Karen Evans – författare

This engaging reader is divided into five sections, mapping the theoretical, empirical, and practical developments that have endeavoured to identify the ways in which gender informs criminology. Issues addressed by the readings include:

Gender and Crime is key reading for students of criminology, criminal justice and gender studies.

First published in 1999, this volume presents arguments which compare two inner-city wards of Salford and look to introduce such a subtlety to the understanding of the management of crime in high crime communities and derive from a longitudinal research study which took place over a two and a half year period. Between 1994 and 1996, researchers based at the University of Salford and the University of Keele embarked on research into two similarly structured neighbourhoods within the city of Salford in the North of England. This research set out to situate an understanding of the risk from and fear of crime in a comparative, urban context – to uncover how people who live, work and go to school in designated ‘high-crime’ areas manage their routine daily lives and construct their own responses to ‘risk of’ and ‘fear of’ crime. The authors go on to highlight the similarities between these wards and other wards with which they have a clear resonance across Britain.

First published in 1999, this volume presents arguments which compare two inner-city wards of Salford and look to introduce such a subtlety to the understanding of the management of crime in high crime communities and derive from a longitudinal research study which took place over a two and a half year period. Between 1994 and 1996, researchers based at the University of Salford and the University of Keele embarked on research into two similarly structured neighbourhoods within the city of Salford in the North of England. This research set out to situate an understanding of the risk from and fear of crime in a comparative, urban context – to uncover how people who live, work and go to school in designated ‘high-crime’ areas manage their routine daily lives and construct their own responses to ‘risk of’ and ‘fear of’ crime. The authors go on to highlight the similarities between these wards and other wards with which they have a clear resonance across Britain.

Originally published in 1991, this book gives international coverage of opportunities in youth development and education from a unique comparative angle. The book is split into two parts: the first focusses on the former USSR, Europe and North America, setting the issues within the wider context of the political debate of the superpowers. The second part looks at newly developing countries and their relationship with the developed world. There is a broad variety of case studies, including material on Chile, Botswana and the Seychelles - areas which are often overlooked.

Originally published in 1991, this book gives international coverage of opportunities in youth development and education from a unique comparative angle. The book is split into two parts: the first focusses on the former USSR, Europe and North America, setting the issues within the wider context of the political debate of the superpowers. The second part looks at newly developing countries and their relationship with the developed world. There is a broad variety of case studies, including material on Chile, Botswana and the Seychelles - areas which are often overlooked.

At the heart of this book is the rapid pace of change, the need to invest in and create good jobs and support the learning that this entails. It brings together a range of socio-cultural perspectives to examine the hard issues in relation to digitalisation, identity, work design and affordances for learning, mediated by the ecosystems within which work, and the workplace is positioned.

The contributors take a strong social justice perspective that seeks to uncover commonly held assumptions about where the responsibility for workplace learning lies, how to understand workplace learning from a range of different perspectives and what it all means for practitioners and researchers in the field. The first section sets the scene in its theorisation of the role and place of workplace learning in the context of changing circumstances. The second section brings together a rich collection of investigations into workplace learning that address the challenges of rapidly changing circumstances. In the final section, the authors consider what workplace learning in changing circumstances means for change practitioners, the changing roles of human resource practitioners, and for workers and quality work.

This volume will appeal to graduate and post-graduate students, and academics as well as practitioners such as adult educators, and human resource personnel.

At the heart of this book is the rapid pace of change, the need to invest in and create good jobs and support the learning that this entails. It brings together a range of socio-cultural perspectives to examine the hard issues in relation to digitalisation, identity, work design and affordances for learning, mediated by the ecosystems within which work, and the workplace is positioned.

The contributors take a strong social justice perspective that seeks to uncover commonly held assumptions about where the responsibility for workplace learning lies, how to understand workplace learning from a range of different perspectives and what it all means for practitioners and researchers in the field. The first section sets the scene in its theorisation of the role and place of workplace learning in the context of changing circumstances. The second section brings together a rich collection of investigations into workplace learning that address the challenges of rapidly changing circumstances. In the final section, the authors consider what workplace learning in changing circumstances means for change practitioners, the changing roles of human resource practitioners, and for workers and quality work.

This volume will appeal to graduate and post-graduate students, and academics as well as practitioners such as adult educators, and human resource personnel.

This book offers a useful theoretical overview of key approaches to the subject of crime and community and considers the ways in which these have been applied in more practical settings. Written by an expert in the field and drawing on a range of international case studies from Europe, North America, Australia and Asia, this book explores both why and how crime and community have been linked and the implications of their relationship within criminology and crime prevention policy.

Topics covered in the book include:

The new edition has been fully revised and updated to include discussion of the rise of populist politics and the centrality of ‘crime’ and ‘disorder’ as a divisive element used in populist political rhetoric; the politics of austerity and the management of crises – economic, environmental and COVID-19 and the subsequent lockdowns; the impact of Black Lives Matter, MeToo and Extinction Rebellion; the significance of social media and virtual community; the further erosion of civil liberties and the right to protest; and racialized US policing practices and police-related deaths. This book offers essential reading for students taking courses on crime and community, crime prevention and community safety and community corrections.

This book offers a useful theoretical overview of key approaches to the subject of crime and community and considers the ways in which these have been applied in more practical settings. Written by an expert in the field and drawing on a range of international case studies from Europe, North America, Australia and Asia, this book explores both why and how crime and community have been linked and the implications of their relationship within criminology and crime prevention policy.

Topics covered in the book include:

The new edition has been fully revised and updated to include discussion of the rise of populist politics and the centrality of ‘crime’ and ‘disorder’ as a divisive element used in populist political rhetoric; the politics of austerity and the management of crises – economic, environmental and COVID-19 and the subsequent lockdowns; the impact of Black Lives Matter, MeToo and Extinction Rebellion; the significance of social media and virtual community; the further erosion of civil liberties and the right to protest; and racialized US policing practices and police-related deaths. This book offers essential reading for students taking courses on crime and community, crime prevention and community safety and community corrections.

Across the western world, there is a growing awareness of the importance of workplace learning, seen at the level of national and international policy, as well as in the developing practices of employers, training providers and Trades Unions. Authoritative, accessible, and appealing, it presents key findings on work-based learning, bringing together conclusions and investigating a variety of workplace contexts to show how such learning can be improved. An extensive practical treatment, brought to life with illustrations from both the public and private sectors, this book has a unique combination of breadth of coverage and depth of understanding.

Grounded in rich and detailed empirical studies, this volume challenges conventional thinking. An important new addition to the Improving Learning series, it focuses on guidelines for improving learning by marrying the very best theory and practice to provide an accessible and authoritative guide to workplace learning. Practitioners, policy makers, students and academics with an interest in learning at work will find this an invaluable addition to their bookshelves.