Karen Evans – författare

Focusing explicitly on questions of gender and crime, Evans and Jamieson guide the reader through a range of classic and groundbreaking studies, highlighting key contributions and debates and providing an indication of the new directions an engendered criminology may take us in coming years.

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:

Female offendingGendered patterns of victimisationThe gendered nature of social control Masculinity and crime Placing gender in an international contextEvans and Jamieson’s powerful concluding chapter clearly sets out the achievements and the challenges that the gender and crime question has posed for criminology. They argue that unless the question of gender remains at the forefront of criminological endeavours, criminology will fail to offer an agenda informed by an understanding of social justice that strives to be attentive to both victims and offenders, whether they be male or female.

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

At the end of the twentieth century a step-change in thinking about the offending behaviour of women began to impact on policy-makers concerned with the treatment of female offenders. A growing number of nations, states and organisations both national and supra-national in nature began to acknowledge that existing criminal justice and especially penal practices had not been sufficiently attentive to women’s needs and had discriminated against women as a result.The concept of ‘gender-responsive justice’ – an orientation to working with women and girls based around a consideration of the special needs of women as prisoners and their particular pathways to offending – has been developed as a result. This book explores the development of this concept, the theories which have informed it, policy arenas in which gender-responsive justice has been attempted and the practices of gender-responsive justice which have subsequently emerged. This book takes a global perspective as it outlines the different international and national arenas within which gender-responsive justice gained favour and considers what has been learned from this novel and feminist-inspired approach.Gender-responsive justice has not been without its critics, however, and this book also examines the different arguments which have been used to attack or critique the concept from varied perspectives. This book lays down a clear theoretical framework for understanding gender-responsive justice and will be useful in assessing current and future policy-making in this area.

How Non-Permanent Workers Learn and Develop is an empirically based exploration of the challenges and opportunities non-permanent workers face in accessing quality work, learning, developing occupational identities and striving for sustainable working lives. Based on a study of 100 non-permanent workers in Singapore, it offers a model to guide thinking about workers’ learning and development in terms of an ‘integrated practice’ of craft, entrepreneurial and personal learning-to-learn skills. The book considers how strategies for continuing education and training can better fit with the realities of non-permanent work.Through its use of case studies, the book exams the significance of non-permanent work and its rise as a global phenomenon. It considers the reality of being a non-permanent worker and reactions to learning opportunities for these individuals. The book draws these aspects together to present a conceptual frame of ‘integrated practices’, challenging educational institutions and training providers to design and deliver learning and the enacted curriculum not as separate pieces of a puzzle, but as an integrated whole.With conclusions that have wider salience for public policy responses to the rise of non-permanent work, this book will be of great interest to academics and researchers in the fields of adult education, educational policy and lifelong learning.

A Tale of Two Cities is a study of two major cities, Manchester and Sheffield. Drawing on the work of major theorists, the authors explore the everyday life, making contributions to our understanding of the defining activities of life.

This introductory text combines study skills and research methods to provide students with an invaluable guide to the techniques, practical skills and methods of study that will enable them to achieve success in their academic courses and become effective 'students of society'. It covers key topics such as: asking questions – how to formulate questions and think about essay and exam questionslooking for answers – the strengths and limitations of different information sourcescollecting and organizing information – how to get the best from indexes, contents pages and electronic search enginesevaluating the authority, currency and validity of the information collected communicating through essays, reports and oral presentations.Throughout the book there is an emphasis on applying the problems and solutions presented, to ‘real world’ issues, including the use of examples and exercises immediately relevant to the undergraduate experience, everyday life and the contemporary concepts studied by the social scientist. Coherent and up-to-date, this text will be an invaluable learning tool for students of any discipline involving the study of human beings and their societies.

This introductory text combines study skills and research methods to provide students with an invaluable guide to the techniques, practical skills and methods of study that will enable them to achieve success in their academic courses and become effective 'students of society'. It covers key topics such as: asking questions – how to formulate questions and think about essay and exam questionslooking for answers – the strengths and limitations of different information sourcescollecting and organizing information – how to get the best from indexes, contents pages and electronic search enginesevaluating the authority, currency and validity of the information collected communicating through essays, reports and oral presentations.Throughout the book there is an emphasis on applying the problems and solutions presented, to ‘real world’ issues, including the use of examples and exercises immediately relevant to the undergraduate experience, everyday life and the contemporary concepts studied by the social scientist. Coherent and up-to-date, this text will be an invaluable learning tool for students of any discipline involving the study of human beings and their societies.

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.

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.

