Transitions And Transformations

Rapid population aging, once associated with only a select group of modern industrialized nations, has now become a topic of increasing global concern. This volume reframes aging on a global scale by illustrating the multiple ways it is embedded within individual, social, and cultural life courses. It presents a broad range of ethnographic work, introducing a variety of conceptual and methodological approaches to studying life-course transitions in conjunction with broader sociocultural transformations. Through detailed accounts, in such diverse settings as nursing homes in Sri Lanka, a factory in Massachusetts, cemeteries in Japan and clinics in Mexico, the authors explore not simply our understandings of growing older, but the interweaving of individual maturity and intergenerational relationships, social and economic institutions, and intimate experiences of gender, identity, and the body.

This book explores one of the enduring issues in educational research and one of the challenges for formal education. That is, understanding the relationship between learning in one context, setting or time and a subsequent related learning experience or activity. The chapters in the book examine the issue drawing on existing theory as starting points but using each author’s own research to push existing boundaries of what we know in terms of the ideas captured in the title of the book: transfer, transitions and transformations of learning. The chapters explore the issue through a range of approaches and settings including: possibilities for a concept-context approach to transfer, transfer between knowledge domains, transfer as an iterative process between contexts, transfer as boundary crossing between vocations, transfer as integration of theory and practice, transferring standards in assessment, representation in the transition from novice to expert, transformation of self through sustainability education, transforming identities of first year design and technology teachers and the role of implicit knowledge in understanding the relationship between declarative and procedural knowledge in the transition to expertise. This book should be of interest to teachers in schools and the adult education sector, research students, teacher educators, researchers and policy-makers who are involved in learning in, through or with technology.

The breakneck speed of change in today’s societies creates enormous challenges for educational institutions at all levels. This volume explores ways how to manage change in educational processes and contexts, focusing, in particular, on the concepts of transition and transformation. How do we educate a skilled workforce, sensitive professionals and responsive citizens who are able not only to cope with change but also to adopt required roles as agents of change? How do we prepare students and employees to cope adequately with changes and transitions in their careers and personal lives? The first of this book’s three sections deals with the conceptual and theoretical aspects of transition, transformational processes and human development. It defines these concepts and examines the ways in which educational theory and praxis understand concepts of change and development. The second section presents empirical studies that offer differing perspectives on educational transitions, covering the lifespan from early years education to lifelong learning. The third part of the volume focuses on issues of learning and pedagogy and argues that educational practices should change with the changing world. With numerous concrete examples included in the analysis, and with studies taking a range of forms from personal histories to large-scale surveys, this new book is a major addition to the literature in a field that has key implications for our future. The first of this book’s three sections deals with the conceptual and theoretical aspects of transition, transformational processes and human development. It defines these concepts and examines the ways in which educational theory and praxis understand concepts of change and development. The second section presents empirical studies that offer differing perspectives on educational transitions, covering the lifespan from early years education to lifelong learning. The third part of the volume focuses on issues of learning and pedagogy and argues that educational practices should change with the changing world. With numerous concrete examples included in the analysis, and with studies taking a range of forms from personal histories to large-scale surveys, this new book is a major addition to the literature in a field that has key implications for our future.

Proceedings of the NATO Advanced Research Workshop, held in Volga River, Russia, 24-28 May 2001

Europe Since 1989 charts the development of Europe east and west since the 1989 revolutions. It analyses the emergent European society, the development of a European public sphere, and civil society. Most books on Europe are heavily biased to the West and Europe Since 1989 takes the opposite approach. It argues that the transformation of the postcommunist world has implications for the whole of Europe and explores the interplay between long-term fundamental tendencies and chance events and the possible futures which confront contemporary Europe. With close attention to political, economic and other social transformations, and an appendix which gives special attention to European macro regions (Nordic/Baltic Europe, Mediterranean Europe), it offers a sociology of Europe with a strong interdisciplinary emphasis.

The end of the Cold War revitalised continental philosophy and, more particularly, interest in it from outside philosophy. "After Poststructuralism: Transitions and Transformations" analyses the main developments in continental philosophy between 1980-1995, a time of great upheaval and profound social change. The volume ranges across the birth of postmodernism, the differing traditions of France, Germany and Italy, third generation critical theory, radical democracy, postcolonial philosophy, the turn to ethics, feminist philosophies, the increasing engagement with religion, and the rise of performativity and post-analytic philosophy. Analyses of the major figures are integrated within the discussion. After Poststructuralism reveals how continental philosophy - fuelled by an intense ethical and political desire to reflect changing social and political conditions - responded to the changing world and to the key issues of the time, notably globalisation, technology and ethnicity.

Environmental Transitions is a detailed and comprehensive account of the environmental changes in Central and Eastern Europe, both under state socialism and during the period of transition to capitalism. The change in politics in the late 1980s and early 1990s allowed an opportunity for a rapid environmental clean up, in an area once considered one of the most environmentally devastated regions on earth. The book illustrates how transformations after 1989 have brought major environmental improvements, as well as new environmental problems. It shows how environmental policy, economic change and popular support for environmental movements, have specific and changing geographies associated with them. Environmental Transitions addresses a large number of topics, including the historical geographical analysis of the environmental change, health impacts of environmental degradation, the role of environmental issues during the anti-communist revolutions, legislative reform and the effects of transition on environmental quality after 1989. Environmental Transitions contains detailed case studies from the region, which illustrate the complexity of environmental issues and their intimate relationship with political and economic realities. It gives theoretically informed ideas for understanding environmental change in the context of the political economy of state socialism and post-communist transformations, drawing on a wide body of literature from West, Central and Eastern Europe.

This open access book develops a framework for advancing agroecology transformations focusing on power, politics and governance. It explores the potential of agroecology as a sustainable and socially just alternative to today’s dominant food regime. Agroecology is an ecological approach to farming that addresses climate change and biodiversity loss while contributing to the Sustainable Development Goals. Agroecology transformations represent a challenge to the power of corporations in controlling food system and a rejection of the industrial food systems that are at the root of many social and ecological ills. In this book the authors analyse the conditions that enable and disable agroecology’s potential and present six ‘domains of transformation’ where it comes into conflict with the dominant food system. They argue that food sovereignty, community-self organization and a shift to bottom-up governance are critical for the transformation to a socially just and ecologically viable food system. This book will be a valuable resource to researchers, students, policy makers and professionals across multidisciplinary areas including in the fields of food politics, international development, sustainability and resilience.