Alexander Hensby – författare

Clear, concise and easy to read, thisbook explores key debates around global studies today. It examines the processes and dynamics of globalization that impact on our modern world through clear explanations of complex theories. The book: presents 8 key models of global change brings together the ways in which sociology, politics and economics think about global studies covers a diverse range of major theorists in the field, from Giddens to Huntington, from Wallerstein to Fukuyama brings to life contemporary issues, including the global financial crisis and the war on terror Theorizing Global Studies is essential reading for all students of Sociology, Politics, International Relations and Global Studies.      

Clear, concise and easy to read, thisbook explores key debates around global studies today. It examines the processes and dynamics of globalization that impact on our modern world through clear explanations of complex theories. The book:- Presents 8 key models of global change- Brings together the ways in which sociology, politics and economics think about global studies- Covers a diverse range of major theorists in the field, from Giddens to Huntington, from Wallerstein to Fukuyama- Brings to life contemporary issues, including the global financial crisis and the war on terrorTheorizing Global Studies is essential reading for all students of Sociology, Politics, International Relations and Global Studies.

Clear, concise and easy to read, thisbook explores key debates around global studies today. It examines the processes and dynamics of globalization that impact on our modern world through clear explanations of complex theories. The book:- Presents 8 key models of global change- Brings together the ways in which sociology, politics and economics think about global studies- Covers a diverse range of major theorists in the field, from Giddens to Huntington, from Wallerstein to Fukuyama- Brings to life contemporary issues, including the global financial crisis and the war on terrorTheorizing Global Studies is essential reading for all students of Sociology, Politics, International Relations and Global Studies.

Why might some students convert their political interests into activism when others do not? There is a strong need to understand the changing dynamics of contemporary youth participation: how they engage, what repertoires are considered efficacious, and their motivations to get involved.This book uses the 2010/11 UK student protests against fees and cuts as a case study for analysing some of the key paths and barriers to political participation today. These paths and barriers – which include an individual’s family socialisation, network positioning, and group identification (and dis-identification) – help us explain why some people convert their political sympathies and interests into action, and why others do not. Drawing on an original survey dataset of students, the book shows how and why students responded in the way that they did, whether by occupying buildings, joining marches, signing petitions, or not participating at all. Considering this in the context of other student movements across the globe, the book’s combination of quantitative and qualitative methods, and its theoretical contribution provide a more holistic picture of student protest than is found in existing studies.

Why might some students convert their political interests into activism when others do not? There is a strong need to understand the changing dynamics of contemporary youth participation: how they engage, what repertoires are considered efficacious, and their motivations to get involved.This book uses the 2010/11 UK student protests against fees and cuts as a case study for analysing some of the key paths and barriers to political participation today. These paths and barriers – which include an individual’s family socialisation, network positioning, and group identification (and dis-identification) – help us explain why some people convert their political sympathies and interests into action, and why others do not. Drawing on an original survey dataset of students, the book shows how and why students responded in the way that they did, whether by occupying buildings, joining marches, signing petitions, or not participating at all. Considering this in the context of other student movements across the globe, the book’s combination of quantitative and qualitative methods, and its theoretical contribution provide a more holistic picture of student protest than is found in existing studies.

Why might some students convert their political interests into activism when others do not? There is a strong need to understand the changing dynamics of contemporary youth participation: how they engage, what repertoires are considered efficacious, and their motivations to get involved.This book uses the 2010/11 UK student protests against fees and cuts as a case study for analysing some of the key paths and barriers to political participation today. These paths and barriers – which include an individual’s family socialisation, network positioning, and group identification (and dis-identification) – help us explain why some people convert their political sympathies and interests into action, and why others do not. Drawing on an original survey dataset of students, the book shows how and why students responded in the way that they did, whether by occupying buildings, joining marches, signing petitions, or not participating at all. Considering this in the context of other student movements across the globe, the book’s combination of quantitative and qualitative methods, and its theoretical contribution provide a more holistic picture of student protest than is found in existing studies.

This open access book examines the structural and cultural factors that explain the persistence of an attainment gap between white and Black, Asian, and Minority Ethnic (BAME) students in UK universities. So-called ‘deficit’ approaches have long represented the orthodoxy in higher education strategy-making, yet they overlook the structural and institutional factors that reproduce attainment gaps. Whereas students already in possession of the right ‘academic capital’ are made to feel validated and empowered in their learning, BAME students – particularly those from working class backgrounds – may feel marginalised by dominant hierarchical cultures on campus.This book provides an important and unique contribution to the study of racial equity in higher education. Its chapters provide a breadth and depth of analyses which help explain the roots of the attainment gap, while offering reflections and commentaries on the necessary steps that universities must take in order to ensure equityfor students from all backgrounds.This book is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.