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Ethnic diversity and local governance quality

The case of Opole Province in Poland

Wojciech Opioła and Bartosz Czepil

The book is devoted to relations between the ethnic diversity and the quality of governance at the local level. Opolskie province in Poland is a case for explaining this interdependence. That is because of its history of multiculturalism and the present state of its ethnic diversity. The important feature of this region is, that nearly half of the communes is ethnically homogenous when the rest is ethnically diversified with a strong position of German and Silesian minorities. The preliminary assumption was, that the quality of governance would be higher in communes characterized by ethnic diversity. On the basis of the nested analysis method, authors conducted quantitative and qualitative analysis.  
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Générations futures, Paix et Environnement / Future generations, Peace and the Environment

Collection de la Chaire Normandie pour la Paix / Normandy Chair for Peace Series

Edited by David M. Forman and Emilie Gaillard

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Edited by Emilie Gaillard and David M. Forman

At present, legal definitions of justice take account of a wide spectrum of concepts operating as juridical tools to protect future generations. Environmental justice, climate justice and protection of the Commons figure alongside new ways of conceiving justice itself, which must evolve in order to fit our changing world. It cannot be denied that we live in an era of wide-ranging transformation both in Law and Human Rights. In 1993, the now famous Oposa vs Factoran case in the Philippine Supreme Court created a precedent for future generations law and paved the way for legal action on behalf of future generations. This legal action also set a global precedent, in the sense that it heralds a new era in legal action throughout the world.

Is it possible to take legal action on behalf of future generations? If so, on what legal bases could this occur? What scientific or legal fields have already been successfully used in this regard? Are there any other bases upon which such legal action could be taken? Mass disputes and litigation on behalf of Humankind in defense of the planet’s future are invoking future generations in constantly increasing numbers.

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Edited by Lucio Levi

Albert Einstein was one of the initiators of the peace movement in Europe in the early twentieth century. He tirelessly denounced the imperfections of society due to the primitive institution of war and devoted his energies to outlawing war. After Hitler’s rise to power, he abandoned pacifism and instead embraced a federalist vision according to which the root cause of war lies in the division of the world into sovereign states and the vehicle of peace is world government.

This book explores Einstein’s outlook on war and peace and traces the evolution of his thinking on these topics. In particular, Einstein developed a dialogue on war and peace with physicists like Bohr, Planck and Szilard as well intellectuals like Dewey, Freud, Gandhi, Mann, Mumford, Rolland Russell, Schweitzer and Tagore. The key concepts that were the focus of these discussions were the cause of war (included the Einstein–Freud debate on psychological and political causes of war) and the means to prevent it; the distinction between antimilitarism, pacifism, internationalism and federalism; and the dividing line between intergovernmental and supranational organizations.

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Lugares y figuras del exilio republicano del 39

Los intelectuales “satélites” y sus redes transnacionales


Edited by Fatiha Idmhand, Margarida Casacuberta Rocarols, Manuel Aznar Soler and Carlos Demasi

Más de ochenta años transcurrieron desde que la sublevación militar de julio de 1936 y los tres años de la guerra civil consecuentes interrumpieron el proceso de construcción de la democracia española y descarriaron hacia otra vía, la historia de España. El conflicto se propagó por Europa y el mundo como una onda de choque máxima, con crisis y violencias que involucrarían al resto del mundo y durarían hasta 1945. Como ningún otro acontecimiento, la guerra civil y la dictadura afectaron a la totalidad de la sociedad española y en particular a su vida intelectual, cultural y artística con la desaparición trágica de algunas figuras emblemáticas y el destierro masivo de numerosos intelectuales.

Si la crítica ha estudiado en profundidad la amplia producción artística e intelectual de ese momento así como los procesos de transculturación, aculturación y transferencia que se verifican en relación con ella, nuestro libro propone completar este corpus literario y crítico internacional investigando la producción menos conocida de autores que no lograron un reconocimiento tan importante, de figuras y actores inexplorados de la cultura por ubicarse en la "segunda fila". Nos parece esencial rescatarlos para comprender, desde el punto de vista de los eslabones, la trama de redes y relaciones que se han formado entre Europa y las Américas y su peso en la mutación del paisaje cultural de los dos continentes.

