicisation of culture and faith affect young people's sense of Britishness and belonging, particularly through policies such as the Prevent duty. It will be of interest to students and scholars in the fields of race and education, social justice and diversity, equity and inclusion.

This book explores an increasingly important issue for legal systems across the world. It asks what do we lose and gain when legal proceedings go online? Adopting a multi-disciplinary socio-legal perspective, it draws on an emerging body of empirical evidence from the UK, Australia, Canada and the US about the ways in which digital justice is being conceived of and experienced. Insights are drawn from across the social sciences to discuss the interface of digitalisation with a range of issues such as due process, procedural justice, digital disadvantage, ceremony and ritual, science and technology studies and the dematerialisation of the civic sphere. Written accessibly and provocatively, it poses questions from a variety of different perspective with a particular focus on marginalised groups.

Making human rights a reality requires that various types of domestic actors take measures, which is often demanding, all the more so in federal systems. This open access book, Engaging with Human Rights: How Subnational Actors use Human Rights Treaties in Policy Processes, shows that an important part is played at the subnational level, with repeated back-and-forth between and within levels of governance rather than a ‘top-down'trajectory. The dynamics of implementation at national and sub-national level is an emerging area of study. This book explores how actors use human rights treaties in the policy process, sometimes leading to an engagement that increases human rights implementation, and at other times not. Treaties provide both opportunities and constraints. Switzerland, as a highly decentralized federal state, offers a perfect setting to study the processes at work. Using legal, political, and sociological analyses, the authors draw on over 65 semi-structured interviews and focusses on two topical case studies: violence against women, including domestic violence, and the rights of persons with disabilities. This book provides a blueprint for other researchers and practitioners who wish to study the concrete implementation and impacts of human rights obligations.

This open access book critically examines discussions on digitalisation and individual opportunities for socio-economic advancement. Contrary to the prevailing narratives of “digital empowerment” and opportunities for every individual, this book argues that digitalisation massively curtails social advancement opportunities, consolidating existing social relations. From a spatial perspective, Scheffer demonstrates how socially disadvantaged groups are faced with reproducing mechanisms as part of a new data economy. Surprisingly, the more intensively digital services are used, the more this happens.Building on Löw´s sociology of space and Bourdieu´s concept of habitus, this book shows how practices of social exclusion are transferred to the digital present in an innovative way. The image of “mirrored” spaces describes a new mechanism that explains social exclusion in the age of digitalisation. This book is an essential resource for researchers and students interestedin socio-economic inequalities, processes of digitalisation, and digital geographies.

Invertebrates are the neglected majority of the animal world. Even though they make up over 95% of animal life, they rarely feature in discussions of speciesism, animal ethics or species justice. This book aims to extend the work of non-speciesist criminologists to argue for the idea of ‘invertebrate justice'. Utilizing green criminologist Rob White's (2013) eco-justice perspective, the book demonstrates how our interactions with invertebrate species (insects, crustaceans, molluscs and so forth) cause a significant amount of harm to those animals themselves (species justice), the ecosystems in which they are embedded (ecological justice), and ultimately to humans (environmental justice). Across three sections, it provides an overview of the ways in which humans and invertebrates interact across a diverse range of contexts and reviews the literature on both invertebrate biodiversity and invertebrate sentience; builds a theoretical framework that can help us understand what invertebrate justice might mean; and tackles the difficult question of how best we can promote invertebrate justice in the future. It appeals to academics, environmental scientists, activists and policymakers.

This book seeks to further the understanding of the human experience of coerced and forced ignorance on social, human rights and criminal justice related topics, drawing together scholars from multiple, disciplinary fronts. It argues that people in our social world are forced or coerced through either implicatory or interpretive denial that is normalized through specific cultural and social mechanisms by which we refer to this as non-knowledge or agnosis. There has also been a lack of scholarship which examines how human victimization and power intersects by and through the systematic orchestration of forced ignorance and doubt upon daily human life. This book's focus is an examination of the ways in which people find themselves in social spaces without empirical clarity and understand that absence as satisfaction, stability, or perhaps even pleasure. It discusses a range of topics, including for example people's sense of relative safety, despite empirical realities suggesting otherwise. This book seeks to make visible the role of ignorance in governing society, highlighting how the late modern human experience in a post-World War II human rights era subsumes, subverts, and sublimates the complex relationship between knowledge and denial; the empirical gulf between knowledge and resistance may indeed breed complicit bliss.

