Cultural Competency for Public Administrators
Cultural Competency for Public Administrators

Author: Kristen A. Norman-Major

Publisher: Routledge

Published: 2014-12-17

Total Pages: 524

ISBN-13: 1317473531

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With a focus on a broad spectrum of topics--race, ethnicity, gender, disability, and sexual orientation at the federal, tribal, state, and local levels--this book equips readers to better understand the complex, real-world challenges public administrators confront in serving an increasingly diverse society. The book's main themes include: What is cultural competency and why is it important? Building culturally competent public agencies; Culturally competent public policy; Building culturally competent public servants; How do agencies assess their cultural competency and what is enough? PA scholars will appreciate the attention given to the role of cultural competency in program accreditation, and to educational approaches to deliver essential instruction on this important topic. Practitioners will value the array of examples that reflect many of the common trade offs public administrators face when trying to deliver comprehensive programs and services within a context of fiscal realities.

Education, Dominance and Identity
Education, Dominance and Identity

Author: Diane B. Napier

Publisher: Springer Science & Business Media

Published: 2013-02-11

Total Pages: 242

ISBN-13: 9462091250

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This volume is a collection of research cases illustrating the interrelationships among education, dominance and identity in historical- and contemporary contexts. The cases reflect particular ways in which local-, group, and indigenous identities have been affected by a dominant discourse, how education can support or undermine identity, and how languages (including dominant and sub-dominant languages) and the language of instruction in schools are at the centre of challenges to hegemony and domination in many situations. Examining the issues in their research, the contributors reveal how members of minority-, disadvantaged-, or dominated groups (and the teachers and parents of children in their schools) struggle for recognition, for education in their own language, for acceptance within larger society, or for recognition of the validity of their responses to reform initiatives and policies that address a wider agenda but that fail to take into account key factors such as perceptions and subaltern status. Collectively, the chapters document research employing a variety of methodological approaches and theoretical perspectives, illustrating an array of universal and global issues in the field of comparative and international education. However, each of the cases its own unique character, as research findings and as personal reflections based on the authors’ experiential knowledge in particular social, cultural and political contexts. The contexts and regional settings include Chile, Canada, the United States, Hungary and elsewhere in East-Central Europe, France, Germany, Spain, Malaysia, Tanzania, South Africa, Cyprus, Tunisia, Egypt, Iran and elsewhere in the Middle East.

Food for All
Food for All

Author: Uma Lele

Publisher: Oxford University Press

Published: 2021-10-19

Total Pages: 1063

ISBN-13: 0198755171

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This book is a historical review of international food and agriculture since the founding of the international organizations following the Second World War, including the World Bank and the Food and Agriculture Organization of the United Nations (FAO), the World Food Programme (WFP) and into the 1970s, when CGIAR was established and the International Fund for Agricultural Development (IFAD) was created to recycle petrodollars. Despite numerous international consultations and an increased number of actors, there has been no real growth in international assistance, except for the work of the Bill and Melinda Gates Foundation. The book concurrently focuses on the structural transformation of developing countries in Asia and Africa, with some making great strides in small farmer development and in achieving structural transformation of their economies. Some have also achieved Sustainable Development Goals (SDGs), particularly SDG2, but most have not. Not only are some countries, particularly in South Asia and sub-Saharan Africa, lagging behind, but they face new challenges of climate change, competition from emerging countries, population pressure, urbanization, environmental decay, and dietary transition. Lagging developing countries need huge investments in human capital, and physical and institutional infrastructure, to take advantage of rapid change in technologies, but the role of international assistance in financial transfers has diminished. The COVID-19 pandemic has not only set many poorer countries back but starkly revealed the weaknesses of past strategies. Transformative changes are needed in developing countries with international cooperation to achieve better outcomes. Will change in the United States bring new opportunities for multilateral cooperation?"--

Doing Museology Differently
Doing Museology Differently

Author: Duncan Grewcock

Publisher: Routledge

Published: 2013-09-05

Total Pages: 308

ISBN-13: 1136274960

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One might believe that museum studies is a stable field of academic inquiry based on a set of familiar institutional forms and functions. But as institutions museums have never been stable or singular, and neither has the discipline of museum studies. Museum studies as a field of academic inquiry has received little critical attention. One result of this neglect has arguably been a lack of invention in museum studies; another is the distancing of academic museum studies from museum practice. Doing Museology Differently charts a different course. A critical‐creative reflection on academic practice, the book takes the form of a narrative account of museological fieldwork. A research story unfolds, challenging academic conventions at the level of its own presentation: the book combines critical museum visiting with an autobiographical voice. The identification of a previously underexplored interdisciplinary space leads the author to experiment with museum studies using contemporary developments in the theory and practice of human geography. The new approaches to museological research and representation that emerge from this unique inquiry challenge assumed institutional and intellectual boundaries and act as a call to further creative experimentation.