The discourse of globalization that pertains to higher education reform is troubling. The first troubling thing about much of the discourse that concerns globalization is that it most often does not name a human subject. We propose that globalization discourse should be written for and directed towards human beings or students. The second troubling thing about the discourse of globalization is the way that it antagonizes and marginalizes who that missing subject might be. The two relationships form the themes of this book. The nature and logic of discourse about globalization expresses a social rationality that serves as a precondition to constructing relevant meanings. The way that we conceive or obscure the subject produces a condition or position where those whom are the subject of the discourse must indeed await its effects—who is the pertinent policy about? Or, for whom is policy intended? Much policy discourse holds consequences for the way in which outcomes of policies are understood or explained in the social milieu where policies are enacted. The same discourse constructs and deconstructs identities and, as we will see, the language of reform in fact antagonizes and marginalizes students by virtue of a particular vagueness in the discourse and symbols of the discourse. What is at issue in the discourse of globalization is the character and logic of collective identities. How then to relate students to the cluster of features that comprise globalization?

This volume addresses key conceptual issues and case studies dealing with contemporary Jewish identities amidst globalization processes, with special emphasis on Latin American socio-political, communal, and cultural milieu. The book brings together a variety of disciplinary and theoretical approaches that range from political science to sociology and from art and literature to demography in order to offer the reader a multidimensional and multifocal analysis of the diverse constitutional elements of the Jewish experience. Using as its point of departure the wide horizon of historical trajectories and current challenges, the articles analyze the transnational, regional and local processes that inform the different Jewish Diasporas and Israel. Simultaneously, its content provides a snapshot of the current state of research on collective identity building processes and a lively analysis of the challenges posed by cultural diversity and primordial and civic belongings in the framework of political transitions, as well as new and old forms of expressing through cultural creativity individual and collective identities.

A World Beyond Difference unpacks the globalizationliterature and offers a valuable critique: one that is forthright,yet balanced, and draws on the local work of ethnographers tocounter relativist and globalist discourses. Presents a lively conceptual and historical map of how we thinkabout the emerging socio-political world, and above all how wethink politically about human cultural differences Interprets, criticizes, and frames responses to worldculture Draws from the work of recent major social theorists, comparingthem to classical social theorists in an instructive manner Grounds critique of theory in years of ethnographicresearch

Helps students understand how culture impacts development in adolescence and emerging adulthood. Grounded in a global cultural perspective (within and outside of the US), this text enriches the discussion with historical context and an interdisciplinary approach, including studies from fields such as anthropology and sociology, in addition to the compelling psychological research on adolescent development. This book also takes into account the period of "emerging adulthood" (ages 18-25), a term coined by the author, and an area of study for which Arnett is a leading expert. Arnett continues the fifth edition with new and updated studies, both U.S. and international. With Pearson's MyDevelopmentLab Video Series and Powerpoints embedded with video, students can experience a true cross-cultural experience. A better teaching and learning experience This program will provide a better teaching and learning experience-- for you and your students. Here's how: Personalize Learning - The new MyDevelopmentLab delivers proven results in helping students succeed, provides engaging experiences that personalize learning, and comes from a trusted partner with educational expertise and a deep commitment to helping students and instructors achieve their goals. Improve Critical Thinking - Students learn to think critically about the influence of culture on development with pedagogical features such as Culture Focus boxes and Historical Focus boxes. Engage Students - Arnett engages students with cross cultural research and examples throughout. MyVirtualTeen, an interactive simulation, allows students to apply the concepts they are learning to their own "virtual teen." Explore Research - "Research Focus" provides students with a firm grasp of various research methods and helps them see the impact that methods can have on research findings. Support Instructors - This program provides instructors with unbeatable resources, including video embedded PowerPoints and the new MyDevelopmentLab that includes cross-cultural videos and MyVirtualTeen, an interactive simulation that allows you to raise a child from birth to age 18. An easy to use Instructor's Manual, a robust test bank, and an online test generator (MyTest) are also available. All of these materials may be packaged with the text upon request. Note: MyDevelopmentLab does not come automatically packaged with this text. To purchase MyDevelopmentLab, please visit: www.mydevelopmentlab.com or you can purchase a ValuePack of the text + MyDevelopmentlab (at no additional cost): ValuePack ISBN-10: 0205911854/ ValuePack ISBN-13: 9780205911851. Click here for a short walkthrough video on MyVirtualTeen! http://www.youtube.com/playlist'list=PL51B144F17A36FF25&feature=plcp

NEW YORK TIMES BESTSELLER • “[A] masterpiece . . . an astonishing book that will leave you questioning your own life and political views.”—USA Today “If any one person can be given credit for transforming the medical establishment’s thinking about health care for the destitute, it is Paul Farmer. . . . [Mountains Beyond Mountains] inspires, discomforts, and provokes.”—The New York Times (Best Books of the Year) In medical school, Paul Farmer found his life’s calling: to cure infectious diseases and to bring the lifesaving tools of modern medicine to those who need them most. Tracy Kidder’s magnificent account shows how one person can make a difference in solving global health problems through a clear-eyed understanding of the interaction of politics, wealth, social systems, and disease. Profound and powerful, Mountains Beyond Mountains takes us from Harvard to Haiti, Peru, Cuba, and Russia as Farmer changes people’s minds through his dedication to the philosophy that “the only real nation is humanity.” WINNER OF THE LETTRE ULYSSES AWARD FOR THE ART OF REPORTAGE This deluxe paperback edition includes a new Epilogue by the author

How can educational research have more impact? What processes of knowledge exchange are most effective for increasing the uses of research results? How can research-produced knowledge be better ‘mobilized’ among users such as practicing educators, policy makers, and the public communities? These sorts of questions are commanding urgent attention in educational discourses and research policies now circulating around the world. This attention has been translated into powerful material exercises that shape what is considered to be worthwhile research and how research is funded, recognized, and assessed. Yet precisely what activities constitute effective knowledge mobilization, or even what is meant by ‘moving knowledge’, remains unclear. What politics are at play in determining knowledge ‘impact’ across radically different contexts? Who determines what counts as impact, and for what purposes? How are ‘results’ of educational research separated from its participants and processes? In addition knowledge mobilization also invokes debates about the languages through which knowledge is constructed, policy processes are enacted, and research unfolds. This volume is unique in bringing together these wide-ranging issues of knowledge mobilization in education. The volume editors critically analyse these complex issues and also describe various efforts of knowledge mobilization and their effects. While the contributors themselves speak from diverse material, occupational and theoretical locations. Leading scholars in Canada, the US, the UK, and Australia bring disciplinary perspectives from law, digital media studies, museum studies, journalism and policy-making as well as fields of education. Some speak from Anglo-‘Western’ perspectives but others such as Phan Le Ha (Vietnamese), Rui Yang (Chinese) and Dolores van der Wey (Haida/West Coat Salish First Nations) speak from Asian, Indigenous and diasporic locations.

Providing critical assessment of the 'globalization thesis' through sustained analysis of the nexus of processes underlying social and cultural relations, this book examines, explores, and teases out the many contradictions embedded within different discourses of globalization. Together, the various chapters in the collection offer a wide-ranging critique of those accounts which represent globalization primarily, if not exclusively, as the classic story of European modernity with its attendant narratives of ostensibly unfettered movement of people, unmitigated economic growth and social progress.