On weekday afternoons, dismissal bells signal not just the end of the school day but also the beginning of another important activity: the federally funded after-school programs that offer tutoring, homework help, and basic supervision to millions of American children. Nearly one in four low-income families enroll a child in an after-school program. Beyond sharpening students’ math and reading skills, these programs also have a profound impact on parents. In a surprising turn—especially given the long history of social policies that leave recipients feeling policed, distrusted, and alienated—government-funded after-school programs have quietly become powerful forces for political and civic engagement by shifting power away from bureaucrats and putting it back into the hands of parents. In State of Empowerment Carolyn Barnes uses ethnographic accounts of three organizations to reveal how interacting with government-funded after-school programs can enhance the civic and political lives of low-income citizens.

Will new technologies, especially the Internet, bring freedom and democracy to authoritarian China? This book argues that the internet has brought new dynamics of sociopolitical change in China, not always supportive of democracy.

This book presents a feminist perspective on educational leadership, and demonstrates that women conceptualize leadership differently than men.

Challenging the simplistic story by which feminism has become complicit in neoliberalism, this book traces the course of globalization of women's economic empowerment from the Global South to the Global North and critically examines the practice of empowering low-income women, primarily migrant, indigenous and racialised women. The author argues that women's economic empowerment organizations become embedded in the neoliberal re-organization of relations between civil society, state and market, and in the reconfiguration of relations between the personal and the political. Also examined are the contractual nature of institutional arrangements in neoliberalism, the ontological divide between economy and society, and the marginalisation of feminist economics that persists in the field of women's economic empowerment. The book will be of interest to scholars and students of social sciences, gender studies, sociology, and economics. This book is based on the author's doctoral dissertation at the Humboldt University of Berlin, Faculty of Humanities and Social Sciences. Inna Michaeli is a sociologist who has been deeply involved in feminist and social movements for over two decades. Through her research, she has explored intersections of feminism and neoliberalism as well as identity and belonging, economic globalisation and knowledge production. She currently works at AWID, a global feminist organization.

This book explores the tensions between the competing social rights and social control functions of the modern Australian welfare state. By critically examining the history and rhetoric of the Australian welfare state from 1972 to the present day, and using the author’s long-standing research on the Australian Council of Social Service and other welfare advocacy groups, it analyses the transformation from rights-based to conditional welfare. The Labor Party Government from 1972-75 is identified as the only clear cut example of Australia positively using welfare payments and services as an instrument to promote greater social equity, inclusion and participation. Since the mid-1970s, the Australian welfare state has gradually retreated from the social rights agenda conceived by the Whitlam Government. Australia has followed other Anglo-Saxon countries in adopting increasingly conditional and paternalistic measures that undermine the protection of social citizenship outside the labour market. In contrast, this text makes the case for an alternative participatory and decentralized welfare state model that would prioritize social care by empowering and supporting welfare service users at a local community level. This book will be of interest to academics, students and policy-makers working within social policy, social work and political sociology.

This book is about power -- power in the classroom, in our schools, and in our society. Schools, teachers, students, and teaching exist in a churning cauldron of interrelated institutions and social forces. Power relations in schools reflect these larger societal forces and the interconnections of our institutions. This book is also about empowerment -- the empowerment of teachers and students. It explores the process through which people develop more control over their lives and acquire the skills and dispositions necessary to be critical and effective participants in our society. The heart of this book, and Kreisberg's unique contribution to the empowerment literature, is his elucidation of the difference between power over and power with in his search to understand the nature of power that can empower individuals and communities. Kreisberg draws upon educational, political, feminist, and psychological theory, and, especially, the voices of teachers, in his framing of the question: What are the dynamics of power that we as teachers can create in our relationships with our students that will be empowering for both our students and ourselves?

This volume brings together leading gender and politics scholars to assess how women’s political empowerment can best be conceptualized and measured on a global scale. It argues that women’s political empowerment is a fundamental process of transformation for benchmarking and understanding all political empowerment gains across the globe. Chapters improve our global understanding of women's political empowerment through cross-national comparisons, a synthesis of methodological approaches across varied levels of politics, and attention to the ways gender intersects with myriad factors in shaping women’s political empowerment. This book is an indispensable resource for scholars of politics and gender, as well as being relevant to a global scholarly and policy community.