David J Francis – författare

Throughout the authors encourage the reader to explore the social world at first hand, beginning with the immediate family context and then moving out into the public realm and organizational life. Examples of observational analysis are given with reference to topic areas such as family life, education, medicine, crime and deviance, and the reader is shown how to conduct their own inquiries, using methods and materials that are readily and ordinarily available.

Drawing on both original material and published studies, Francis and Hester demonstrate how observational sociology can be carried out with an attention to detail typically overlooked by more traditional ethonographic approaches.

This book outlines the construction, interpretations and understanding of US strategy towards Africa in the early twenty-first century.

No single issue or event in the recent decades in Africa has provoked so much controversy and unified hostility and opposition as the announcement by former President George W. Bush of the establishment of the United Stated Africa Command – AFRICOM. The intensity and sheer scale of the unprecedented unity of opposition to AFRICOM across Africa surprised many experts and lead them to ask why such a hostile reaction occurred.

This book explores the conception of AFRICOM and the subsequent reaction in two ways. Firstly, the contributors critically engage with the creation and global imperatives for the establishment of AFRICOM and present an analytical outline of African security in relation to and within the context of the history of US foreign and security policy approaches to Africa. Secondly, the book has original chapter contributions by some of the key actors involved in the development and implementation of the AFRICOM project including Theresa Whelan, the former US Deputy Assistant Secretary for African Affairs. This is not only an attempt to contribute to the academic and policy-relevant debates based on the views of those who are intimately involved in the design and implementation of the AFRICOM project but also to show, in their own words, that ‘America has no clandestine agenda for Africa’.

This book will be of interest to students of US foreign policy/national security, strategic studies, international security and African politics.

David J. Francis is Chair of African Peace & Conflict Studies in the Department of Peace Studies at the University of Bradford.

This book outlines the construction, interpretations and understanding of US strategy towards Africa in the early twenty-first century.

No single issue or event in the recent decades in Africa has provoked so much controversy and unified hostility and opposition as the announcement by former President George W. Bush of the establishment of the United Stated Africa Command – AFRICOM. The intensity and sheer scale of the unprecedented unity of opposition to AFRICOM across Africa surprised many experts and lead them to ask why such a hostile reaction occurred.

This book explores the conception of AFRICOM and the subsequent reaction in two ways. Firstly, the contributors critically engage with the creation and global imperatives for the establishment of AFRICOM and present an analytical outline of African security in relation to and within the context of the history of US foreign and security policy approaches to Africa. Secondly, the book has original chapter contributions by some of the key actors involved in the development and implementation of the AFRICOM project including Theresa Whelan, the former US Deputy Assistant Secretary for African Affairs. This is not only an attempt to contribute to the academic and policy-relevant debates based on the views of those who are intimately involved in the design and implementation of the AFRICOM project but also to show, in their own words, that ‘America has no clandestine agenda for Africa’.

This book will be of interest to students of US foreign policy/national security, strategic studies, international security and African politics.

David J. Francis is Chair of African Peace & Conflict Studies in the Department of Peace Studies at the University of Bradford.

This book brings together the most current thinking and research on educator stress and how education systems can support quality teachers and quality education. It adopts an occupational health perspective to examine the problem of educator stress and presents theory-driven intervention strategies to reduce stress load and support educator resilience and healthy school organizations. The book provides an international perspective on key challenges facing educators such as teacher stress, teacher retention, training effective teachers, teacher accountability, cyber-bullying in schools, and developing healthy school systems. Divided into four parts, the book starts out by introducing and defining the problem of educator stress internationally and examining educator stress in the context of school, education system, and education policy factors. Part I includes chapters on educator mental health and well-being, stress-related biological vulnerabilities, the relation of stress to teaching self-efficacy, turnover in charter schools, and the role of culture in educator stress. Part II reviews the main conceptual models that explain educator stress while applying an occupational health framework to education contexts which stresses the role of organizational factors, including work organization and work practices. It ends with a proposal of a dynamic integrative theory of educator stress, which highlights the changing nature of educator stress with time and context. Part III starts with the definition of what constitute healthy school organizations as a backdrop to the following chapters which review the application of occupational health psychology theories and intervention approaches to reducing educator stress, promoting teacher resources and developing healthy school systems. Chapters include interventions at the individual, individual-organizational interface and organizational levels. Part III ends with a chapter addressing cyber-bullying, a new challenge affecting schools and teachers. Part IV discusses the implications for research, practice and policy in education, including teacher training and development. In addition, it presents a review of methodological issues facing researchers on educator stress and identifies future trends for research on this topic, including the use of ecological momentary assessment in educator stress research. The editors’ concluding comments reflect upon the application of an occupational health perspective to advance research, practice and policy directed at reducing stress in educators, and promoting teacher and school well-being.