At the end of the twentieth century a step-change in thinking about the offending behaviour of women began to impact on policy-makers concerned with the treatment of female offenders. A growing number of nations, states and organisations both national and supra-national in nature began to acknowledge that existing criminal justice and especially penal practices had not been sufficiently attentive to women’s needs and had discriminated against women as a result.The concept of ‘gender-responsive justice’ – an orientation to working with women and girls based around a consideration of the special needs of women as prisoners and their particular pathways to offending – has been developed as a result. This book explores the development of this concept, the theories which have informed it, policy arenas in which gender-responsive justice has been attempted and the practices of gender-responsive justice which have subsequently emerged. This book takes a global perspective as it outlines the different international and national arenas within which gender-responsive justice gained favour and considers what has been learned from this novel and feminist-inspired approach.Gender-responsive justice has not been without its critics, however, and this book also examines the different arguments which have been used to attack or critique the concept from varied perspectives. This book lays down a clear theoretical framework for understanding gender-responsive justice and will be useful in assessing current and future policy-making in this area.

Modern societies demand high levels of literacy. The written word is pervasive; individuals with poor literacy skills are deeply disadvantaged; and governments are increasingly pre-occupied with the contribution that skills can make to economic growth. As a result, the basic skills of adult workers are of concern as never before, a focus for workplace and education policy and practice.While Improving Literacy at Work builds on detailed research from the UK, the issue is a universal one and rising skill requirements mean the conclusions drawn will be of equal interest elsewhere in Europe, USA, Canada, Australia and New Zealand. The research findings have very direct implications and practical relevance for teaching and learning, as this valuable book demonstrates, providing clear advice on how to develop effective provision and how best to support learners at work.Throughout the study, the authors address the following fundamental questions:How do adults’ literacy skills impact on their working lives, and on the enterprises where they work?How can we develop these essential skills in the workforce?When and how can literacy instruction change individuals’ employability and engagement with further learning?Essential reading for trainers and managers in industry, teachers, researchers and lecturers in adult and further education and stakeholders implementing evidence-based policy, this book maps the fundamental changes taking place in workplace literacy.

Modern societies demand high levels of literacy. The written word is pervasive; individuals with poor literacy skills are deeply disadvantaged; and governments are increasingly pre-occupied with the contribution that skills can make to economic growth. As a result, the basic skills of adult workers are of concern as never before, a focus for workplace and education policy and practice.While Improving Literacy at Work builds on detailed research from the UK, the issue is a universal one and rising skill requirements mean the conclusions drawn will be of equal interest elsewhere in Europe, USA, Canada, Australia and New Zealand. The research findings have very direct implications and practical relevance for teaching and learning, as this valuable book demonstrates, providing clear advice on how to develop effective provision and how best to support learners at work.Throughout the study, the authors address the following fundamental questions:How do adults’ literacy skills impact on their working lives, and on the enterprises where they work?How can we develop these essential skills in the workforce?When and how can literacy instruction change individuals’ employability and engagement with further learning?Essential reading for trainers and managers in industry, teachers, researchers and lecturers in adult and further education and stakeholders implementing evidence-based policy, this book maps the fundamental changes taking place in workplace literacy.

A Grim Almanac of Staffordshire is a day-by-day catalogue of 366 ghastly tales from around the county. Full of dreadful deeds, strange disappearances and a multitude of murders, this almanac explores the darker side of Staffordshire’s past. Here are stories of tragedy, torment and the truly unfortunate with diverse tales of freak weather, bizarre deaths and terrible accidents, including the young girl cut to pieces by a machinery explosion, the tragic deaths of 155 men in the Minnie Pit disaster of 1918, and the theatre performance where the gun really did go off, mangling the actor’s hand and causing a severed finger to fly across the stage. Uncover tales of fires, catastrophes, suicides, thefts and executions – it’s all here. Generously illustrated, this chronicle is an entertaining and readable record of Staffordshire’s grim past. Read on ... if you dare!

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 different crime prevention paradigms which have been utilized in the ‘fight against crime’ the turn to community in crime prevention policy, which took place during the 1980s in the UK and US, and its subsequent development the theoretical and ideological underpinnings to crime prevention work in and with different communities the significance and impact of fear of crime on crime prevention policy different institutional responses to working with community in crime prevention and community safety the ways in which the experiences of the UK and US have been translated into the European context a comparison between traditional western responses to the growing interest in restorative and community-based approaches in other regions.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 different crime prevention paradigms which have been utilized in the ‘fight against crime’ the turn to community in crime prevention policy, which took place during the 1980s in the UK and US, and its subsequent development the theoretical and ideological underpinnings to crime prevention work in and with different communities the significance and impact of fear of crime on crime prevention policy different institutional responses to working with community in crime prevention and community safety the ways in which the experiences of the UK and US have been translated into the European context a comparison between traditional western responses to the growing interest in restorative and community-based approaches in other regions.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.

