Scholars from various disciplines have used key concepts to grasp mobilities, but as of yet, a working vocabulary of these has not been fully developed. Given this context and inspired in part by Raymond Williams’ Keywords (1976), this edited volume presents contributions that critically analyze mobility-related keywords: capital, cosmopolitanism, freedom, gender, immobility, infrastructure, motility, and regime. Each chapter provides an historical context, a critical analysis of how the keyword has been used in relation to mobility, and a conclusion that proposes future usage or research.

This book is an original case study of how memory has driven and challenged the Irish republican transition from armed conflict to constitutional politics that culminated in the acceptance of policing in the Northern Ireland state.

The idea of public sociology, as introduced by Michael Burawoy, was inspired by the sociological practice in South Africa known as ‘critical engagement’. This volume explores the evolution of critical engagement before and after Burawoy’s visit to South Africa in the 1990s and offers a Southern critique of his model of public sociology. Involving four generations of researchers from the Global South, the authors provide a multifaceted exploration of the formation of new knowledge through research practices of co-production. Tracing the historical development of ‘critical engagement’ from a Global South perspective, the book deftly weaves a bridge between the debates on public sociology and decolonial frameworks.

This book takes up a question that has rarely been raised in the field of management: 'Could modern Western colonialism have important implications for the practices and theories that inform management and organizations?' Employing the frameworks of postcolonial theory, an international group of scholars addresse this question, and offer remarkable insights about the implications of the colonial encounter for management. Wide-ranging in scope, the book covers major topics like cross-cultural management, control and resistance, corporate culture, the discourse of exoticization in museums and tourism, and stakeholder issues, and sheds new light on the troubling legacy of colonialism. Scholars and practitioners searching for a new idiom of management will find this book's critique of contemporary management invaluable.

Despite attempts to redress the balance, international relations (IR) as a discipline is still dominated by Western theories. The contributors in this book explore the challenges of constructing an alternative, with a dialogue between global and local approaches. Drawing on scholars with backgrounds in the United States, Europe, Asia and South America, this volume attempts to critically engage with and reflect upon existing traditions of IR theory to produce a deeply pluralist approach. Traditions, cultures, histories and practices from around the world influence their respective theoretical understanding and in turn explain why the Western tradition of IR is insufficient. This book provides great insight for scholars of IR from around the world, looking for more diversity in IR theory.

Renowned poets and experts in metrics respond to Robert Wallace's pivotal essay which clarifies and simplifies methods of studying poetry. Former United States Poet Laureate Robert Hass has called Wallace's essay a paradigm shift in our understanding of English prosody.

Media and Moral Education demonstrates that the study of philosophy can be used to enhance critical thinking skills, which are sorely needed in today’s technological age. It addresses the current oversight of the educational environment not keeping pace with rapid advances in technology, despite the fact that educating students to engage critically and compassionately with others via online media is of the utmost importance. D’Olimpio claims that philosophical thinking skills support the adoption of an attitude she calls critical perspectivism, which she applies in the book to international multimedia examples. The author also suggests that the Community of Inquiry – a pedagogy practised by advocates of Philosophy for Children – creates a space in which participants can practise being critically perspectival, and can be conducted with all age levels in a classroom or public setting, making it beneficial in shaping democratic and discerning citizens. This book will be of interest to academics, researchers and postgraduate students in the areas of philosophy of education, philosophy, education, critical theory and communication, film and media studies.