How can we reimagine the relationship between academia and activism to provide new opportunities for social change?
Based on an ethnography with an anti-violence feminist collective, this vibrant and vital book develops an interdisciplinary approach to activism and activist research, helping us reimagine the role of scholarship in the fight against social inequality.
With its reflections on novel tools that can be utilized in the fight for social justice, this book will be a valuable resource for academics in critical management studies, sociology, gender studies, and social work as well as practitioners and policymakers across the social services sector.
95 SIX Social work academics and policy in Israel1 Idit Weiss-Gal and John Gal Israel, established in 1948, is a small country in the Middle East with a population of 8.3 million people, nearly 75% of them Jews and just over 20% Arabs, most of whom are Muslims (Israel Central Bureau of Statistics, 21 April 2015). Israel is a liberal democracy but also defines itself as a Jewish state, reflecting that the country was created by the United Nations to provide a safe haven for Jews after the Holocaust. This decision was a result of continuing efforts by the
167 TEN Social work academics and policy in Spain María Asunción Martínez-Román and Miguel Ángel Mateo-Pérez There are very few empirical studies of the level of engagement of social work academics in the creation of social welfare policies in Spain. There are even fewer that approach the topic from a quantitative perspective. This chapter offers an initial descriptive approach to the level of engagement and participation of faculty at schools of social work in Spain in the design, evaluation and implementation of social welfare policies. The chapter is
21 TWO Academic gangland During the past ten or 15 years, the UK has witnessed an increase in street gang culture and the emergence of violent urban street gangs which are active in a small number of urban areas. This phenomenon includes recent changes in gang composition (increased organisation with ever-younger affiliates staying in the gang longer), (Pitts, 2008b; Densley, 2013), presentation (links to the drug economy and so- called ‘postcode beefs’) (Pitts, 2008b; Densley, 2013) and a concurrent upswing of serious and seemingly chaotic gang
Key messages Over the past decade, police–academic partnerships have developed considerably in scope and size. This process has been spurred on by shifting attitudes towards research in the police and academy. However, these partnerships are largely confined to a select few countries in the Global North. They are also rendered ‘fragile’ by issues relating to culture, funding and sustainability. Introduction and background The increasing prominence of police–academic partnerships over recent years has caught the attention of criminologists who
433© The Policy Press • 2012 • ISSN 1744 2648 Evidence & Policy • vol 8 • no 4 • 2012 • 433–53 • http://dx.doi.org/10.1332/174426412X660098 Key words research utilisation • knowledge transfer • research collaborations • academics Perspectives of academic social scientists on knowledge transfer and research collaborations: a cross-sectional survey of Australian academics Adrian Cherney, Brian Head, Paul Boreham, Jenny Povey and Michele Ferguson This paper reports results from a survey of academic social scientists in Australian universities on their research
279 nineteen Academics and policy analysis: tension between epistemic and practical concerns renate Mayntz introduction In the modern so-called ‘knowledge society’, the state is expected to act rationally in the pursuit of its tasks (Voßkuhle, 2008). This implies, among other things, that public policy decisions must be based on the best available knowledge. What is needed is both descriptive knowledge of given situations, including statistical data, and theoretical knowledge of causal relations – knowledge needed to identify the causes of a problem and to
Introduction Academic staff are critical to the HE system, contributing both original knowledge and scholarship to schools of thought and subjects of study. The role of academic staff has changed considerably with them now engaged in governance, lead roles, publishing, delivering research and teaching excellence, conferences and curriculum development, among a few areas ( Graham, 2015 ). This chapter explores the different aspects of academic staff experience. Despite various policy changes and anti-racism frameworks in many HEIs, systemic institutional
