"This book addresses one of the most crucial questions in Southeast Asia: did the election in Indonesia in 2014 of a seemingly populist-oriented president alter the hegemony of the political and economic elites? Was it the end of the paradox that the basic social contradictions in the country's substantial capitalist development were not reflected in organized politics by any independent representation of subordinated groups, in spite of democratization? Beyond simplified frameworks, grounded scholars have now come together to discuss whether and how a new Indonesian politics has evolved in a number of crucial fields. Their critical insights are a valuable contribution to the study of this question." Professor Olle T rnquist, Department of Political Science, University of Oslo "A most valuable book for understanding the underpinnings of Indonesian politics in 2019 and beyond. A great range of themes are included: political parties, ideologies, political Islam, leadership legitimacy, the political middle class, the politics of centre-local relations, corruption, limited foreign policy reform, Papua, and youth activism. The book has eleven chapters, mostly by Indonesia-based analysts, plus a couple of wise old hands. Max Lane's overview chapter is excellent." Professor David Reeve, School of Humanities and Languages, University of New South Wales

Receiving special attention are the structure, dynamics, and unique problems of families that do not fit the traditional mold. Experts in these areas share their findings and provide clinical guidelines for treating bi-nuclear, single-parent, gay and lesbian, and other nontraditional families.

First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

Introduction: what's the problem? -- Out of context -- Out of the head -- Turning to narrative -- How narrating functions -- Making it so -- Interpreting interpretations -- Interpreting Ben's survival -- Interpretation in practice -- Reasoned interpretations -- Conclusion: unity in psychology?

Europe’s financial crisis cannot be blamed on the Euro, Harold James contends in this probing exploration of the whys, whens, whos, and what-ifs of European monetary union. The current crisis goes deeper, to a series of problems that were debated but not resolved at the time of the Euro’s invention. Since the 1960s, Europeans had been looking for a way to address two conundrums simultaneously: the dollar’s privileged position in the international monetary system, and Germany’s persistent current account surpluses in Europe. The Euro was created under a politically independent central bank to meet the primary goal of price stability. But while the monetary side of union was clearly conceived, other prerequisites of stability were beyond the reach of technocratic central bankers. Issues such as fiscal rules and Europe-wide banking supervision and regulation were thoroughly discussed during planning in the late 1980s and 1990s, but remained in the hands of member states. That omission proved to be a cause of crisis decades later. Here is an account that helps readers understand the European monetary crisis in depth, by tracing behind-the-scenes negotiations using an array of sources unavailable until now, notably from the European Community’s Committee of Central Bank Governors and the Delors Committee of 1988–89, which set out the plan for how Europe could reach its goal of monetary union. As this foundational study makes clear, it was the constant friction between politicians and technocrats that shaped the Euro. And, Euro or no Euro, this clash will continue into the future.

This handbook offers a global view of the historical development of educational institutions, systems of schooling, ideas about education, and educational experiences. Its 36 chapters consider changing scholarship in the field, examine nationally-oriented works by comparing themes and approaches, lend international perspective on a range of issues in education, and provide suggestions for further research and analysis. Like many other subfields of historical analysis, the history of education has been deeply affected by global processes of social and political change, especially since the 1960s. The handbook weighs the influence of various interpretive perspectives, including revisionist viewpoints, taking particular note of changes in the past half century. Contributors consider how schooling and other educational experiences have been shaped by the larger social and political context, and how these influences have affected the experiences of students, their families and the educators who have worked with them. The Handbook provides insight and perspective on a wide range of topics, including pre-modern education, colonialism and anti-colonial struggles, indigenous education, minority issues in education, comparative, international, and transnational education, childhood education, non-formal and informal education, and a range of other issues. Each contribution includes endnotes and a bibliography for readers interested in further study.

This book is an example of an international editorial enterprise. The two editors, located in the United States and Singapore, coordinated a team of authors in ten countries. Linked by common concerns, the lengthy process of preparing such a complex volume proved to be a pleasantly cooperative task - proof that there is a kind of invisible college of colleagues working on similar topics in different countries. This book is also an indication that scholars from the Third World and the industrialized nations can work together in a spirit of equality and understanding. This project has an interesting origin. It was first discussed at a conference on ASEAN - American higher education held in Malaysia in 1985, sponsored by the Regional Institute for Higher Education and Development, then headed by V. Selvaratnam and funded by the Asia Foundation and the Lee Foundation. At the time, geographical coverage was to be limited to the ASEAN nations. We also sought external funding, without success, to assist us in developing the project. Due to lack of funding, the project languished for a year. When one of our original participants, Andrew Gonzales of the Philippines, produced an essay, we decided to proceed without funding. We also decided to add several additional key Asian nations that we felt would provide additional analytic scope to the book. The result of this somewhat unusual collaborative effort is this volume.