First published in 1987. Routledge is an imprint of Taylor & Francis, an informa company.

Public Education Under Siege argues for a democratic and egalitarian alternative to the test-driven, market-oriented core of current education reform. These short, jargon-free essays cover public policy, teacher unions, economic inequality, race, language diversity, parent involvement, and leadership.

At a time when education is considered crucial to a country’s economic success, recent UK governments have insisted their reforms are the only way to make England’s system world class. Yet pupils are tested rather than educated, teachers bullied rather than trusted and parents cast as winners or losers in a gamble for school places. Education under siege considers the English education system as it is and as it might be. In a highly accessible style, Peter Mortimore, an author with wide experience of the education sector, both in the UK and abroad, identifies the current system’s strengths and weaknesses. He concludes that England has some of the best teachers in the world but one of the most muddled systems. Challenging the government’s view that there is no alternative, he proposes radical changes to help all schools become good schools. They include a system of schools receiving a fair balance of pupils who learn easily and those who do not, ensuring a more even spread of effective teachers, as well as banning league tables, outlawing selection, opening up faith schools and integrating private schools into the state system. In the final chapter, he asks readers who share his concerns to demand that the politicians alter course. The book will appeal to parents, education students and teachers, as well as everyone interested in the future education of our children.

Over the last fifteen years, Pakistan has come to be defined exclusively in terms of its struggle with terror. But are ordinary Pakistanis extremists? And what explains how Pakistanis think? Much of the current work on extremism in Pakistan tends to study extremist trends in the country from a detached position—a top-down security perspective, that renders a one-dimensional picture of what is at its heart a complex, richly textured country of 200 million people. In this book, using rigorous analysis of survey data, in-depth interviews in schools and universities in Pakistan, historical narrative reporting, and her own intuitive understanding of the country, Madiha Afzal gives the full picture of Pakistan’s relationship with extremism. The author lays out Pakistanis’ own views on terrorist groups, on jihad, on religious minorities and non-Muslims, on America, and on their place in the world. The views are not radical at first glance, but are riddled with conspiracy theories. Afzal explains how the two pillars that define the Pakistani state—Islam and a paranoia about India—have led to a regressive form of Islamization in Pakistan’s narratives, laws, and curricula. These, in turn, have shaped its citizens’ attitudes. Afzal traces this outlook to Pakistan’s unique and tortured birth. She examines the rhetoric and the strategic actions of three actors in Pakistani politics—the military, the civilian governments, and the Islamist parties—and their relationships with militant groups. She shows how regressive Pakistani laws instituted in the 1980s worsened citizen attitudes and led to vigilante and mob violence. The author also explains that the educational regime has become a vital element in shaping citizens’ thinking. How many years one attends school, whether the school is public, private, or a madrassa, and what curricula is followed all affect Pakistanis’ attitudes about terrorism and the rest of the world. In the end, Afzal suggests how this beleaguered nation—one with seemingly insurmountable problems in governance and education—can change course.

Cultural differences are not asserted through the specificity of dominant notions of race, gender, and class, but through a commitment to expanding dialogue and exchange across cultural lines as part of a wider attempt to deepen and develop democratic public life. This revised edition of the 1985 best-seller speaks eloquently to the need to attend to ever-present inequalities of education in the light of new political correctness, technology, and curricula.

Charles Roland, a physician and historian, provides the first history of the medical disaster that took place in the Warsaw ghetto.

"For those who seek to improve health through policy change, this book is intended to be your companion. It is written by practitioners, elected officials, and other policymakers who have firsthand experience with the complex dynamics of policymaking through their professional careers. Its chapters share perspectives on the power of policy from the federal, state, and local levels; demonstrate several evidence-based policy packages developed by leading public health organizations; provide perspectives not only on legislative policy but on the roles of litigation and regulation; and reveal the existing threats to using policy to impact health. We hope that this book will inspire current and future public health practitioners and pMolicymakers to use policy to achieve optimal and equitable health for all"--