In this thought-provoking book, a diverse range of educators, activists, academics, and community advocates provide theoretical and practical ways of activating our knowledge and understanding of how to build a human rights culture. Addressing approaches and applications to human rights within current socio-cultural, political, socio-legal, environmental, educational, and global contexts, these chapters explore tensions, contradictions, and complexities within human rights education. The book establishes cultural and educational practices as intrinsically linked to human rights consciousness and social justice, showing how signature pedagogies used by human rights practitioners can be intellectual, creative, or a combination of both. Across three sections, the book discusses ways of bringing about holistic, relevant, and compelling approaches for challenging and understanding structures of power, which have become a global system, while also suggesting a move from abstract human rights principles, declarations, and instruments to meaningful changes that do not dehumanise and distance us from intrinsic and extrinsic oppressions, denial of identity and community, and other forms of human rights abuse. Offering new critical cultural studies approaches on how a human rights consciousness arises and is practised, this book will be of great interest to scholars and students of cultural studies, education studies, critical sociology, human rights education, and human rights studies.

Where we have been and where we are headed -- The look and feel of e-tactics and their Web sites -- Tacking action on the cheap: costs and participation -- Making action on the cheap: costs and organizing -- Being together versus working together : copresence in participation -- From power in numbers to power laws: copresence in organizing -- A new digital repertoire of contention?

Art as an Agent for Social Change explores through original research, experiences, and personal narratives the role of the arts in bringing forth social change within three interconnected themes: community building, collaborations, and teaching and pedagogy.

These essays not only describe the major changes in British society in recent years, but seek to understand and explain what is happening. While there have been rapid changes in overall levels, there have been slower changes in relativities, and this distinction is fundamental to a proper understanding of contemporary society. The book considers the wide variety of mechanisms that underlie these changes, in particular processes of social interaction. The complex and often ill-understood nature of these mechanisms may be a major reason why so much social reform has proved ineffective. The verdict on social reforms in education, gender inequalities and ethnic inequalities is rather negative; sociologists have been concerned about the unintended consequences of social action.

This new edition contextualizes Lareau's original ethnography in a discussion of the most pressing issues facing educators at the beginning of the new millennium.

An engaging guide for future best-practice, this book provides an illuminating account of how the innovative programs of education and research at one Centre for Aboriginal Studies made a demonstrably positive difference in the lives of Indigenous students. Written by the experts involved, the book provides detailed descriptions of these ground-breaking education and research programs that saw an increase in the number of Indigenous graduates emerging from the Centre for Aboriginal Studies at Curtin University. Each chapter documents a different stage in the development and delivery of these programs and demonstrates how innovative and culturally appropriate principles of teaching, learning and organizational processes empowered participants to make a real difference in the lives of their families and communities. The book also addresses the challenges faced by such programs and the counterproductive pressures of market-based economic policies, highlighting the need to create an environment attuned to Aboriginal desires for social justice, self-management and self-determination. As a celebration of genuine success in higher education for Aboriginal and Torres Strait Islander students, and a guide on how to improve practice in the future, this book is an essential resource for all professionals and policy makers looking to make a real difference in the lives of Indigenous peoples.

This volume brings together an international team of authors to investigate a wide range of issues concerning the fundamental role of media technologies in shaping contemporary emotional life. Chapters explore key aspects of the mediatisation of emotional life, feelings and interpersonal relations: love, intimacy, loneliness, friendship, family relations, erotic, sexual and romantic experiences. The authors explain the key aspects of strong user–media relationships and human relationships based on media use and investigate problems such as the formation of identity based on social media, the role of communication applications and the effects of mobile and locative media on our relationships, as well as artificial intelligence, on our perception of our emotions. With a focus on new media, the book also draws on the scope of traditional media that express and shape emotions, taking into account the classic approaches to emotionality of messages from the perspective of film creators and recipients. This cutting-edge collection will be of interest to scholars and students of media and communication studies, especially digital media and new technologies, psychology, pedagogy, sociology of everyday life and cultural studies. Chapters 5 and 10 of this book are freely available as downloadable Open Access PDFs at http://www.taylorfrancis.com under a Creative Commons Attribution (CC-BY) 4.0 license.