Concepts of Europe in Intercultural Teacher Education and Training

At a time when teacher education is under close scrutiny across Europe, this article attempt to examine some of the intercultural elements within this key area of education. A principle focus is the conceptualisation of terms such as Europe and European where the argument is made that the use of such terms is deeply ideological and deserves close scrutiny. Following a brief examination of the crucial position of migration in Europe and the social policies consequent upon it, the article end with an account of practice in an English teacher training institution that attempts to utilise some of the conceptual frameworks outlined in this article.     

Teacher Training with a View Towards Developing Favourable Attitudes Regarding Intercultural Education and Cultural Diversity

An analysis of Spanish multiculturalism, together with the lack of systematic teacher training in the area of intercultural education, a fact which was revealed by a review of the educational programmes and strategies developed in our country, has led us to propose a training course which improves the attitudes of teachers and educators towards intercultural education and the ever‐growing cultural diversity in our country. The study, carried out using a quasi‐experimental methodology and based on the Theory of Reasoned Action, revealed that this type of training programme favours a positive predisposition in teachers towards the development of intercultural programmes in schools, a fundamental element in promoting a further dissemination of this particular focus throughout the whole of the educational system.     

Intercultural Education in the United States of America and Europe: some parallels and convergences in research and policy

This article considers intercultural education in the United States and Europe from the perspective of both policy initiatives and research traditions. It considers the relevance of the categories of nation and nationalism in both contexts. It notes the educational structures which serve to disadvantage most those already most disadvantaged. It concludes by examining the possible convergence of postmodernist critiques and black studies. In this respect it emphasises what policy makers and researchers into intercultural education in each context can learn from each other.     

Contracting-Out in the United Kingdom

Abstract

Contracting-out was introduced in the United Kingdom in 1978 as part of the arrangements for the State Earnings-Related Pension Scheme (SERPS) in order to avoid duplication with the existing well-developed defined benefit occupational pension plan sector. Members and sponsors of contracted-out schemes were able to save on their social security contributions in recognition of the fact that they were accruing equivalent benefits through an occupational pension plan. Later on this concept was extended to those with individual money purchase pension plans. This article considers a brief history of contracting-out, the principles of contracting-out, some problems associated with contracting-out, the implications of the introduction of stakeholder pensions and State Second Pension, and the latest rebate review and rebate orders. It examines how U.K. pensions policy since 1978 has been based on a partnership between social security and private pension plans.     

Business and politics in the United States and United Kingdom

Theory and Society - A central objective of the business mobilization of the late 1970s and early 1980s in both the United States and Great Britain was to restore company profits to levels of an...     

Ensuring the best interest of the child in intercountry adoption practice: case studies from the United Kingdom and the United States.

Each year, thousands of children who cross international borders are destined for homes with adoptive families. For most, this journey from their homeland brings them to loving new homes where they will thrive and prosper. For others, the journey is hazardous and the destination uncertain.     

Elder abuse in the United Kingdom

In recent years there has been an increased emphasis on violence and abuse within society generally. Following a focus in the United Kingdom (UK) on child abuse in the 1970s and domestic violence in the 1980s, in the 1990s the abuse and neglect of older people began to elicit concern. The initial focus of interest was of situations arising in the domestic setting. More recently, however, much needed attention has shifted to situations involving institutional settings. This paper will discuss abuse and neglect occurring in the UK. It aims to provide a brief overview of the status of current knowledge concerning abuse of older people followed by a discussion of some of the issues relating to the prevention of abuse and neglect from a UK perspective. An exploration of some of the issues involved will contribute to our understanding of abuse and neglect of older people in the UK.     

Elder Abuse in the United Kingdom

ABSTRACT

In recent years there has been an increased emphasis on violence and abuse within society generally. Following a focus in the United Kingdom (UK) on child abuse in the 1970s and domestic violence in the 1980s, in the 1990s the abuse and neglect of older people began to elicit concern. The initial focus of interest was of situations arising in the domestic setting. More recently, however, much needed attention has shifted to situations involving institutional settings. This paper will discuss abuse and neglect occurring in the UK. It aims to provide a brief overview of the status of current knowledge concerning abuse of older people followed by a discussion of some of the issues relating to the prevention of abuse and neglect from a UK perspective. An exploration of some of the issues involved will contribute to our understanding of abuse and neglect of older people in the UK.     

Child welfare in the United Kingdom

This paper sets the context for the subsequent papers by giving an overview of recent changes in legislation and social policy with respect to child welfare in England and Wales, Scotland and Northern Ireland. In England, services for children have been radically affected by the implementation of the Children Act 1989, which has introduced a unifying service to promote the welfare of children at risk, although it leaves a significant gap in supportive provision by excluding child offenders. By contrast, Scotland incorporates juvenile justice within its social work services and has developed a service unique in Europe. As in England and Wales, Scottish services for children are substantially concerned with child protection and the paper gives an exposition of recent developments and proposals for legislative change in this area. The emphasis in Northern Ireland is contained within the context of the ongoing violence which is a day-to-day occurrence within the province. The Irish experience is differently organised from that in other parts of the UK, giving a unique emphasis on voluntary services and a more pronounced use of residential child care. Moves are afoot to introduce amendments to the law which will emphasise working in partnership with parents and separate the disposal of juvenile offenders from other children. The paper ends with a resume of the following papers, linking them to the recent changes in policy and law.     

Out-of-school-hours learning in the United Kingdom

In the United Kingdom, out-of-school-hours learning (OSHL) is incorporated into education policy. This is the story of how demonstration projects, political lobbying, and funding combined with training, youth work, and schools to make such innovation mainstream "across the pond."     

Long-term care: a comparison of policies and services in Israel and the United Kingdom and implications for the United States

The issue of long-term care continues to be a main concern in the United States. As the country wrestles with the development of policies and services, the experiences of Israel, whose system rests upon national insurance, and that of the United Kingdom, which is based on grants to local authorities, can act as valuable teaching aids in the development of programs in the United States. Although both countries focus on community care with virtually universal access, concern over resources is forcing each to target their services increasingly to the most frail. The findings underscore the necessity for accurate planning and adequate resources if services are to meet the needs of the frail elderly population.     

Generosity vs. Altruism: Philanthropy and Charity in the United States and United Kingdom

This paper presents a comparative analysis of giving ethos and behavior in the United States and the United Kingdom, in particular the relationship of giving to civic life. Obvious disparities between the two countries exist when overall levels of giving are considered. In the United States, individual giving as a percentage of gross national or domestic product has consistently hovered around 2% of Gross Domestic Product. By contrast, charitable giving in the United Kingdom has yet to reach 1% of GDP. The paper identifies the differences in giving ethos and behavior in the two countries in relation to the complexity of the differences between the political structures, social attitudes, and the role of charitable giving in the two countries. In particular, the paper postulates a set of models—generosity and altruism—for explaining the differences.     

Young people and social action: youth participation in the United Kingdom and United States

This chapter provides two case studies of projects in the United Kingdom and United States using a social action approach to encourage youth participation and civic engagement. The authors provide a snapshot of U.K. and U.S. policy related to inclusionary practice in youth development work, along with testimony from youth participating in the two community development initiatives. As part of the positive youth development approach, youth inclusion is seen as a key to policy, programs, planning, and practice with young people. Educators, researchers, and practitioners using participatory methodologies have continued to move the youth development field forward. Social action provides a theory and practice that enhances community building, social cohesion, and positive youth development.