Catherine Earl – författare

Contrary to common representations of the situation of older workers, the data reveal how workplaces can be seen as relatively benign, and retirement viewed positively. It contributes to academic debate regarding identity, purpose and meaning in later life, identifying challenges for work-focused public policy.

Students and scholars of human resource management, sociology, gerontology and social policy will appreciate the extension of understanding older women’s life course trajectories that the book offers. Public policy-makers will benefit from the different representations of older women in the book, and the identification of where they would benefit from policy changes.

Cognisant of the diversity of ageing populations, the Research Handbook on Inequalities in Later Life outlines ways of rebalancing public policy agendas to consider older persons’ ideas and experiences. Throughout the chapters, experts present thought-provoking insights on ageing in the context of the community and the individual by delving into international case studies. They cover a wide range of issues, including employment, gender, wealth, housing, the ageing body, sexuality, indigenous populations, disability, technology, morbidity and mortality. Presenting a progressive framework that prioritises wellbeing as a public good, the Handbook highlights the importance of social connectedness, older people’s advocacy, and further research into the meaning of successful and active ageing.

Comprehensive in scope, this stimulating Research Handbook will be invaluable for scholars of gerontology, sociology, anthropology, development studies, comparative social policy, health, labour policy and public policy. It will also be of benefit to policymakers and practitioners in advocacy organisations.

This book gathers a diverse set of empirical research chapters from practitioners in the higher education sector in Vietnam to explore the effects of higher education reform on university learning and teaching from the point of view of the classroom educators. Through action research, reflective practice, and other qualitative methods, the book investigates the transformations of learning and teaching practice from top-down to bottom-up, teacher-centred to student-centred, curriculum-oriented to skills-based, institutionally directed to partner integrated, and co-designed approaches. In doing so, the book challenges a rethinking of Vietnamese higher education. It reveals the ingredients for transformative education and calls for educators to be empowered with support, resources, and trust. Drawing on a broad range of disciplinary backgrounds about Vietnam’s university reforms, it is highly relevant to social anthropologists, educational specialists, and policymakers working in higher education reform, not only in Vietnam and other Southeast Asian contexts, but globally.