In the last two decades, we have witnessed the quest for decolonization; through research, writing, teaching, and curriculum across the globe. Calls to decolonize higher education have been overwhelming in recent year. However, the goal of decolonizing has evolved past not only the need to dismantle colonial empires but all imperial structures. Today, decolonization is deemed a basis for restorative justice under the lens of the psychological, economic, and cultural spectrum. In this book, the editor and her authors confront various dimensions of decolonizing work, structural, epistemic, personal, and relational, which are entangled and equally necessary. This book illuminates other sites and dimensions of decolonizing not only from Africa but also other areas. This convergence of critical scholarship, theoretical inquiry, and empirical research is committed to questioning and redressing inequality in contemporary history and other African studies. It signals one of many steps in a bid to consultatively examine how knowledge and power have been both defined and subsequently denied through the sphere of academic practice.

This open access book uncovers the historical context and entrenched beliefs that have perpetuated exclusionary urban landscapes and disadvantage for marginalized groups. It offers an in-depth exploration of the intricate interplay of geographical space, recognizing its pivotal role in shaping our cities and exacerbating spatial injustice. The construction industry, a vital agent in forging accessible environments, often falls short in accommodating persons with disabilities and older individuals. This important book underscores the urgent need for integrated approaches woven into the fabric of cities, companies, and the construction industry itself, to ensure universal accessibility. Drawing upon practical strategies and compelling case studies, the book presents actionable frameworks such as the DisCo Policy Framework and the Iceberg of Inequality Model, facilitating the assessment of progress towards achieving radical inclusion. Inviting readers to embark on a journey into the cities of tomorrow, where inclusion and belonging are the norm, it concludes with a simple idea: the future is accessible.

This book focuses on the multifaceted reality of social and health constraints and health services access among migrants in China, by originally exploring the social strata, social networks, and the understanding of health and health services among migrants. Furthermore, this book investigates the health constraints and health services access of rural-urban migrants in the absence of equal social protection by the government. It argues that the main obstacles to access health services are not only the shortage of financial resources among rural-urban migrants, but also lie in the institutional blindness regarding health security provision, rural-urban dualism and the household registration system in China. The book highlights the key function that social networks play in health and health services access among migrants in China, which has rarely been discussed in previous studies. And it also discusses the understanding of health among migrants, and further analyses that althoughmany migrants have not formed proper understanding of the connotation of health and have limited knowledge of health, prime responsibility should not be put on the migrants because their poor understanding of health mainly results from their rural perspective while health and health services access depend on the social-economic environment in which they live and work.This book would be of interest to people in migration studies, social exclusion and social welfare studies and to people interested in rural-urban migration and health in China.

This handbook examines the development of antiracism, the antithesis of racism, in the field of Human Resource Development (HRD) and discusses its relevance to the workplace and higher education. Contributing authors from HRD and HRD-related fields present their perspectives on anti-racism and explain how their framing of anti-racism makes a contribution to HRD research, theory, and practice. Though antiracism is a critical, emerging topic, it has received limited attention in the literature. Its focus is the eradication of racism while delivering justice and emancipation. This collection advances the concept by highlighting ways that research, theory, and practice are shifting the conversation to dismantling and eliminating racism. It shows how racism has traumatized marginalized individuals, limited their participation in the workforce and society, and hindered their psychological well-being. This Handbook is divided into 4 sections: the historical foundations of racism; knowledge derived from research, theory, and lived experiences; practical application of antiracism in educational and workplace settings; and the future of antiracism research. Coming at a time of racial unrest and much discourse on race, this work provides scholars, professionals, and students with a body of research and practical examples that introduces and informs them on the concept of antiracism in HRD. Though the focus is on the US, the arguments put forth in this handbook are not localized, they are universal and can be applied in multiple contexts.

