Peter Lang Inc., International Academic Publishers
23 Novembre 2010
9781453900208
For over a century, teachers, parents, and school leaders have lamented a loss of `discipline' in classrooms. Caught between guidance approaches on the one hand and a call for zero tolerance on the other, current debates rarely venture beyond the terrain of implementation strategies. This book aims to reinvigorate thinking on `discipline' in education by challenging the notions, foundations, and paradigms that underpin its use in policy and practice. It confronts the understanding of `discipline' as purely repressive, and raises the possibility of enabling forms and conceptualizations of `discipline' that challenge tokenistic avenues for students' liberation and enhance students' capacity for agency. This book is an essential resource for university lecturers, pre-service and in-service teachers, policymakers, and educational administrators who want to re-think `discipline' in education in ways that move beyond a concern with managing disorder, to generate alternative understandings that can make a difference in students' lives.
This book offers a radically different perspective on the topic of health inequity. Carey, Tai, and Griffiths use Perceptual Control Theory (PCT) to deconstruct current approaches to understanding, investigating, and addressing problems of health inequity. In the book, the authors propose that health inequity is not a problem per se. Disrupted control, they argue, is the problem that needs to be addressed.
From this perspective, research, policy, and health practices directed at addressing health inequity in isolation will offer only partial solutions to the problems created by disrupted control. Addressing problems of disrupted control directly, however, has the potential to entirely resolve issues that are created by health inequity.
The authors have extensive clinical and research experience in a wide range of contexts, including: cross-cultural settings; rural, remote, and underserved communities; community mental health settings; prisons; schools; and psychiatric wards. Drawing on these diverse experiences, the authors describe how adopting a Perceptual Control Theory perspective might offer promising new directions for researchers and practitioners who have an interest in addressing issues of inequity and social justice. With a Foreword written by Professor Neil Gilbert this book will provide fresh insights for academics, practitioners, and policymakers in the fields of public health, psychology, social policy, and healthcare.
The Arctic region is undergoing dramatic transformation. With the melting of ice, the circumpolar region is subject to increasing forces of globalization, and navigating through the Northwest and the Northeast passages is rapidly emerging as a practical and commercial position. How can science calculate and assess the scale of change in this geographic space ? To what extent are the Native populations listened to and act as active participants in decision-making concerning the Arctic ? What is the present state of Arctic governance ? What role can be played by the others countries ?
Cet ouvrage détaille les spécificités du "vivre ensemble" canadien. Quels sont les fondations historiques et les repères politiques de la société canadienne ? Quels sont les chantiers et les controverses que le "modèle" défriche en matière d'autonomie et d'identité ? Ces contributions reviennent aussi sur les contradictions redoutables de la société canadienne et nous fait entrevoir les règles d'une canadian attitude.
