What makes a government legitimate? Why do people voluntarily comply with laws, even when no one is watching? The idea of political legitimacy captures the fact that people obey when they think governments' actions accord with valid principles. For some, what matters most is the government's performance on security and the economy. For others, only a government that follows democratic principles can be legitimate. Political legitimacy is therefore a two-sided reality that scholars studying the acceptance of governments need to take into account. The diversity and backgrounds of East Asian nations provides a particular challenge when trying to determine the level of political legitimacy of individual governments. This book brings together both political philosophers and political scientists to examine the distinctive forms of political legitimacy that exist in contemporary East Asia. It is essential reading for all academic researchers of East Asian government, politics and comparative politics.

This collection of essays provides analyses of the COVID-19 pandemic in Asia. It includes interpretations by leading scholars in anthropology, food studies, history, media studies, political science, and visual studies, who examine the political, social, economic, and cultural impact of COVID-19 in China, India, Korea, Japan, Taiwan, and beyond.

This volume examines key aspects of the migration process that are particularly relevant in the Asian context. It looks into established concepts and theoretical propositions that have found application in other areas, particularly in the West and explores their validity and relevance in understanding the realities of migration in Asia. Global and Asian Perspectives on International Migration features the perspectives of scholars from Asia and other parts of the world, as well as diverse backgrounds. It presents a variety of forms, directions, policies and institutions, including circular and temporary migration; the management of cultural diversity; the gender perspective on migration in North America, Europe and Asia; returning migrants; migration governance in the ASEAN economic community; and the determinants of migration. In conclusion, the book explores migration transition in Asia and revisits select theories in light of recent evidence. With its dialogic approach to migration in Asia by renowned authors from various regions and disciplines, this book will serve as a valuable resource to policy makers in research and academia, civil society, international organizations and the private sector.

This collection of ten essays by some of the world's most distinguished economists addresses the most important analytical and policy issues concerning development, from the perspective of Asian developing economies.

Asian Americans are the fastest growing minority population in the country. Moreover, they provide a wonderful lens on the experiences of immigrants and minorities in the United States more generally, both historically and today. In this timely new text, Pawan Dhingra and Robyn Magalit Rodriguez critically examine key sociological topics through the experiences of Asian Americans, including social hierarchies (of race, gender, and sexuality), work, education, family, culture, identity, media, pan-ethnicity, social movements, and politics. With vivid examples and lucid discussion of a broad range of theories, the authors demonstrate the contributions of the discipline of sociology to understanding Asian Americans, and vice versa. In addition, this text takes students beyond the boundaries of the United States to cultivate a comparative and global understanding of the Asian experience, as it has become increasingly transnational and diasporic. Bridging sociology and the growing interdisciplinary field of Asian American studies, and uniquely placing them in dialogue with one another, this engaging text will be welcome in undergraduate and graduate sociology courses such as race and ethnic relations, immigration, and social stratification, as well as on ethnic studies courses more broadly.

The COVID-19 pandemic affected a wide range of global sectors, but one of the most important is education. The transition from classroom to computer screen was a difficult one for many Asian students, parents, and teachers. Since this transition, global education systems now mostly depend on online technology. It is crucial that the impact of the pandemic on education is not only examined from a Western point of view, but also from Eastern perspectives. The Handbook of Research on Asian Perspectives of the Educational Impact of COVID-19 provides the current issues the education sector is facing in the aftermath of the COVID-19 pandemic. This book investigates the issues and challenges the education sector is facing as well as the future directions needed to provide education in a more effective way. Covering topics such as academic perspectives, university-level employees, and leadership challenges, this book is a dynamic resource for students, teachers, pre-service teachers, school administrators, education providers, faculty, researchers, policymakers, and academicians.

This book critically considers what various Asian philosophies can contribute to a more substantive discourse on sustainability education and educational philosophy. The contributors examine how ‘east’ and ‘west’ interact in educational philosophy and practice in Asian contexts. As a collection, they provide a broad view of Asian sustainability thinking that is not dominated by Confucianism, Buddhism, Islam, and post-colonialism, but rather which regards these themes—and other frameworks for sustainable education—as dynamic aspects of Asian contexts, both historically and today. As such, the book invites readers to consider the challenges and opportunities for theorising of sustainability in the philosophy of education, while also critically engaging with the way in which ‘Asia’ and ‘east’ are typically understood. Of interest to those researchers in Asian conceptions of sustainability, this book highlights a series of potential insights in relation to the often-foregrounded perspectives of Global North and western-based frameworks. The chapters were originally published in Educational Philosophy and Theory.