Local Actions

Ten absorbing studies present activist groups across the country--from transgender activists in New York City, to South Asian teenagers in Silicon Valley, to evangelical Christians and Palestinian Americans--and examines a social change effort as it unfolds on the ground. Through their anthropological approach these portraits of American society suggest the inherent possibilities in identity-based organizing and offer crucial in-depth perspectives on such hotly debated topics as multiculturalism and the culture wars, the environment, racism, public education, Native American rights, and the Christian right.

Global Networks, Local Actions: Rethinking adult education policy in the 21st century examines public policy developments in adult education, exploring the policy framing of adult education practice in a range of socio-cultural contexts, and contributing to the development of policy research from global and comparative perspectives. Drawing from multidisciplinary fields such as adult education, comparative and international education, and sociology, chapters analyse empirically grounded studies from the US, Italy, Argentina and Brazil. Each study helps to identify how political agents interact at international, regional, national and local scales, and what the implications are for publically-funded interventions in adult education. While this book recognises the complexity of adult education policy, it argues for the need to deconstruct the false belief that what is global in adult education may be intrinsically distinct from the characteristics of geographical or social territories in which adult education occurs. Instead, it points to localised norms and ideas on Adult Basic and Secondary Education as ultimately contained in, and constituting, what is at times perceived as global, or abstracted from definite geographical or social territories. This book calls for a global sociology of adult education in response to global challenges, and makes an important contribution to our understanding of developments in public adult education policy. As such, it will be of key interest to researchers, academics and postgraduate students in the fields of adult education, comparative and international education, education policy and politics, sociology of education, and global studies.

To date, climate change adaptation and mitigation have been treated separately both in research and in the climate negotiations. However, a growing body of literature is now being developed that points to actual and potential synergies and trade-offs between responses to climate change and sustainability. This literature has evolved in a spontaneous way with diverse approaches and no common methodology to help practitioners explicitly plan for these synergies. This special issue of the Climate Policy journal addresses this gap between scientific knowledge and practitioners' needs by focussing on linkages between climate change and sustainable development at the level of conceptual framework and methods. In particular, the papers address in an integrated way local development options involving both adaptation and mitigation in order to promote resilience to climate change in human and natural systems. The special issue provides policy and methodological guidelines for linking local deveopment pathways with responses to climate change, based on collaboration between local practitioners, the public and scientists.