This edited volume brings together authors from various cultural backgrounds to address the racialized roots of the (un)civil war in American society and schooling. While exposing substractive schooling practices, it also provides counter-narrative school curriculum that builds cross-cultural bridges and connects learners across racial lines. It also includes critical reading and discussion questions for students in the fields of education, school leadership, sociology, ethnic studies, history, school teacher and counselor preparation, psychology, and public policy. In bringing together a wide collaboration of authors, the text models the practices of inclusion that must occur in order to transform American public education beyond its racialized roots.

Through a case study of Guyana, a society in which structural pluralism and ethnic/racial divisions coincide to a large extent, this book explores the specific way in which social structures interact with and affect social institutions, ethnic stratification, social actions, and both group-based and purportedly universalist ideologies. The book examines how a system of differentiation and stratification, inherited from colonial times, persists in its essential form in the current time despite attempts to dislodge it. While not falling prey to a structural determinism, the book argues, based on the evidence provided through both a historical sociological review of historical evidence and a presentist analysis of cross-sectional data on business ownership, that actions which coincide with the logic of social structures tend to prevail over actions which take that logic for granted. It is for this reason that political and social players with grand ideals have been less successful in their attempts to bridge the social and economic divides in the country, than those players whose interests coincided with the structural divides.

​This book analyzes and understands the complexity of digital poverty by considering its intersecting nature with socioeconomic and environmental poverty. The rapid digital acceleration that has characterized contemporary society in recent decades, notably accelerated by the COVID-19 pandemic, has profoundly reshaped societal structures and dynamics. Our direction depends on how we integrate digital technologies into social structures, utilize them for environmental protection, and master their use rather than being passive consumers.Digital Environmental Poverty is split into three sections. Section I explores the multidimensional nature of poverty, emphasizing the necessity to view it beyond economic terms, and placing it within the contemporary digital-environmental evolution. Section II focuses on the environmental dimension of poverty. Section III offers case studies illustrating the interplay between social, digital, and environmental poverty. The conclusion provides recommendations to anticipate and mitigate the risk of digital environmental poverty.

This book examines the structural and cultural factors that explain the persistence of an attainment gap between white and Black, Asian, and Minority Ethnic (BAME) students in UK universities. So-called ‘deficit'approaches have long represented the orthodoxy in higher education strategy-making, yet they overlook the structural and institutional factors that reproduce attainment gaps. Whereas students already in possession of the right ‘academic capital'are made to feel validated and empowered in their learning, BAME students – particularly those from working class backgrounds – may feel marginalised by dominant hierarchical cultures on campus.This book provides an important and unique contribution to the study of racial equity in higher education. Its chapters provide a breadth and depth of analyses which help explain the roots of the attainment gap, while offering reflections and commentaries on the necessary steps that universities must take in order to ensure equityfor students from all backgrounds.

This collection presents policy and research that addresses digital inequalities, access, and skills, from multiple international perspectives. With a special focus on the impact of the COVID-19, the collection is based on the 2021 Digital Inclusion, Policy and Research Conference, with chapters from both academia and civic organizations.The COVID-19 pandemic has changed citizens'relationship with digital technologies for the foreseeable future. Many people's main channels of communication were transferred to digital services, platforms, and apps. Everything ‘went online': our families, friends, partners, health, work, news, politics, culture, arts and protesting. Yet access to digital technologies remained highly unequal. This brought digital inclusion policy and research to the fore, highlighting to policymakers and the public the ‘hidden'challenges and impacts of digital exclusion and inequalities. The cutting-edge volume offers research findings and policycase studies that explore digital inclusion from the provision of basic access to digital, via education and digital literacy, and on to issues of gender and technology. Case studies are drawn from varied sources including the UK, Australia, South America, and Eastern Europe, providing a valuable resource in the pursuit of social equity and justice.​This is an open access book.

This volume considers how Black activism in Latin America has taken place in varying arenas such as in the academy, digital platforms, and traditional forms of activism. Contributors also examine the impact of activism on policy advocacy and legislation, as well as groups who the Black Lives Matter movement focus on such as women and immigrants. The first part of the book focuses on making Black Lives Matter in academic studies, governmental data, and politics. The next section focuses on the impact of Black activism on policy and legislation in Brazil, Colombia, and Peru. Black activists have been fighting for Black lives throughout Latin America and their struggles have not been in vain, although less policy change has occurred in Peru. The last section finds that social media has allowed for more independent forms of Black activism in Brazil and Cuba.

