Becky Shelley – författare

Democratic Development in East Asia explores an important but neglected topic in the literature on democratization in East Asia: the international dimension of democratization. It presents a coherent and comprehensive analysis of the impact of external political, economic and cultural factors on China, South Korea and Taiwan's political development since World War II. The author analyzes the circumstances under which the international context affects domestic actors' choice of political institutions and actions and concentrates on a selection of key international structures and actors that make up this complex picture. Shelley also examines the international political economy, aspects of the United Nations system, diffuse cultural factors and processes, democracy movements, and a number of international non-government organizations.

Democratic Development in East Asia explores an important but neglected topic in the literature on democratization in East Asia: the international dimension of democratization. It presents a coherent and comprehensive analysis of the impact of external political, economic and cultural factors on China, South Korea and Taiwan''s political development since World War II. The author analyzes the circumstances under which the international context affects domestic actors'' choice of political institutions and actions and concentrates on a selection of key international structures and actors that make up this complex picture. Shelley also examines the international political economy, aspects of the United Nations system, diffuse cultural factors and processes, democracy movements, and a number of international non-government organizations.

Democratic Development in East Asia explores an important but neglected topic in the literature on democratization in East Asia: the international dimension of democratization. It presents a coherent and comprehensive analysis of the impact of external political, economic and cultural factors on China, South Korea and Taiwan''s political development since World War II. The author analyzes the circumstances under which the international context affects domestic actors'' choice of political institutions and actions and concentrates on a selection of key international structures and actors that make up this complex picture. Shelley also examines the international political economy, aspects of the United Nations system, diffuse cultural factors and processes, democracy movements, and a number of international non-government organizations.

This book examines how educational equity is affected during crises – specifically the COVID-19 pandemic. Three key concerns emerge for children’s and young people’s education: material needs, emotional wellbeing, and access to learning. The evidence highlights how pre-existing educational inequalities were exacerbated as well as altered during the global pandemic. Critical reviews of educational vulnerability and of significant crises over the past century provide the book’s foundation. Then, drawing on empirical research from Australia and extensive analysis of international documentation, the book demonstrates significant detriments that pandemic responses caused to formal learning and the broader support role of schools and also addresses promising educational innovations. The book is important not only for scholars in education, but also for practitioners and governments to inform how to better support learning as well as material and emotional wellbeing during and after crises, especially for children and young people experiencing disadvantage.

This book examines how educational equity is affected during crises – specifically the COVID-19 pandemic. Three key concerns emerge for children’s and young people’s education: material needs, emotional wellbeing, and access to learning. The evidence highlights how pre-existing educational inequalities were exacerbated as well as altered during the global pandemic. Critical reviews of educational vulnerability and of significant crises over the past century provide the book’s foundation. Then, drawing on empirical research from Australia and extensive analysis of international documentation, the book demonstrates significant detriments that pandemic responses caused to formal learning and the broader support role of schools and also addresses promising educational innovations. The book is important not only for scholars in education, but also for practitioners and governments to inform how to better support learning as well as material and emotional wellbeing during and after crises, especially for children and young people experiencing disadvantage.

The transformative power of education is widely recognised. Yet, harnessing the transformative power of education is complex for exactly those people and communities who would benefit the most. Much scholarship is available describing the ways in which educational access, opportunity and outcomes are unequally distributed; and much scholarship is dedicated to analysing and critiquing the ‘problems’ of education.This volume gratefully builds on such analysis, to take a more constructive stance: examining how to better enable education to fulfil its promise of transforming lives. Harnessing the Transformative Power of Education returns overall to a broader language of educational change rather than reduce our sense of scale and scope of ‘transformation’ to what might be measured in or by schools. It offers a series of practical, local but system wide and socially responsible practices, policies and analyses to support the ways that education can work at its best. The projects described here vary in scale and scope but are rooted in a wider sense of community and social responsibility so that education is considered as a necessary sustainable process to ensure productive futures for all.Its contributors include not only scholars, but also professional experts and young people. The book’s aim is to share and advance authentic possibilities for enabling all children and young people to flourish through the transformative power of education.

The transformative power of education is widely recognised. Yet, harnessing the transformative power of education is complex for exactly those people and communities who would benefit the most. Much scholarship is available describing the ways in which educational access, opportunity and outcomes are unequally distributed; and much scholarship is dedicated to analysing and critiquing the ‘problems’ of education.This volume gratefully builds on such analysis, to take a more constructive stance: examining how to better enable education to fulfil its promise of transforming lives. Harnessing the Transformative Power of Education returns overall to a broader language of educational change rather than reduce our sense of scale and scope of ‘transformation’ to what might be measured in or by schools. It offers a series of practical, local but system wide and socially responsible practices, policies and analyses to support the ways that education can work at its best. The projects described here vary in scale and scope but are rooted in a wider sense of community and social responsibility so that education is considered as a necessary sustainable process to ensure productive futures for all.Its contributors include not only scholars, but also professional experts and young people. The book’s aim is to share and advance authentic possibilities for enabling all children and young people to flourish through the transformative power of education.