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Steven A. Beebe

C. S. Lewis, based on the popularity of his books and essays, is one of the best communicators of the twentieth century. During his lifetime he was hailed for his talents as author, speaker, educator, and broadcaster; he continues to be a best-selling author more than a half-century after his death.

C. S. Lewis and the Craft of Communication analyzes Lewis’s communication skill. A comprehensive review of Lewis’s work reveals five communication principles that explain his success as a communicator. Based on Lewis’s own advice about communication in his books, essays, and letters, as well as his communication practice, being a skilled communicator is to be holistic, intentional, transpositional, evocative, and audience-centered. These five principles are memorably summarized by the acronym HI TEA. Dr. Steven Beebe, past president of the National Communication Association and an internationally-recognized communication author and educator, uses Lewis’s own words to examine these five principles in a most engaging style.

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Edited by Jeremiah J. Sims

This series centers theory and practice in enacting educational equity, and, ultimately, educational justice at the administrative, institutional/programmatic, governance, and pedagogical levels of community colleges and other institutions of higher learning (Woods & Harris, 2016; Nevarez & Wood, 2010). There is a corpus of literature on the pernicious effects of oppressive pedagogy at the K12 level, especially for traditionally marginalized, minoritized students (Nasir, 2011; Delpit, 2012; Leonardo, 2010). However, this is not the case at the community college level even though these same traditionally marginalized, minoritized students overwhelming start their college careers in two-year community colleges. Frankly, though there are many valuable contributions to community college education, overall there is a dearth of literature on critical, justice-centered pedagogy, theory and practice (i.e., praxis) within community college administration, governance, programming, and pedagogy. Community College practitioners are interested in enacting educational equity. However, there is little community college-specific literature for them to use to reimagine and, ultimately, reconstruct their administrative, programmatic, and pedagogical practices so that these institutionalized practices become commensurate with educational equity and justice (Tuck & Yang, 2018). Therefore, the goal of this series is to blend the work of university researchers and community college practitioners to illuminate best practices in achieving educational equity and justice via a critical-reality pedagogical framework (Giroux, 2004; Emdin, 2017; Sims, 2018). The goal of this series is to highlight work that illuminates both the successes and struggles in developing institutionalized practices that positively impact poor ethno-racially minoritized students of color. Therefore, we will be looking at pedagogies, policies, and practices that are intentionally developed, curated and sustained by committed educators, administrators, and staff at their respective college campuses that work to ensure just learning conditions for all students.

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Hip-HopEd: The Compilation on Hip-Hop Education, Volume 2

Hip-Hop as Education & Knowledge of Self


Edited by Edmund Adjapong and Ian Levy

This second volume in the Hip-Hop Education series highlights knowledge of self as the fifth and often forgotten element of hip-hop. In many cases, a connection to hip-hop culture is one that has been well embedded in the identity of hip hop educators. Historically, academic spaces have had misperceptions and misunderstand the authentic culture of hip-hop, often forcing hip-hop educators to abandon their authentic hip-hop selves to align themselves to the traditions of academia. This edited collection highlights the realities of hip-hop educators who grapple with cultivating and displaying themselves authentically in practice. It provides narratives of graduate students, practitioners, junior and senior scholars who all identify as part of hip-hop. The chapters in this text explore the intersections of the authors’ lived experiences, hip-hop, theory, and practice.

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Dennis Carlson

Edited by Shirley R. Steinberg, Robert Lake and Michael B. MacDonald

The late Dennis Carlson uses the alternative nature of the Burlington, Vermont, bred band, Phish, and the larger impact of rock n’ roll to look at youth and revolutionary music culture. A History of Progressive Music and Youth Culture is designed for those who work with or teach young people to understand the nature and origin of musical commitment and devotion. For academics, the book traces a cultural study of rock which is unlike any other discussion of music or musicology published.