This open access book investigates how representation of Native Americans and Mexican-origin im/migrants takes place in high school history textbooks. Manually analyzing text and images in United States textbooks from the 1950s to 2022, the book documents stories of White victory and domination over Black, Indigenous, and People of Color (BIPOC) groups that disproportionately fill educational curricula. While representation and accurate information of non-White perspectives improves over time, the same limited tropes tend to be recycled from one textbook to the next. Textual analysis is augmented by focus groups and interviews with BIPOC students in California high schools. Together, the data show how misrepresentation and absence of BIPOC perspectives in textbooks impact youth identity. This book argues for an innovative rethinking of US history curricula to consider which stories are told, and which perspectives are represented.

This book investigates a range of major sociological debates and policy studies related to gender, family, marriage, health, intersectionality, and social exclusion of single mothers in Thailand. It does so by analyzing ethnographic data gained from participant observation at NGOs and a psychiatric hospital, in-depth interviews with single mothers and social workers, and a review of government policy documents and reports from 2020 and 2021. The conceptual framework of the study draws on gender as a social construct and intersectionality as critical social theory. Using this framework, the book aims to offer new scholarly insights by looking at single mothers as a category of multiple and overlapping oppressions, marginalization, and exclusion, which intersect not only with gender, class, and ethnicity but also with other significant categories, such as hometown neighborhood, religion, and health conditions, all significant but under-researched subjects in the Thai context. Moreover, the book also provides policy recommendations to the Thai government to improve its social policies for single mothers and achieve gender equality in Thailand.

This edited collection considers the task of teaching Shakespeare in general education college courses, a task which is often considered obligatory, perfunctory, and ancillary to a professor's primary goals of research and upper-level teaching. The contributors apply a variety of pedagogical strategies for teaching general education students who are often freshmen or sophomores, non-majors, and/or non-traditional students. Offering instructors practical classroom approaches to Shakespeare's language, performance, and critical theory, the essays in this collection explicitly address the unique pedagogical situations of today's general education college classroom.

This edited collection articulates a future direction for research at the nexus of criminology and human rights by bringing together experts from different branches of criminology and criminal justice who, while they may be sceptical about certain aspects of human rights theory or practice, share an interest in realising many of the objectives set out in human rights instruments. It argues that critical criminological research has a significant role to play in identifying whether state and state-corporate power is exercised in ways that align with human rights law and principles, although the discipline has been slow to advance this agenda. This book covers a wide array of topics and seeks to develop critical human rights approaches within criminology and criminal justice.Chapter 1 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com

This open access book explores the intersection of property law, relocation, and resettlement processes in the United States and among communities that grapple with migration as an adaptation strategy. As communities face the prospect of relocating because of rising seas, policy makers, disaster specialists, and community leaders are scrambling to understand what adaptation pathways are legally possible. While in its ideal application, law functions blindly and without variation, the authors find that legal contradictions come to bear on resettlement processes and place certain communities further in harm's way. This book will unearth these contradictions in order to understand why successful community-based resettlement has presented such a challenge to communities that are experiencing increasing land deterioration as a result of climate change.

This book is concerned with racism and education in Britain. It aims to seek greater understanding of the nature and endurance of racism within education practice in the 21st century and to examine the relationship between racism and the educational experiences and outcomes of many Black, Asian and Minority Ethnic (BAME) children and young people, with reference to school and university. Employing Critical Race Theory, Critical Whiteness Theory and Intersectionality, this structural analysis traces the historical and contemporary development of racism in education. White privilege and White supremacy, it is argued, are central to the perpetuation of racism and the failure to either understand or recognise the systemic nature of racial oppression. The book focuses on Britain, but the analysis locates racism as a global phenomenon. In spite of decades of policies on ‘race'equality in Britain, BAME children and young people continue to be discriminated against and are failed by theeducation system. Applying a theoretical analysis of racism and White supremacy and privilege to an examination of government policies and research in schools and universities, the nature and extent of racism is revealed in the educational experiences of young people.

