The Pedagogy Of Economic Political And Social Crises

Crises have been studied in many disciplines and from diverse perspectives for at least 150 years. Yet recent decades have seen a marked increase in the crisis literature, reflecting growing awareness of crisis phenomena from the 1970s onwards. Responding to this mainstream literature, this edited collection makes six key innovations. First, it distinguishes between crises as event and crises as process, as well as crises as accidental events or as the result of system-generated processes. Second, it distinguishes crises that can be managed through established crisis-management routines from crises of crisis management. Third, it focuses on the symptomatology of crisis, i.e., the challenge of moving crisis symptoms to understanding underlying causes as a basis for decisive action. Fourth, it goes beyond the cliché that crises are both threat and opportunity by distinguishing valid accounts of the origins and present nature of a crisis, from more speculative accounts of what potentially exists. Fifth, it explores how crises can disorient conventional wisdom, thus provoking efforts to interpret and learn about crises and draw lessons after a crisis has ended. Finally, the sixth element is the move away from the conventional focus on executive authorities and disaster management agencies, instead turning attention towards how other social forces construe crises and attempt to learn from them. Offering important insights into the pedagogy of crisis throughout, this collection will offer excellent reading to both researchers and postgraduate students.

The book develops a novel framework for the analysis of global crises. It differentiates crises on three dimensions: permanent, recurring and ephemeral crises. This conceptualization allows us to analyze global crises not only in their immediate environment, but makes it possible to understand them in the broader context of social instability. The approach revolves around the terminology of discursive dislocation which provides fundamental insights into diverse forms of social instability. A multidimensional conceptualization of dislocation is advanced which informs the differentiation of global crises. Furthermore, a methodological toolkit is developed and tailored to the theoretical framework, which makes it possible to utilize the book both theoretically and methodologically for the analysis of manifold forms of global crises. The book also provides a comprehensive analysis of the Covid-19 pandemic in the United States under Donald Trump. Making use of the aforementioned methodology, it presents a hands-on illustration of how the multidimensional framework can be utilized for practical analyses. The analysis reveals how the construction of the Covid-19 pandemic is embedded in the historically ingrained self-portrayal of the United States, and how crisis responses are invoked to serve particular socio-political purposes in retaining an established vision of the United States.

This book attempts to examine the educational consequences of the recent social and economic situation in Greece, and it explores—on a general level—new possibilities for teaching and learning at times of national crisis. Using Greece as an exemplary case, Maria Chalari demonstrates how the relationship between neo-liberalism and education is especially salient during difficult times; it also demonstrates the effect of this relationship on teachers’ day-to-day experiences. By attending to, yet moving beyond, the negative implications of socio-economic crisis, this volume aims to present core educational values of the current era, as well as the crucial issues that may become opportunities for reflection and change.

The Routledge Handbook of Social Change provides an interdisciplinary primer to the intellectual approaches that hold the key to understanding the complexity of social change in the twenty-first century. We live in a world of intense social transformation, economic uncertainty, cultural innovations, and political turmoil. Established understandings of issues of well-being, development, democratisation, progress, and sustainability are being rethought both in academic scholarship and through everyday practice, organisation and mobilisation. The contributors to this handbook provide state-of-the-art introductions to current thinking on central conceptual and methodological approaches to the analysis of the transformations shaping economies, polities, and societies. Topics covered include social movements, NGOs, the changing nature of the state, environmental politics, human rights, anti-globalism, pandemic emergencies, post-Brexit politics, the politics of resilience, new technologies, and the proliferation of progressive and reactionary forms of identity politics. Drawing on disciplines including anthropology, human geography, political sociology, and development studies, this is a comprehensive and authoritative introduction to researching key issues raised by the challenge of making sense of the twenty-first century futures.

This book is a collection of critical engagements with Andrew Sayer, one of the foremost postdisciplinary thinkers of our times, with responses from Sayer himself. Sayer’s ground-breaking contributions to the fields of geography, political economy and social theory have reshaped the terms of engagement with issues and debates running from the methodology of social science through to the environment, and industrial development to the ethical dimensions of everyday life. Transatlantic scholars across a wide range of fields explore his work across four main areas: critical realism; moral economy; political economy; and relations between social theory, normativity and class. This is the first full-length critical assessment of Sayer’s work. It will be of interest to readers in sociology, economics, political economy, social and political philosophy, ethics, social policy, geography and urban studies, from upper-undergraduate levels upwards.

This Research Handbook advances entrepreneurship theory in new ways by integrating and contributing to contemporary theories of practice. Leading theorists and entrepreneurship experts, who are part of the growing Entrepreneurship as Practice (EaP) research community, expertly propose methodologies, theories and empirical insights into the constitution and consequences of entrepreneuring practices.

For some, socialism is a potent way of achieving economic, political and social transformations in the twenty-first century, while others find the very term socialism outdated. This book engages readers in a discussion about the viability of socialist views on education and identifies the capacity of some socialist ideas to address a range of widely recognized social ills. It argues that these pervasive social problems, which plague so-called ‘developed’ societies as much as they contribute to the poverty, humiliation and lack of prospects in the rest of the world, fundamentally challenge us to act. In our contemporary world-system, distancing ourselves from the injustices of others is neither viable nor defensible. Rather than waiting for radically new solutions to emerge, this book sees the possibility of transformation in the reconfiguration of existing social logics that comprise our modern societies, including logics of socialism. The book presents case studies that offer a critical examination of education in contemporary socialist contexts, as well as reconsidering examples of education under historical socialism. In charting these alternatives, and retooling past solutions in a nuanced way, it sets out compelling evidence that it is possible to think and act in ways that depart from today’s dominant educational paradigm. It offers contemporary policy makers, researchers, and practitioners a cogent demonstration of the contemporary utility of educational ideas and solutions associated with socialism. A pioneering collection of essays which is central to understanding the historical and contemporary meanings of socialism in the context of neoliberal globalization. It is a most timely contribution to a growing intellectual project that challenges the hegemony of capitalism, while re-thinking and theorizing alternatives. Iveta Silova, Associate Professor of Comparative Education, Lehigh University, Bethlehem, PA, USA In this significant contribution to recent scholarship the authors use the lens of socialist education to offer an original critique of hegemonic capitalism, and present an intellectually rigorous search for alternatives by reconsidering historical socialism and advancing promising educational experiments that challenge the 'global architecture of education'. Anders Breidlid, Professor of International Education and Development, Oslo University College, Norway

This book traces the economic ideology of the UK Labour Party from its origins to the current day. Through its analysis, the book emphasises key crises, including the 1926 General Strike, the 1931 Great Depression, the 1979 Winter of Discontent and the 2007/2008 economic crisis. In analysing this history, the ideology of the Labour Party is examined through four core themes: • the party’s definition of socialism; • the role of the state in economic decision making; • the party’s understanding of inequalities; and • its relationship with the trade union movement. The result is a systematic exploration of the drivers and key ideas behind the Labour Party’s economic ideology. In demonstrating how crises have affected the party’s economic policy, the book presents a historical analysis of the party’s evolution since its formation and offers insights into how future changes may occur.