How Non-Permanent Workers Learn and Develop is an empirically based exploration of the challenges and opportunities non-permanent workers face in accessing quality work, learning, developing occupational identities and striving for sustainable working lives. Based on a study of 100 non-permanent workers in Singapore, it offers a model to guide thinking about workers’ learning and development in terms of an ‘integrated practice’ of craft, entrepreneurial and personal learning-to-learn skills. The book considers how strategies for continuing education and training can better fit with the realities of non-permanent work.Through its use of case studies, the book exams the significance of non-permanent work and its rise as a global phenomenon. It considers the reality of being a non-permanent worker and reactions to learning opportunities for these individuals. The book draws these aspects together to present a conceptual frame of ‘integrated practices’, challenging educational institutions and training providers to design and deliver learning and the enacted curriculum not as separate pieces of a puzzle, but as an integrated whole.With conclusions that have wider salience for public policy responses to the rise of non-permanent work, this book will be of great interest to academics and researchers in the fields of adult education, educational policy and lifelong learning.

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.

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.

A Tale of Two Cities is a study of two major cities, Manchester and Sheffield. Drawing on the work of major theorists, the authors explore the everyday life, making contributions to our understanding of the defining activities of life.

This book is based on the work of a European partnership, whose members came together from Belgium, England, Finland, Germany, Portugal and Greece to generate new ways of thinking about the situation of young people aged between 14 and 25 who are at risk of (or experiencing) social exclusion. It offers a unique international analysis of policies, contexts and perspectives, and the challenges of promoting lifelong learning among those who have rejected it early in life. This volume is of interest to researchers and practitioners, politicians, planners and all professionals holding the responsibility for integration strategies.

The concept of individual responsibility has taken on a signi?cance comparable to that of ‘choice’ in the global rise of neo-liberalism of the late 20th and early 21st centuries. The rise of neo-liberalism is most often analysed through the lenses of theory, governmentality and societal structures. There has been a tendency for an- ysis to become overly abstract with the subjective experiences of the social actors missing dimensions in the literature. This book draws on more than 20 years of international research that has focused on the subjective experiences of people as actors in changing social landscapes. These landscapes are differently positioned politically, economically and socially, in relation to the rise of neo-liberalism. Comparisons enable the differences in people’s experiences to be located, explored and explained in relation to different soc- economic landscapes, thus throwing into relief the effects of neo-liberal policies where they are found. My approach is to create an extended dialogue between ideas and evidence, starting close to home, and then extending to speci?c international comparisons and to wider explorations of the central themes of the book: human agency and social responsibility. Finally, I return to social landscapes of Britain, to review the position and potential for social change in societies that exemplify what Sennett has termed ‘Anglo-American regimes’, in contrast to ‘Rhine regimes’ as exempli?ed by Germany.

This Handbook provides a state-of-the art overview of the field of workplace learning from a global perspective. The authors are all well-placed theoreticians, researchers, and practitioners in this burgeoning field, which cuts across higher education, vocational education and training, post-compulsory secondary schooling, and lifelong education. The volume provides a broad-based, yet incisive analysis of the range of theory, research, and practical developments in workplace learning.

The editors draw together the three essential areas of Theory; Research and Practice; and Issues and Futures in the field of Workplace Learning. In addition, final chapters include recommendations for further development.

Key researchers and writers in the field have approached workplaces as the base of learning about work, that is, work-based learning. There has also been emerging interest in variations of this idea such as learning about, through, and at work. Many of the theoretical discussions have centred on adult learning and some on learners managing their own learning, with emphasis on aspects such as communities of practice and self directed learning.

In Europe and Australia, early work in the field was often linked to the Vocational Education and Training (VET) traditions with concerns around skills, competencies and 'on the job' learning. The idea that learning and workplaces had more to do with real lifelong and lifewide aspects than traditional "training" regimens has emerged in the last decade. Since the mid 1990s, the field has grown world-wide as an area of theory, research, and practical work that has not only expanded the interest but has also legitimized the area as a field of study, reflection, and progress.

The SAGE Handbook of Workplace Learning draws together a wide range of views, theoretical dispositions, and assertions and provides a leading-edge presentation by key writers and researchers with insight into the field and its current state. It is a resource for researchers and academics interested in the scope and breadth of Workplace Learning..