This book provides a research narrative of the way an urban school community speaks about race and ethnic relationships in times of change. It analyses the history of multicultural policy and practice in Australia. Coverage also discusses the struggle to understand identity and race and cultural difference and presents a comprehensive methodological framework to explore the complex interactions that shape race and ethnic relationships.

This edited collection examines the ways in which the local and global are key to understanding race and racism in the intersectional context of contemporary education. Analysing a broad range of examples, it highlights how race and racism is a relational phenomenon, that interconnects local, national and global contexts and ideas. The current educational climate is subject to global influences and the effects of conservative, hyper-nationalist politics and neoliberal economic rationalising in local settings that are creating new formations of race and racism. While focused predominantly on Australia and southern world or settler colonial contexts, the book aims to constructively contribute to broader emerging research and debates about race and education. Through the adoption of a relational framing, it draws the Australian context into the global conversation about race and racism in education in ways that challenge and test current understandings of the operation of race and racism in contemporary social and educational spaces. Importantly, it also pushes debates about race and racism in education and research to the foreground in Australia where such debates are typically dismissed or cursorily engaged. The book will guide readers as they navigate issues of race in education research and practice, and its chapters will serve as provocations designed to assist in critically understanding this challenging field. It reaches beyond education scholarship, as concerns to do with race remain intertwined with wider social justice issues such as access to housing, health, social/economic mobility, and political representation.

Migrants and minorities are always at risk of being caught in essentialized cultural definitions and being denied the right to express their cultural preferences because they are perceived as threats to social cohesion. Migrants and minorities respond to these difficulties in multiple ways — as active agents in the pedagogical, political, social, and scientific processes that position them in this or that cultural sphere. On the one hand, they reject ascribed cultural attributes while striving towards integration in a variety of social spheres, e.g. school and workplace, in order to achieve social mobility. On the other hand, they articulate demands for cultural self-determination. This discursive duality is met with suspicion by the majority culture. For societies with high levels of migration or with substantial minority cultures, questions related to the meaning of cultural heterogeneity and the social and cultural limits of learning and communication (e.g. migration education or critical multiculturalism) are very important. It is precisely here where the chances for new beginnings and new trials become of great importance for educational theorizing, which urgently needs to find answers to current questions about individual freedom, community/cultural affiliations, and social and democratic cohesion. Answers to these questions must account for both ‘political’ and ‘learning’ perspectives at the macro, mezzo, and micro contextual levels. The contributions of this edited volume enhance the knowledge in the field of migrant/minority education, with a special emphasis on the meaning of culture and social learning for educational processes.

Education for Refugees and Forced (Im)Migrants Across Time and Context follows the journey of refugee and forced (im)migrant youths as their educational needs and opportunities vary according to resettlement communities’ immigration policies, dominant culture and language, geography, and other key factors.

This edited volume uses a feminist approach to explore the economic implications of the complex interrelationship between gender and time use. Household composition, sexuality, migration patterns, income levels, and race/ethnicity are all considered as important factors that interact with gender and time use patterns. The book is split in two sections: The macroeconomic portion explores cutting edge issues such as time poverty and its relationship to income poverty, and the macroeconomic effects of recession and austerity; while the microeconomic section studies topics such as differences by age, activity sequencing, and subjective well-being of time spent. The chapters also examine a range of age groups, from the labor of school-age children to elderly caregivers, and analyze time use in Argentina, Australia, Canada, China, Finland, India, Korea, South Africa, Tanzania, Turkey, and the United States. Each chapter provides a substantial introduction to the academic literature of its focus and is written to be revealing to researchers and accessible to students and policymakers.

This book explicates “bullying” as a concept and as a social and cultural phenomenon that has become a defining reality of the times in which we live. The author begins in the arena where it is first, and most acutely individually, experienced—in school—and expands to other institutions and areas of social life—the family, the workplace, and the local, national, and international spheres, extending the concept of bullying to the global arena to uncover the social and institutional root causes of the extreme forms of bullying such as trafficking, torture, terrorism, and genocide. The book discusses the steps taken to address these issues and analyzes their efficacy. It explores the concept of epigenetics, brain development, childhood experiences, and other psychological factors that contribute to bullying behaviors and predispositions. The book investigates and compares anti-bullying and anti-violence initiatives taken particularly in the U.S, the U.K., and India to address the issue and create community-wide resilience practices. It also describes the current trends in decisions from international, regional, and domestic law, and offers evidence-based policy recommendations to establish a culture of respect for human dignity. An interdisciplinary, intercultural exploration, and analysis of the phenomenon of bullying, this book will be of interest to students, teachers, and researchers of psychology, sociology, anthropology, social justice and law, human rights, and cultural studies. It will also be useful for academic libraries, academicians, policy planners, school administration, government officials, and readers interested in reading about bullying.

Community colleges serve more students than any other institutional type in the United States, and internationalization is an inherent component of community colleges that advances student knowledge, facilitates student success, and serves the needs of local communities. As most community college students do not enroll in four-year institutions, their only opportunity for international experience is while they are in community college. Study Abroad Opportunities for Community College Students and Strategies for Global Learning provides innovative insights into international study and education abroad through community colleges, while discussing the value of adding study abroad programs to two-year institutions. This publication examines community colleges’ contributions in a local society, study abroad opportunities, peacebuilding, international education, and risk management. Designed for administrative professionals, community college leaders, educators, academicians, and researchers, this book covers topics centered on study abroad programs at diverse community colleges.

This groundbreaking volume helps readers understand the history, evolution, and significance of this wide-ranging, often misunderstood, and increasingly important field of study.

As access to healthy, nutritious, and safe food becomes increasingly unreliable — especially among low-income groups — research on food insecurity is of critical importance both domestically and abroad. Scientists around the world are leading the way in testing innovative public health and policy strategies to address the reasons behind this trend and develop policies and effective interventions and programs. Despite recognising the global impact of food and nutrition insecurity, efforts to address it are often siloed and fractured. Sharing research strategies and proven methods among researchers worldwide can help identify common ground and lessons learned for the adaptation and implementation of evidence-informed food and nutrition security interventions.