This book convincingly argues that effective culturally responsive pedagogies require teachers to firstly undertake a critical deconstruction of Self in relation to and with the Other; and secondly, to take into account how power affects the socio-political, cultural and historical contexts in which the education relation takes place. The contributing authors are from a range of diaspora, indigenous, and white mainstream communities, and are united in their desire to challenge the hegemony of Eurocentric education and to create new educational spaces that are more socially and environmentally just. In this venture, the ideal education process is seen to be inherently critical and intercultural, where mainstream and marginalized, colonized and colonizer, indigenous and settler communities work together to decolonize selves, teacher-student relationships, pedagogies, the curriculum and the education system itself. This book will be of great interest and relevance to policy-makers andresearchers in the field of education; teacher educators; and pre- and in-service teachers.
This edited collection focuses on the global growth of privatisation and private sector medicine in both developed and lesser developed countries, and the impact of this on patients, health workers, managers and policy-makers. Drawing upon sociological theories, concepts and insights, as well as experts from several countries with extensive experience in researching the field either nationally or internationally, the collection offers a unique perspective on healthcare services and healthcare systems: a view from those trying to access healthcare services, working inside health systems, or responsible for managing and organising services. Collectively, the chapters contribute an international perspective on the navigation of healthcare systems, and addresses the growing salience of `choice' between public and private medicine in a variety of different national systems and contexts.
