This book explores the links between education policy and occurrences of civil disorder and domestic terrorism in England and France. Since 2001, both England and France have experienced outbreaks of rioting in which young people of immigrant origin have been implicated: both have also been the targets of domestic terror attacks perpetrated by their own citizens. Both countries have had similar experiences of immigration since the end of the Second World War, but they are considered to have taken divergent approaches to immigrant integration and education. While Britain has tended towards a multicultural race relations approach, France veers towards a Republican assimilationist approach. Through the analysis of policy discourse and documents, the authors seek to establish whether these distinct approaches to immigrant integration and education policy have been maintained or whether they are converging. This book will appeal to students and scholars of education policy as well as immigration and integration in both France and England.

Based on legal-philosophical research, and informed by insights gleaned from empirical case studies, this book sets out three central claims about integration requirements as conditions for attaining increased rights (ie family migration, permanent residency and citizenship) in Europe: (1) That the recent proliferation of these (mandatory) integration requirements is rooted in a shift towards 'individualised' conceptions of integration. (2) That this shift is counterproductive as it creates barriers to participation and inclusion for newcomers (who will most likely permanently settle); and is normatively problematic insofar as it produces status hierarchies between native-born and immigrant citizens. (3) That the remedy for this situation is a firewall that disconnects integration policy from access to rights. The book draws on perspectives on immigrant integration in multiple EU Member States and includes legal and political reactions to the refugee/migrant crisis.

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.

Despite increasing prevalence over the past three decades and a clear impact on school education policy and practice, education’s connection to dog-whistle journalism and politics has not yet been fully explored. Addressing this gap, Politics and the Mediatization of School Educational Policy examines the emergence and current impact of dog-whistle politics and journalism on education in Australia, the US and the UK, questioning what is at stake when this political dog whistle is directed at school educational policy and practice. Exploring common targets for dog-whistling, such as teaching standards, teacher quality and specific curriculum areas, such as history, sex and health education, the book considers the broader social issues of xenophobia and racism, as well as the decline of print media and rise of digital news sources in its place, with each chapter including an in-depth discussion using peer-reviewed literature on the subject. Following the trail of dog whistles impacting in school educational policy and practice across these three countries, this book explores: To what extent is the dog-whistle dynamic embedded in school educational policy and practice? To what extent does the dog-whistle dynamic affect our understanding of school educational policy and practice? How might we explain the continued flurry of dog whistles impacting school educational policy and practice? As the phenomenon of the dog whistle intensifies both nationally and internationally, this timely and thought-provoking book is necessary reading for academics, postgraduate researchers and all members of school communities.

A rising proportion of the global population are moving to cities in search of a better standard of living. However, although urbanisation has its benefits, unchecked urbanisation can lead to a host of challenges, such as congestion and limited access to public services. As such, the concept of urban liveability has been garnering more attention from policymakers and academics who are interested in mitigating the negative effects of urbanisation.In this context, the Asia Competitiveness Institute (ACI) has released the 2018 Global Liveable and Smart Cities Index (GLSCI), the third in its series of liveability indices. The GLSCI attempts to measure the liveability of an average resident in a city. More importantly, this year's edition has added considerations to the concept of smart cities and the role that these technologies can play in augmenting the liveability of a city's residents. It also builds on ACI's past liveability indices by expanding the number of cities in the index to 78, notably with African cities for the first time. In addition, this book includes two case studies on liveability. The first one concerns the relationship between a city's liveability, smartness, connectivity, and agglomeration, while the other is a case study on the 99-year lease of public housing in Singapore.

Global Perspectives on Counterterrorism, Third Edition offers an interdisciplinary approach that generously supports comparative analysis of a wide variety of issues, and sheds light on strategies around the globe to counter terrorist threats. The text examines four aspects of counterterrorism—law, policy, intelligence gathering, and operational decisions—by comparing counterterrorism efforts in seven countries: the United States, Spain, Russia, Israel, China, Colombia, and India. New to the Third Edition: Updated cases, policy documents, and discussions on recent terrorism events around the world Analysis of developments in seven countries Chapter addressing Israel and Gaza following October 7, 2023 Material addressing "judicial reform" efforts in Israel Detailed discussion on white supremacy in America, including the events of January 6, 2021 at the U.S. Capitol Cases, policy documents, and discussions on situations around the world Benefits for instructors and students: Author Amos N. Guiora brings unique expertise to the subject, both as a legal scholar and as a veteran of the Israel Defense Forces with first-hand knowledge of the legal, policy, operations, and intelligence aspects of the subject. Highly engaging text is supported by simulation exercises and suggested topics for discussion. Up-to-date coverage includes a range of issues, from the ethical boundaries of interrogation to judicial review, international law, and the proper forum for trying terrorists. Interdisciplinary materials include case law, policy documents, intelligence gathering, operational decisions, and compellingly-written case studies. Combined interdisciplinary and comparative perspectives, rather than an exclusively American focus and emphasis, provide students with a better understanding of counterterrorism tactics and strategies of the seven countries covered in the book. “Issues to Consider” sections feature facilitates lively discussion predicated on real dilemmas and scenarios. Unique multifaceted, interdisciplinary approach provides a better understanding of the dilemmas of the decision maker regarding operational counterterrorism.

