Doug Imig – författare

Is the process of European integration shifting the targets of social movements from the national arena to the European Union level? Does the EU remain isolated from the reach of national democratic politics? Or are social movements responding to the transnational issues posed by the European Union, but continuing to do so by treading the traditional pathways of nation-specific contentious politics? Addressing these key but hitherto unexplored questions, this groundbreaking volume explores how European citizens are responding to the growing policymaking power of the EU. The contributors argue that the emergence of a supranational realm of European government offers new opportunities and constraints for domestic social actors. In this new transnational realm, groups such as environmentalists, students, and trade unionists can not only undertake traditional domestic forms of contentious action, but also link together across national borders. At the same time, the volume cautions against rushing to herald a new era of transnational mobilization, as significant barriers remain to launching contentious action in the transnational realm, national governments continue to play a primary role in policymaking before the EU, and tried-and-true routines of collective action and institutions attach citizens to their national political systems.At the heart of the book is a newly developed theoretical framework, which is rigorously tested against the evidence offered by the editors' longitudinal and cross-national database on contentious political action, as well as by a series of sector-specific case studies. The combination of theory and original research will make this an important reference for scholars as well as a valuable supplement in courses on comparative politics, Western Europe, and social movements.

This text offers a comprehensive portfolio of approaches to support young children with refugee backgrounds. It covers trauma-informed pedagogies, transitioning to school, authentic inclusion, play, social and emotional learning, and intergenerational trauma.In early childhood centres around the world, teachers and directors can be uncertain of how to meet the needs of newly arrived children. Based on empirical research in five countries, this book offers insights from early childhood educators who are working hard to support families and young children with refugee and asylum-seeker experiences. It illustrates the link between theory and practice and the importance of developing culturally sensitive classroom strategies to effectively support the emotional and cognitive needs of multilingual, multicultural students whose common experiences may only include displacement, trauma, and loss. Rather than offering a measure for ‘success,’ this book shares the knowledge and experience of practitioners who understand the work and the very particular circumstances of these children’s lives. The authors bring these perspectives together in order to inspire other professionals who face this challenging work, encouraging the reader to reflect, to consider how relevant some of the ideas may be in their own contexts, and to contemplate the principles which allow their professional actions to make a difference.This book is an essential resource for early childhood educators and leaders who want to ‘open the door’ to genuinely inclusive, empathetic, and supportive practice. It will be of great interest to researchers and postgraduate students in the fields of early childhood and primary education.

This text offers a comprehensive portfolio of approaches to support young children with refugee backgrounds. It covers trauma-informed pedagogies, transitioning to school, authentic inclusion, play, social and emotional learning, and intergenerational trauma.In early childhood centres around the world, teachers and directors can be uncertain of how to meet the needs of newly arrived children. Based on empirical research in five countries, this book offers insights from early childhood educators who are working hard to support families and young children with refugee and asylum-seeker experiences. It illustrates the link between theory and practice and the importance of developing culturally sensitive classroom strategies to effectively support the emotional and cognitive needs of multilingual, multicultural students whose common experiences may only include displacement, trauma, and loss. Rather than offering a measure for ‘success,’ this book shares the knowledge and experience of practitioners who understand the work and the very particular circumstances of these children’s lives. The authors bring these perspectives together in order to inspire other professionals who face this challenging work, encouraging the reader to reflect, to consider how relevant some of the ideas may be in their own contexts, and to contemplate the principles which allow their professional actions to make a difference.This book is an essential resource for early childhood educators and leaders who want to ‘open the door’ to genuinely inclusive, empathetic, and supportive practice. It will be of great interest to researchers and postgraduate students in the fields of early childhood and primary education.