Explores why articulating social justice in both development discourse and practice provides the potential for a fresh understanding of global poverty, and one that rises above the current 'impasse'. Suggests how principles of global social justice could be used to shift the development paradigm away from a consensus that hinges on Washington.

Professor Ian Livingstone is one of a small group of British development economists who have achieved international renown and recognition. The objective of this book is to pay tribute to his life's work, particularly those aspects which related to key but challenging development issues. These issues include, at a broad level, the understanding of the economic forces determining the development of low income economies, more detailed micro work on agricultural development (irrigation in particular), decentralisation and local government finance, small scale enterprises, and large scale manufacturing development. Themes running through his work relate to his over-riding concern for rigour and for socio-economic justice. Ian Livingstone consistently used the traditional tools of economic analysis as a means to increase understanding of development issues - in a way which was, itself, just as radical as the contributions of political scientists and sociologists. This volume has been produced with similar aims.

This volume provides examples of current developments on the role of ICT for education, development, and social justice within an international context. Chapters draw on advanced contemporary thinking from scholars and practitioners in the field to present case studies of how ICT can be used to promote sustainable development and social justice. Social justice is understood in a wide sense as the pursuit of democracy, justice and development in the struggle against any form of oppression; it is within this context that ICT is explored as a tool for social change. The objectives of this book are: - To analyze the philosophical, historical, political, and cultural backgrounds and contexts that are constitutive of contemporary challenges and tensions in the role of ICT for education, development, and social justice around the world; - To appreciate the contextual and international dimensions of the tensions and challenges faced by educators around the world and contribute to ongoing efforts to sketch a vision for addressing their needs; - To explore ways in which ICT in education can promote social justice and contribute toward sustaining communities around the world

Recent years have seen a shift in the international development agenda in the direction of a greater emphasis on rights and democracy. While this has brought many positive changes in women's rights and political representation, in much of the world these advances were not matched by increases in social justice. Rising income inequalities, coupled with widespread poverty in many countries, have been accompanied by record levels of crime and violence. Meanwhile the global shift in the consensus over the role of the state in welfare provision has in many contexts entailed the down-sizing of public services and the re-allocation of service delivery to commercial interests, charitable groups, NGOs and households. Gender Justice, Development, and Rights reflects on this ambivalent record, and on the significance accorded in international development policy to rights and democracy in the post-Cold War era. Key items on the contemporary policy agenda-neo-liberal economic and social policies; democracy; and multiculturalism-are addressed here by leading scholars and regional specialists through theoretical reflections and detailed case studies. Together they constitute a collection which casts contemporary liberalism in a distinctive light by applying a gender perspective to the analysis of political and policy processes. Case studies from Latin America, sub-Saharan Africa, Middle East, East-Central Europe, South and South-east Asia contribute a cross-cultural dimension to the analysis of contemporary liberalism-the dominant value system in the modern world-and how it exists, and is resisted, in developing and post-transition societies.

Celebrating its 20th anniversary! The most internationally cited resource in the arena of multicultural counseling, the Handbook of Multicultural Counseling is a resource for researchers, educators, practitioners, and students alike. Continuing to emphasize social justice, research, and application, the Fourth Edition of this best-seller features nearly 80 new contributors of diverse backgrounds, orientations, and levels of experience who provide fresh perspectives to every chapter. Completely updated, this classic text includes new chapters on prevailing social issues and covers the latest advances in theory, ethics, measurement, clinical practice, assessment, and more. "This is the most comprehensive synthesis of cutting edge multicultural counseling research available. This is the gold standard and a must read for anyone working in a human services field." –Audrey M. Ervin, Delaware Valley College

PART ‘A’ : CONTEMPORARY WORLD POLITICS 1.The Cold War Era in World Politics, 2.Disintegration of the Second World and the Collapse of Bipolarity, 3.American Dominance in World Politics, 4. Alternative Centres of Economic and Political Power, 5 .South Asia in Post-Cold War Era, 6.International Organisations, 7. Security in the Contemporary World, 8. Environment and Natural Resources in Global Politics, 9 .Globalisation, High Order Thinking Skills (HOTS) Questions PART ‘B’ : POLITICS IN INDIA SINCE INDEPENDENCE 1.Nation-Building and its Problems, 2 .Era of One-Party Dominance, 3 .Politics of Planned Development, 4. India’s External Relations, 5. Challenges to and Restoration of the Congress System, 6 .Crisis of the Constitutional Order, 7. Regional Aspirations and Conflicts, 8. Rise of New Social Movements, 9 .Democratic Upsurge and Coalition Politics,10.Recent Issues and Challenges, High Order Thinking Skills (HOTS) Questions Board Examination Papers.

In its pursuit to equip the reader with a basic knowledge of Islamic economics, this book divulges the micro-foundations of the discipline, and highlights the predominant schools of thought that exist in the field. It explains, in simple terms, what Islamic economics entails and how it can be studied as a science in relation to the Holy Quran, the Sunnah and the Islamic intellectual tradition based on these two sources. The book familiarizes the reader with knowledge of the basic maxims of the discipline. It then establishes the arguments that are presented by the proponents of religion-based economics, specifically Islam, and apprises readers about the aforementioned schools as they exist. A number of chapters consider the dimension of the dilemmas the discipline is facing, and the chronological progress of the field is reviewed, hence providing a comprehensive overview of the topic. The book deals with the issues about the origins of Islamic economics, the basic methodological questions, the use of the opportunities offered by fiqh in the methodological discussions and the main problems arising from the encounter with other cultures and civilizations. It offers practical solutions, despite the differing schools of thought, not unlike the development of conventional Economics where radical differences between Keynesian, Classical and Monetarist approaches existed. It concludes by incorporating some of the finest works that explain to the reader how Islamic economics may progress as a discipline. This guide will provide both students and researchers in Comparative Economic Studies, Islamic Economics and Islamic Finance with an essential overview of the field.

Education and International Development provides an introduction to the debates on education and international development, giving an overview of the history, influential theories, key concepts, areas of achievement and emerging trends in policy and practice. Written by leading academics from Canada, India, Netherlands, South Africa, UK, USA, and New Zealand, this second edition has been fully updated in light of recent changes in the field, such as the introduction of the Sustainable Development Goals and the increased focus on environmental sustainability and equality. The book includes three new chapters on private providers, decolonisation and learning outcomes as well as a range of pedagogical features including key concept boxes, biographies of influential thinkers and practitioners, further reading lists, questions for reflection and debate, and case studies from around the developing world.

In the past two decades there has been a growing concern in politics and schools to pay more attention to norms and values. Teachers and schools are confronted with normative problems, school violence and students who sometimes seem to have lost their way when it comes to norms and values.