This book on entrepreneurship, compiles a series of evidence-based episodes from the lives of the marginalized and the minority-oriented entrepreneurs to comprehend whether entrepreneurship is truly a socio-economic emancipatory strategy. Varying experiences of entrepreneurs, from different geographical territories, origins and gender are examined under a critical lens to deconstruct its emancipatory potential and appreciate its power in generating human freedom, equal opportunities, and in uplifting the oppressed and suppressed classes globally. In specific the book explores entrepreneurs located in two geographically diverse regions across the world. The social entrepreneurs in the contested region of Palestine and the black and ethnic entrepreneurial group based in Georgia, United States. The book is a planned and purposeful compilation of raw [i.e., in terms of emotions and feelings], untold stories of entrepreneurs who have embraced entrepreneurship to eradicate their harsh realities and subsequently emancipate themselves. The book integrates a critical perspective, encompassing a variety of theoretical frameworks such as critical race theory, critical theory, critical realism and different power modalities and philosophies to investigate the emancipatory potential of entrepreneurship and justify it as a socio-economic emancipatory strategy. This book ventures into the murky and dark waters of entrepreneurship by exploring this concept within the black and immigrant communities, as a collective social entrepreneurship reform movement, female entrepreneurship, informal entrepreneurship operating under occupation, to provide detailed insights on bricolage and other complexed economic issues.

This book utilises a human development and capability approach to examine the role of higher education in the context of Tanzania. The author considers decolonisation debates as they relate to African concerns in order to make a case for systems design and implementation implications for decolonising higher education institutions. The book will be of interest to students, scholars and policymakers in the field of higher education.

This book explores how cultural, social and political change happens through a unique analysis of the ‘ethical turn'in skateboarding today. Insights shared by key change-makers and industry insiders cover themes including First Nations, Black and People of Color, skater-run creative innovations, anti-colonialism, anti-racism initiatives, and a growing focus on equity and empowering skaters historically discriminated against due to gender and/or sexuality. These dynamic changes are also connected to conceptual and theoretical frameworks from skate research, journalism, and sociology. This is a must-read for anyone interested in subcultures and social change.

This book stories social movements on the margins. Foregrounding historically silenced, dismissed and ignored Aboriginal, young, voiceless, and intersex Australian activists, the book theorizes how movement away from exclusionary praxis at the margins can offer renewed hope. Using diverse and creative forms of research underpinned by storying, social movement and critical race theoretical knowledge with a commitment to social justice, this book will be of interest and value to scholars of cultural studies, Indigenous studies, education, human geography, political sciences, and sociology.

Public Education in Turbulent Times communicates a bold vision for the future of education, addressing the evolving purpose of American public education and the structural innovations schools are using to meet the needs of a rapidly transforming world. Highlighting key challenges that emerged during the immense economic and social disruptions of recent years, the book leverages case studies of four unique school districts where school communities overcame concerns high in the public consciousness – trauma, danger, economic inequality, and racial injustice. These obstacles have hampered efforts to reclaim lost learning opportunities that could define the educational experiences of a generation of students. If educators revert to business as usual, they risk dismissing essential lessons from resilient schools that thrived in the chaos of a global pandemic and its fallout. This book provides rich insights to refocus readers'attention on achieving a more equitable and safe education system for the future.

This book examines the ongoing changes initially caused by the COVID-19 pandemic and the future prospects of teaching and learning in higher education institutions. It focuses on the impact of online education on issues of learning equity and epistemic justice. The transition from traditional face-to-face teaching to remote learning has exacerbated existing inequalities in epistemological access among higher education students, despite the shortcomings of the former in this regard. The book features essays by African academics who reflect on the challenges of epistemological access during the sudden shift to hybrid, blended and remote teaching and learning. It specifically explores the question of equitable learning in diverse home contexts, drawing on both theoretical and empirical studies conducted by the authors in South African universities and the region. The chapters employ the conceptual framework of epistemic injustice to define and explore various forms of such injustice, providing a basis for analyzing the implications of the transition to online pedagogy.