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This book makes the case that school Health and Physical Education (HPE) can make a unique contribution to young people's physical, emotional and social health outcomes when teachers of HPE engage in pedagogies for social justice that emphasise inclusion, democracy and equity.Drawing on observations and teacher interviews across Sweden, Norway and New Zealand, the book explores successful school teaching practices that promote social justice and equitable health outcomes. In particular, it draws attention to the importance of building relationships, teaching for social cohesion and explicitly teaching about and acting on social inequities as pedagogies for social justice. The book also argues that context matters and that pedagogies for social justice need to recognise how both approaches to, and focus on, social justice vary in different contexts.This is essential reading for academics and students interested in social justice and working in the fields of education, HPE and teacher education.

This book grew out of a series of articles about paperback distribution which I wrote and which Publishers Weekly pub-lished in March and April of 1975. The idea for the series came from Lila Freilicher, assistant editor of P~ and to her I wish to express special thanks. Other PW colleagues offered help, criticism and encouragement when my enthusiasm was flagging; among them Arnold W. Ehrlich, Chandler B. Grannis, Jean Norrington and Miriam Phelps. Many people in the paperback industry, in granting me inter-views and behind-the-scenes scenarios, were generous with their time and their counsel. I want to thank particularly Stanley Budner, Ronald Busch, Edward L. Butler, Joe Byrne, Ross Claiborne, Alun Davies, Robert Fair de Graff, John Dessauer, Robert G. Diforio, Oscar Dystel, Sidney Graedon, Dr. Donald Hauss, Howard Kaminski, Abe Koppleman, Freeman Lewis, Esther Margolis, Peter M. Mayer, Helen Meyer, John Meszaros, David Moscow, Patrick O'Connor, Ed Pendergast, Russell Reynolds, Gerald Rubinsky, Louis Satz, Herbert K. Schnall, Leon Shimkin, Roysce Smith, Richard Snyder, Carl W. Tobey, George Wright and Francis Zinni. Whatever collective wisdom is in this book is theirs. The mistakes, of course, are mine.

Published in 1997. This book develops a postmodernist critique of philosophy - although not the postmodernism of literary philosophers such as Derrida. This postmodernism is one of ecological limitationism coupled with a practical common sense'realism'. The authors affirm the reality of life-world and the primacy of practice against materialists, physicalists and reductionists. They attempt to show that orthodox Anglo-American analytic philosophy is not merely incapable of completing its own quest to supply a regionally justified system of reality, but, more importantly, it fails as well to meet the challenges of the age.

The work of French sociologist, anthropologist and philosopher Pierre Bourdieu has been influential across a set of cognate disciplines that can be classified as physical culture studies. Concepts such as field, capital, habitus and symbolic violence have been used as theoretical tools by scholars and students looking to understand the nature and purpose of sport, leisure, physical education and human movement within wider society.Pierre Bourdieu and Physical Culture is the first book to focus on the significance of Bourdieu's work for, and in, physical culture. Bringing together the work of leading and emerging international researchers, it introduces the core concepts in Bourdieu's thought and work, and presents a series of fascinating demonstrations of the application of his theory to physical culture studies. A concluding section discusses the inherent difficulties of choosing and using theory to understand the world around us. By providing an in-depth and multi-layered example of how theory can be used across the many and varied components of sport, leisure, physical education and human movement, this book should help all serious students and researchers in physical culture to better understand the importance of social theory in their work.

In OCLC 1967--1997: Thirty Years of Furthering Access to the World's Information, you'll see how libraries, librarians, and librarianship have changed dramatically since the late sixties, when OCLC was founded as a nonprofit, membership, computer library service and research organization. You'll also see how far information professionals have come in their common crusade to provide access to the ever-expanding body of information worldwide. OCLC 1967--1997 gives you both a look back and a look forward across thirty years of continuous technological change as OCLC grows from an Ohio network of 54 academic libraries to a global network of 26,000 libraries in 65 countries. Eighteen experienced authors give you a panoramic overview and specific insight into OCLC as both a membership organization and a provider of computer services. You'll see how libraries and librarians have an institutionalized voice for libraries in OCLC's strategic directions. And, you'll better understand how the shared commitment of OCLC members to the ideals of research, scholarship, and education has created a unique library resource--WorldCat--which has become the most consulted database in higher education. Specifically, you'll read about: the changing tasks of cataloging, from automatic processing of print materials to the new challenges of electronic metadata the revolution in reference services and resource sharing OCLC in Asia Pacific, Europe, and Latin America today's leading-edge electronic libraries--GALILEO and the CIC VEL research at OCLC the new electronic scholarshipOCLC 1967--1997 is for library professionals in libraries of all types. It is a definitive guidebook to today's OCLC and to all those who are helping their libraries and staffs deal with the challenges and opportunities of the Information Age.