137 EIGHT social capital, diversity and inclusion: lessons from one primary school Rowena Arshad and Susan Maclennan Many have written about the possibilities and limitations of social capital as a concept (Garmanikow and Green, 1999; Dika and Singh, 2002; Smyth, 2004). Some suggest that the term is so ubiquitous that it is now not clear if the concept is an ‘analytical tool or a clingfilm wrap’ (Schuller, 1999; Shucksmith, 2000) and it is difficult to distinguish between what is meaningful and what is nonsense (Garmanikow and Green 1999). However, social
accepts different approaches, styles, perspectives and experiences, so all can reach their potential and result in enhanced organizational success’ ( Winters, 2014 , p 206). This work demands answers to pressing questions: how do universities create an inclusive environment? How do we transform our institutions? This chapter examines a collaborative workshop designed to mobilize knowledge about ‘doing diversity and inclusion’ that was organized jointly by the University of Guelph, Canada, and Bremen University, Germany, two institutions with a long-standing strategic
In 2019, I interviewed Josh, a senior leader in a financial services institution who had been working in the City for over 30 years. When I asked him about its record for diversity and inclusion he expressed deep disillusion and asked me a question in return: “I don’t know, I mean we’ve been doing it for years. I can’t say that it’s had much success. It’s baffling really when you think how much we’ve spent on it. What do you think we’re doing wrong?” Josh was not alone. In my conversations with City workers over the last ten years, many others have complained
Why does the City of London, despite an apparent commitment to recruitment and progression based on objective merit within its hiring practices, continue to reproduce the status quo?
Written by a leading expert on diversity and elite professions, this book examines issues of equality in the City, what its practitioners say in public, and what they think behind closed doors.
Drawing on research, interviews, practitioner literature and internal reports, it argues that hiring practices in the City are highly discriminating in favour of a narrow pool of affluent applicants, and future progress may only be achieved by the state taking a greater role in organisational life. It calls for a policy shift at both the organisational and governmental level to the implications of widening inequality in the UK.
Affirmative action in US college admissions has inspired fierce debate as well as several US Supreme Court cases. In this significant study, leading US professors J. Scott Carter and Cameron D. Lippard provide an in-depth examination of the issue using sociological, policy and legal perspectives to frame both pro- and anti-affirmative action arguments, within past and present Supreme Court cases.
With affirmative action policy under constant attack, this is a crucial book that not only explains the state of this policy but also further deconstructs the state of race and racism in American society today.
This book presents a crisis of religion and belief literacy to which education at every level is challenged to respond.
As understanding different religions, beliefs and influences becomes increasingly important, it fills a gap for a resource in bringing together the debates around religious literacy, from theoretical approaches to teaching and policy.
This timely publication provides a clear pathway for engaging well with religion and belief diversity in public and shared settings.
Despite progress, the Western higher education system is still largely dominated by scholars from the privileged classes of the Global North. This book presents examples of efforts to diversify points of view, include previously excluded people, and decolonize curricula.
What has worked? What hasn’t? What further visions do we need? How can we bring about a more democratic and just academic life for all?
Written by scholars from different disciplines, countries, and backgrounds, this book offers an internationally relevant, practical guide to ‘doing diversity’ in the social sciences and humanities and decolonising higher education as a whole.
Social capital, children and young people is about the relationships and networks - social capital - that children and young people have in and out of school.Social capital has become of increasing interest to policy makers but there has been little evidence of how it operates in practice. In this unique collection, the social capital of children and young people, and in one case parents and teachers, is explored in a wide range of formal and informal settings.The contributors to the book, who include academic researchers and educational professionals, provide in-depth accounts of social capital being developed and used by children and young people. They offer critical reflections on the significance of social capital and on the experiences of researching the social capital of sometimes vulnerable people.This book is essential reading for anyone concerned with how children and young people get along, get by and get on.
Digital media technologies have enabled some LGBTQ individuals and communities to successfully organise for basic rights and justice. But these technologies can also present risks, such as online and in-person harassment and assault, and unsettled standards of privacy and consent.
Justin Ellis provides new insights on LGBTQ identity formation through social media networks and platform biometrics. Drawing on debate over gender, procreation, religion, nationalism and tech-regulation, he considers the effects of surveillance technologies on LGBTQ agency. In doing so, he brings an interdisciplinary ‘digiqueer’ perspective to negotiations of LGBTQ identity through case studies of digital harms from case law, parliamentary debates, social and mainstream media and LGBTQ-tech advocacy.
This accessible book introduces the key concepts and theoretical developments of queer criminology and explains what they mean for modern criminal justice frameworks and practitioners.
The book sets out experiences of the LGBTQ+ population as victims, offenders and professionals in legal systems in the US and internationally and explores what they mean for elements of those systems including police, courts, corrections and victims’ services. It is both a useful reference point for academics, students and professionals and a guide to how queer criminology can be theoretically applied and practically implemented in the worlds of policing, courts, corrections, and victims’ services.