Aims to inform students, scholars, and educators about the complex processes and factors that promote or impede education's potential to enhance individual advancement within the socioeconomic structure of a late-industrialized country within the context of modern capitalism.

This unique handbook offers an analytical review of the education systems of all European countries, following common analytical guidelines, and highlighting the paradox that education simultaneously pursues a universal value as well as a national character. Coverage includes international student performance studies, and a comparison of education dynamics in Eastern "new Europe" with "older" western EU members. The book provides a differentiated analytical data base, and offers suggestions for further research.

In 2008, the global economy experienced the most severe crash since World War II. A sharp collapse in international trade followed, leaving no country on the globe immune to a sequence of economic shocks. This timely book explores many of the key issues raised in the wake of the global economic crisis and provides an in-depth analysis of crisis transmission to emerging markets. The expert contributors compare the recent crisis with earlier crises, explore international aspects of the crisis from the perspectives of markets and trade, and examine macroeconomic policy responses. In so doing, they address important questions including: How did this crisis differ from those suffered previously? How and why did flaws in financial markets contribute to the crisis? How important were global imbalances and global overheating in explaining the global meltdown? Did different pre-crisis fundamentals generate different post-crisis performances? And, how severe were the economic shocks to countries such as Korea and other emerging economies? Academics, students and policymakers in the fields of economics, international economics, finance money and banking and Asian studies will find this book to be a thought-provoking and stimulating read.

This book examines the multiple relationships between education, pedagogy, and social change in Latin America and beyond through a discussion of critical theory in education and its uses in Latin American society today. An international group of contributors discuss both individual countries and the region as a whole.

This book introduces students to education as a vehicle for social change. Douglas Bourn begins by providing historical context of how education has been linked to social change around the world and moves on, in the second section of the book, to discuss potential theoretical and conceptual frameworks for thinking about education for social change. The third sections covers how social change has been explored and promoted within different areas of learning, including schooling, youth work and higher education. The fourth section looks at the opportunities and challenges for promoting education for social change and reviews current international initiatives including those of global citizenship and climate change. Key theorists are introduced throughout the book including bell hooks, Dewey, Giroux, Gramsci, and Freire. Each chapter begins with an opening question and ends with bulleted concluding points, questions for discussion and a further reading list. The book includes a foreword written by Tania Ramalho (State University of New York, USA).

The newest volume in the Comparative Charting of Social Change series highlights the main elements of demographic, social, political, and economic development in Greece during the period 1960-2000. Based on a systematic analysis of available information and data, this volume provides an overview of Greece's socio-economic profile, which changed significantly during the studied period. The collapse of the dictatorship in 1974 and Greece's entry into the European Union (EU) in 1980 have led to a consolidation of democratic institutions and the improvement of living standards. During the 1960s and 1970s the country experienced high rates of economic development and relatively low unemployment rates. However, this increase in economic development has slowed since the early 1980s and the unemployment rate has risen, particularly among young people. Consistent with recent social trends in other Western societies, Greek society has become more tolerant and permissive, with more diverse and flexible moral norms. However, the prevailing family model remains traditional and the Greek Orthodox Church continues to have a strong influence on many aspects of Greek society, including social, political, and cultural life. The organization of work also follows traditional patterns, despite the introduction of new and flexible forms of employment. Female participation in the labour market remains relatively low, despite legislation and regulations that promote equality of opportunities between the sexes. Consistent with recent social trends in other Western societies, Greece's population is aging and the birth rate has stabilized at a relatively low level. Contributors include Ioannis Antonopoulos, Dimitri Economou (University of Thessalia), Evi Fagadaki, Thomas Maloutas (University of Thessalia), Alberto Martinelli, Ioannis Myrizakis, Theodore Papadogonas, Apostolos g. Papadopoulos (University of Ioannina), Roy Panagiotopoulou, Apostolis Rafailidis (economist), Paris Tsartas (University of Aegean), Kostas Yannakopoulos. Elisabeth Allison, Dionisis Balourdos, Nikos Bouzas, Kaliroi Daskalaki, Amalia Frangiskou, Emmy Fronimou, Panayiotis Kafetzis, Roxanne Kaftantzoglou, John Kallas, Chrysa Kappi, Maria Ketsetzopoulou, Helene Kovani, Evdokia Manologlou, Joannis Micheloyiannakis, Aliki Mouriki, Panagiota Papadopoulou, Ioanna Papathanassiou, Christos Papatheodorou, Marina Petronoti, Nikos Sarris, Theoni Stathopoulou, Hara Stratoudaki, Haris Symeonidou, Maria Thanopoulou, Olga Tsakirides, Joanna Tsiganou, Christina Varouxi, Efi Venizelou, and Ersi Zacopoulou are all researchers at the National Centre for Social Research (EKKE).

Originally published in 1977 and compiled over a period of 25 years of teaching and research in the fields of education and anthropology, this annotated bibliography was designed as a single source reflecting (1) historical influences (2) current trends (3) theoretical concerns and (4) practical methodology at the interfaces of these disciplines. All entries, listed alphabetically by author, are numbered for ready reference, and the material covered spans nearly three centuries, from the earliest entry in 1689 to the most recent in 1976. The volume also contains entries for items dealing with the teaching of anthropology and the use of anthropological concepts and data in teaching.