Substantially revised for the sixth edition, Constructive Conflicts explains how large-scale political and social conflicts can be waged more constructively, with more positive consequences and fewer destructive consequences for those involved. Drawing on research from political science, sociology, social-psychology, neuroscience, cultural studies, and other disciplines, Dayton and Kriesberg follow the lifecycle of social and political conflicts as they emerge, escalate, de-escalate, become settled, and often emerge again in new forms. The sixth edition presents numerous new examples and cases of conflict episodes that have avoided extreme coercion or violence and which have resulted in the advancement of the interests of most parties involved. The book gives policymakers, concerned citizens, and students a powerful analytical framework, supported by data, for understanding and constructively intervening in conflicts of different type and scale, offering a way out of the destructive cycles of conflict management which have come to characterize contemporary social and political relations. Key revisions and features include: Increased attention to changes in the social and political landscape including the rise of nationalism, the erosion of liberal internationalism, conflicts related to COVID response, political polarization, and the Black Lives Matter movement Thoroughly revised cases and examples throughout Key content revisions such as the growth of bottom-up strategies for peace and conflict management, the rise of misinformation in a ‘post-truth’ era, and insights from neuroscience Table of contents now organized around three distinct book sections and chapter titles revised to reflect new content Numerous new figures and tables in every chapter End-of-chapter summaries, discussion questions, and activities New ancillary teaching materials, including experiential exercises, simulations, and lecture outlines with teaching tips

‘Development’ first emerged as a subject area in the second half of the twentieth century. After World War II, scholars and practitioners sought to study the causes of poverty and so-called ‘underdevelopment’ in a more systematic and sustained way. These days, the substance of development studies – especially in relation to the developing world – focuses mainly on poverty reduction and improving ‘human development'. It is a dynamic field whose importance cannot be understated as the gap between rich and poor grows seemingly ever wider. In this short overview of the field, Jeffrey Haynes adopts a chronological and conceptual approach to introduce students to the central themes and theoretical perspectives in the study of development. In particular, he examines the emergence and consolidation of development theory and explores the internal and external factors which influence development in poorer regions of the world. Haynes also looks at key issues which impact upon the success of development including globalisation, conflict, the environment, gender and human rights. This book will appeal not only to students of development studies, but also to those interested in the politics, economics and sociology of the developing world.

While the legacy of Black urban rebellions during the turbulent 1960s continues to permeate throughout US histories and discourses, scholars seldom explore within scholarship examining Black Cultural Production, artist-writers of the Black Arts Movement (BAM) that addressed civil unrest, specifically riots, in their artistic writings. Start a Riot! Civil Unrest in Black Arts Movement Drama, Fiction, and Poetry analyzes riot iconography and its usefulness as a political strategy of protestation. Through a mixed-methods approach of literary close-reading, historical, and sociological analysis, Casarae Lavada Abdul-Ghani considers how BAM artist-writers like Amiri Baraka (LeRoi Jones), Ben Caldwell, Gwendolyn Brooks, Sonia Sanchez, and Henry Dumas challenge misconceptions regarding Black protest through experimental explorations in their writings. Representations of riots became more pronounced in the 1960s as pivotal leaders shaping Black consciousness, such as Malcolm X and Martin Luther King Jr., were assassinated. BAM artist-writers sought to override the public's interpretation in their literary exposés that a riot’s disjointed and disorderly methods led to more chaos than reparative justice. Start a Riot! uncovers how BAM artist-writers expose anti-Black racism and, by extension, the United States' inability to compromise with Black America on matters related to citizenship rights, housing (in)security, economic inequality, and education—tenets emphasized during the Black Power Movement. Abdul-Ghani argues that BAM artist-writers did not merely write literature that reflected a spirit of protest; in many cases, they understood their texts, themselves, as acts of protest.