Social diskriminering og ligestilling

This book is a study of class formation at the top of the social hierarchies during the turbulent and changing early twenty-first century.

The issue of socio-economic inequality has become an increasingly important question for journalism and the academy. The 2008 economic crisis and the years of austerity which followed exasperated class and regional division and as an even greater economic shock emerges from the aftermath of the Covid 19 pandemic, the role of journalism and the wider media in the production and reproduction of inequality assumes greater importance.This edited collection includes eight chapters examining instances of where inequality is examined in the media, for example coverage of Thomas Piketty, precarity, corporate tax rates and race-, class- and gender-related issues, in order to address the following questions:Does journalism treat the issue of inequality in a satisfactory fashion?Does journalism challenge powerful interests, or does journalism play an ideological role in the reproduction of structures of inequality itself?How do increasingly poor working conditions of journalists impact on the coverage of inequality?The chapters in this book were originally published as a special issue of the Critical Discourse Studies journal.

Legitimizing Authority places the American state apparatus back in the foreground to rethink the development of the country's government in the context of its unfulfilled promise of equality.

This book explores the genre of metacommentaries as critical responses to the development of intersectionality as a paradigm, contending that far from re-connecting intersectionality with its roots and enabling it to realise its potential, such critiques bind the scholarly discourse to an either/or argumentative dynamic.

This book offers insights into the issues around food security, public health, equity and global governance. With a focus on India, it highlights the complex networks of sociopolitical, economic and agricultural challenges to ensure self-sufficiency in food production.Based on field research conducted across India and an in-depth study on government agencies and multilateral fora, this book connects and juxtaposes global, national and local narratives on food security and policy. It analyses issues ranging from climate change to gaps in the nation-wide public food distribution systems. Through interdisciplinary narratives on food insecurity and poverty, the book exposes the underlying problems within policy frameworks and offers solutions for greater accessibility and distribution of food supplies while combating climate variability and agrarian distress.The volume explores global food governance norms and India's role in further shaping them. It will be of interest to students and researchers of public policy and governance, development studies, sociology, agriculture studies, public health and nutrition and economics.

Seven decades since Indian Independence, education takes the centre stage in every major discussion on development, especially when we talk about social exclusion, Dalits and reservations today. This book examines social inclusion in the education sector in India for Scheduled Castes (SCs).The volume:· Foregrounds the historical struggles of the SCs to understand why the quest for education is so central to shaping SC consciousness and aspirations;· Works with exhaustive state-level studies with a view to assessing commonalities and differences in the educational status of SCs today;· Takes stock of the policymaking and extent of implementations across Indian states to understand the challenges faced in different scenarios;· Seeks to analyse the differential in existing economic conditions, and other structural constraints, in relation to access to quality educational facilities;· Examines the social perceptions and experiences of SC students as they live now.A major study, the volume will be of great interest to scholars and researchers of education, sociology and social anthropology, development studies and South Asian studies.

This volume focuses on teaching Classics in carceral contexts in the US and offers an overview of the range of incarcerated adults, their circumstances, and the ways in which they are approaching and reinterpreting Greek and Roman texts.Classics and Prison Education in the US examines how different incarcerated adults - male, female, or gender non-conforming; young or old; serving long sentences or about to be released - are reading and discussing Classical texts, and what this may entail. Moreover, it provides a sophisticated examination of the best pedagogical practices for teaching in a prison setting and for preparing returning citizens, as well as a considered discussion of the possible dangers of engaging in such teaching - whether because of the potential complicity with the carceral state, or because of the historical position of Classics in elitist education.This edited volume will be a resource for those interested in Classics pedagogy, as well as the role that Classics can play in different areas of society and education, and the impact it can have.

This book revisits the philosophy of B.R Ambedkar in the context of the present socio-economic-political realities of India. It examines the philosophical and theoretical interventions of Ambedkar, as well as his egalitarian principles of equality, liberty, fraternity and morality. Noting the current shift in state policy from welfarism to neoliberalism, the book argues that the measures, interventions and recommendations that Ambedkar made are highly appropriate and concrete to face challenges and can be considered as practical solutions to existing problems. It studies various themes that form a part of his oeuvre such as Buddhism, federalism, justice, social exclusion, representation, anti-caste system, women's equality, among others. It also discusses his impact on literature, visual arts, and literary, democratic and cultural movements throughout history.The volume positions Ambedkar as a theoretician, social reformer, and a real visionary of social justice and democratization. It will be of great interest to scholars and researchers of social exclusion, politics, especially Indian political thought, sociology and South Asian studies.

