Rethinking The 21st Century

Rethinking the 21st Century brings much needed context and perspective to the security problems we face today. In recent years, the 'Bush Doctrine' - that the security threats we now face are entirely unprecedented - has echoed around the world. Global security and stability is now challenged not only by states and nuclear war, but by insurgency, disease, environmental degradation and military privatisation. Yet this creates a deep sense of disconnect in the way we perceive politics, and can be dangerously stark and ahistorical. The chapters here show that, far from being a clean break, the 'new' problems faced today might actually have 'old' solutions. What can Locke tell us about terrorists? What does Bentham have to say about sanctions? What are the ethics of outsourcing war to private companies? By looking back to decades and even centuries of ethical analysis and political theory, this book provides fascinating insight into all these questions.

This book focuses on current trends, potential challenges and further developments of teacher education and professional development from a theoretical, empirical and practical point of view. It intends to provide valuable and fresh insights from research studies and examples of best practices from Europe and all over the world. The authors deal with the strengths and limitations of different models, strategies, approaches and policies related to teacher education and professional development in and for changing times (digitization, multiculturalism, pressure to perform).

Rethinking Society in the 21st Century is a critical collection of readings that provides students with a foundational knowledge base in sociology. The fourth edition has been thoroughly updated to include significant Canadian content, with a greater focus on indigeneity, gender, and sexuality and a new section dedicated to social movements, social change, and emerging fields. This anthology introduces students to the fundamental elements of sociology with a balance of classical theory—Marx, Weber, Durkheim, Mills—and more contemporary approaches found in the works of Michel Foucault and Dorothy Smith. Building on this theoretical grounding, the text outlines core concepts in sociology as well as major social institutions such as families, the economy and labour, education, health care, and media. Covering a wide breadth of topics, including chapters on animals, the environment, crime, trans issues, class, ethnicity, and race, this new edition explores critical debates in Canadian society with an emphasis on intersectional approaches to social inequalities. This volume is rich with pedagogical features that promote critical understanding, including detailed introductions that speak to the contextual history of the source material and discussion questions for each section. Uniquely designed for introductory courses, Rethinking Society in the 21st Century is the ideal reader for Canadian students of sociology.

Rethinking Pakistan is a wide-ranging analytical dissection of the Pakistani polity and offers a well-meaning, progressive prescription for present-day Pakistan, stitched together by an eclectic list of experts spanning diverse backgrounds and subjects. From energy self-sufficiency and scientific development to freedom of the press and the essential question of the dominance of the military over civilian affairs, this compendium offers a suitable guide for anyone who seeks to understand the striking mix of contemporary and historic challenges faced by Pakistan in the twenty-first century. The book deals with Pakistan's contemporary realities and future prospects.

This anthology introduces the Framework for 21st Century Learning from the Partnership for 21st Century Skills as a way to re-envision learning and prepare students for a rapidly evolving global and technological world. Highly respected education leaders and innovators focus on why these skills are necessary, which are most important, and how to best help schools include them in curriculum and instruction.

In this volume teacher educators explicitly and implicitly share their visions for the purposes, experiences, and commitments necessary for social studies teacher preparation in the twenty-first century. It is divided into six sections where authors reconsider: 1) purposes, 2) course curricula, 3) collaboration with on-campus partners, 4) field experiences, 5) community connections, and 6) research and the political nature of social studies teacher education. The chapters within each section provide critical insights for social studies researchers, teacher educators, and teacher education programs. Whether readers begin to question what are we teaching social studies teachers for, who should we collaborate with to advance teacher learning, or how should we engage in the politics of teacher education, this volume leads us to consider what ideas, structures, and connections are most worthwhile for social studies teacher education in the twenty-first century to pursue.

Exploring the only option for a growing army of children who cannot be placed for adoption or fostering, this text demonstrates from a large-scale survey of orphan alumni that they outpace the general population in most areas of life.

Since the end of the Cold War, humanitarian interventions have continued to evolve and respond to a wide range of political crises. These insightful essays focus on the challenges associated with interventions when facing conflict and human rights violations, unmitigated systematic violence, state re-building, human mobility and dislocation. Each chapter is linked to the rest through three defining themes that permeate the book: the evolution of humanitarian interventions in a global era; the limits of sovereignty and the ethics of interventions; and the politics of post-intervention: (re)-building and humanitarian engagement. The authors incorporate a variety of case studies including Kosovo, Timor-Leste, Syria, Libya and Iraq, and examine the complexity of interventions across their different dimensions, including relevant doctrines such as R2P, 'Use of Force' and Human Security.