Research
You will find a complete range of our monographs, muti-authored and edited works including peer-reviewed, original scholarly research across the social sciences and aligned disciplines. We publish long and short form research and you can browse the complete Bristol University Press and Policy Press archive.
Policy Press also publishes policy reviews and polemic work which aim to challenge policy and practice in certain fields. These books have a practitioner in mind and are practical, accessible in style, as well as being academically sound and referenced.
Books: Research
You are looking at 1 - 7 of 7 items for :
- Type: Book x
- Development Politics x
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Bringing concepts from critical transitional justice and peacebuilding into dialogue with education, this book examines the challenges youth and their teachers face in the post-conflict settings of Bougainville and Solomon Islands.
Youth in these places must reconcile with the violent past of their parents’ generation while also learning how to live with people once on opposing ‘sides.’ This book traces how students and their teachers form connections to the past and each other that cut through the forces that might divide them. The findings illustrate novel ways to think about the potential for education to assist post-conflict recovery.
Trajectories of Governance studies the complex dynamics of order-making, violence and governance in peripheral cities in Latin America from a comparative, historical, and multi-scalar approach.
This book aims to discover more about the drivers, contexts, and uneven levels of violence through the case studies of Chalatenango and Sonsonate in El Salvador and Pereira and Tunja in Colombia.
Based on a multidisciplinary analytical framework, Trajectories of Governance explains why and how some peripheral cities have become the locus of violent orders, whereas others have managed to control violence, and to examine the role of violence in the workings of local governance.
This short book aims to provide a decolonial critique of dominant global agendas concerning teacher professionalism and to propose new understanding based on the perspectives and experiences of a sample of teachers in Colombia, Ethiopia, India, Rwanda and Tanzania. The book opens by setting out dominant conceptions of teacher professionalism as they appear in the global literature. It then uses Ndlovu-Gatsheni’s three dimensions of coloniality (namely, the coloniality of power, of knowledge and of being) as a framework for considering the legacy of colonialism on teacher professionalism and setting out teachers’ ideas concerning the barriers to and affordances of their professionalism. The main arguments advanced in the book are that a decolonial lens is helpful for contextualizing the perspectives of teachers in the global South; the lived experiences and material conditions of these teachers are often neglected in dominant discourses; it is important to situate the perspectives of teachers in an understanding of local contexts and realities; and, in contrast to deficit discourses that predominate in the global literature, there is much that can be learned about teacher professionalism from teachers in the global South.
Rooted in an international political economy theoretical framework, this book provides unique insights into the global forces and local responses that are shaping education systems in Central America and the Latin Caribbean (CALC).
The book covers all Spanish-speaking countries of the CALC region and examines the effects of macro-economic pressures, geopolitical intervention, neo-colonial relationships, global pandemics, transnational gang networks, and the influence of international organizations. Chapters analyse the challenges and opportunities these global forces present to education systems in the region as well as highlighting the local efforts to address, mitigate, and counteract them. In doing so, the book illuminates how education can contribute to either maintaining or challenging inequalities and exclusion in the face of pressures from the global to local levels.
This book combines assemblage theory and policy mobilities to inform the study of comparative and international education (CIE), focusing on education policy and how such policy moves are enacted.
These approaches challenge taken-for-granted and universalizing concepts in policy research and policy work in CIE such as the nation-state, policy making/policy enactment, global/local, Global North/Global South and highlight how policy is contingent on emerging through complex relations between people and places.
Using illustrative cases and vignettes drawn from research and practice in CIE and education development, the book demonstrates how these ideas can be used in the analysis of policy and the application of this approach in real life.
Poverty in India is intimately connected with caste, untouchability, colonialism and indentured servitude, inseparable from the international experience of slavery and race.
Focusing on historical and modern practices, this book goes beyond traditional economic approaches to poverty and demonstrates its genesis in exclusion, isolation, domination and extraction resulting in the removal of human and economic rights. Examining cash and assets transfers and enhancement of women’s rights, primary health and education, it scrutinizes inadequacies in compensatory policies for redressing the balance.
This is an original interdisciplinary contribution that offers bold domestic and international policies anchored in human radicalism to eradicate poverty.
India will soon be the world’s most populated country and its political development will shape the world of the 21st century. Yet Hindu Nationalism – at the helm of contemporary Indian politics – is not well understood outside of India, and its links to the global neoliberal trajectory have not been much explored.
This important book shows for the first time why it is education, not a failed political system, that led to the rise of Modi and the right-wing nationalist ideology of Hindutva. It provides in depth insight into contemporary Indian politics and wider societal acceptance of India’s Hindu nationalist trajectory, as well as examining the role of class.
The first five years of Modi rule failed to bring about the development that had been promised and have seen India’s rapid change from a largely inclusive society to one where minorities are denied their basic rights.