This new collection of essays and interviews assembles research on teaching methods, choreographic processes, and archival material that challenges systemic exclusions and provides practitioners with accessible steps to creating more equitable teaching environments, curricula, classes, and artistic settings.

From the former heir-apparent to white nationalism, an astonishing account of a childhood built on fear, of breaking from his community, and of speaking out in the face of hate

This book "argues that the principles of embodiment awareness--the awareness of our body's sensations, habits, and the beliefs that inform them--are critical to lasting healing and change. Hemphill ... shows us that we don't have to carry our emotional burdens alone. They demonstrate a future in which healing is done in community, weaving together stories from their own experience as a trauma survivor with clinical accounts and lessons learned from their time as a social movement architect. They ask, 'What would it do to movements, to our society and culture to have the principles of healing at the very center? And what does it do to have healing at the center of every structure, and everything we create?'"--

"A mother and race scholar seeks to answer her daughter's many questions about race and racism with an earnest exploration into race relations and affirmative action from the perspectives of Asian Americans"--

Hvordan forhindres krig? Spørgsmålet stilles til Virginia Woolf på kanten til 2. verdenskrig. Hendes svar er denne bog. For at forhindre krig kræver det ifølge Woolf et opgør med den patriarkalske kultur, som leder til militarisme. Derfor skal kvinder gøres økonomisk uafhængige og have lige adgang til uddannelse, arbejdsmarkedet og den offentlige debat. Sprogligt virtuost og intellektuelt overbevisende giver Virginia Woolf i dette klassiske essay fra 1938 svar på et spørgsmål, som i dag fortsat er smerteligt aktuelt.Virginia Woolf (1882-1941) er en af de største skønlitterære forfattere nogensinde og har skrevet romanklassikere som "Til fyret", "Mrs. Dalloway" og "Bølgerne".Bogen er en del af serien Feministisk bibliotek, der samler fire af de mest markante feministiske stemmer fra de sidste 100 år og introducerer de vigtigste diskussioner om forholdet mellem køn, magt og historie

This invaluable guide explores the impact of race and ethnicity on occupational therapists across the United States through research, case studies, and interviews. Each chapter approaches difficult topics with clarity and nuance and encourages the reader to engage in meaningful dialogue and self-reflection in order to enrich their practice.

"This is a reprint of a famous history"--

Why do disadvantaged students continue to get a poor deal as they progress through England's education system? Challenging orthodox thinking about school exclusion, this book powerfully advocates for a fairer education system for disadvantaged students. It argues that the current conceptualisation of 'exclusion' - physically removing the student from the school - is insufficient. This approach fails to recognise the layers of exclusion that these students encounter. Students can be excluded within their schools (inner exclusion), not just from school (outer exclusion). Drawing on student experiences of exclusion and the perspectives of senior leaders, including the author who is a Head of School, this book demonstrates how we can create a fairer education system for disadvantaged students.

Introduction and Chapter 10 available open access under CC-BY-NC-ND licence. This book examines the contemporary social care realities and practices of Finland, a small nation with a history enmeshed in social relations as both coloniser and colonised. Decolonising Social Work in Finland: - Interrogates coloniality, racialisation and diversity in the context of Finnish social work and social care. - Brings together racialised and mainstream White Finnish researchers, activists and community members to challenge relations of epistemic violence on racialised populations in Finland. - Critically unpacks colonial views of care and wellbeing. It will be essential reading for international scholars and students in the fields of Social Work, Sociology, Indigenous Studies, Health Sciences, Social Sciences and Education.

Literature on sex, intimacy and sexuality in later life has been heavily influenced by perspectives from more affluent regions, perpetuating the belief that the West is more sexually progressive and liberal than other cultures. This book challenges this belief by exploring diverse cultures and perspectives from the majority world, which are often overlooked. It highlights the importance of learning from cultures in the global South and East, dismantling stereotypes that frame them as sexually conservative or inferior. Variously drawing on structuralist, postcolonial and decolonial theory as well as social anthropology, the book critically examines binaries related to culture, age, sex and intimacy, highlighting the need to decentre Western perspectives as the benchmark while other cultures and practices are misunderstood.

Despite the high aspirations of young people from disadvantaged communities, they face barriers that are frustrating the realisation of their educational ambitions. This book analyses the 'left-behind' phenomenon and shows how education has become the new divide in Western society. It explains how denied educational equality and frustrated opportunity are undermining social cohesion and what we can do about it. It challenges meritocratic thinking and the efficacy of widening participation as a policy for social inclusion. Combining analysis of educational disadvantage at an international level and among Travelling communities with empirical data derived from fieldwork with parents, teachers and students in the European Union (Ireland), this book offers fresh thinking and new hope in relation to young people left behind in the opportunity structure.