Roger White – författare

Originally published in 1978, reissued here with a new preface, this book describes a project based outside the school institution, but in co-operation with it, exploring methods and courses which might offer meaningful education for groups of fifth-form leavers. Though the project had been primarily concerned with developing a survival curriculum for the non-academic urban adolescent, the format of living, experiential teaching and learning it exemplifies would be appropriate to the education of children of all ages and abilities.

The authors identified community resources and offer suggestions as to how these might be better employed. They show how education could be taken out of the classroom to extend ‘schooling’ beyond the schools, and in this context they point to the vast, untapped resources of both people and buildings outside the school walls which could profitably be incorporated within the existing learning framework. They show, also, how the training of ‘professionals’ – particularly trainee teachers and social workers – by involvement in such an experiment could constitute a fundamental preparation for their future roles.

Finally, the authors urge for an extension of social policy with regard to education; an extension of provision which they argue could be achieved largely through the re-allocation of existing resources, such as had already demonstrably worked in the city of Bristol. The perspective throughout is ideological as well as practical, and the book is both a polemic and a procedural manual suggesting workable approaches and ideas, many of which are still relevant today

Originally published in 1978, reissued here with a new preface, this book describes a project based outside the school institution, but in co-operation with it, exploring methods and courses which might offer meaningful education for groups of fifth-form leavers. Though the project had been primarily concerned with developing a survival curriculum for the non-academic urban adolescent, the format of living, experiential teaching and learning it exemplifies would be appropriate to the education of children of all ages and abilities.

The authors identified community resources and offer suggestions as to how these might be better employed. They show how education could be taken out of the classroom to extend ‘schooling’ beyond the schools, and in this context they point to the vast, untapped resources of both people and buildings outside the school walls which could profitably be incorporated within the existing learning framework. They show, also, how the training of ‘professionals’ – particularly trainee teachers and social workers – by involvement in such an experiment could constitute a fundamental preparation for their future roles.

Finally, the authors urge for an extension of social policy with regard to education; an extension of provision which they argue could be achieved largely through the re-allocation of existing resources, such as had already demonstrably worked in the city of Bristol. The perspective throughout is ideological as well as practical, and the book is both a polemic and a procedural manual suggesting workable approaches and ideas, many of which are still relevant today

Originally published in 1983, reissued here with a new preface, Tales Out of School presents the experience of seventy young people from different parts of the country, most of whom left school at sixteen and are now either in work, unemployed or in the twilight world of the Youth Opportunities Programme. Through a series of interviews they reflect upon their eleven years of compulsory schooling and the preparation it gave for the world of work, offer their comments and criticize the school institution and processes. Many of them have experienced long periods of unemployment, and their perceptions of the relationship between school and adult life are both revealing and thought-provoking.

The second part of the book initiates a dialogue between pupils and the Establishment by presenting responses to the young people’s comments from well-known adults who were at the time specialists in particular educational fields and who were in a position to have some influence on practice and policy. This unique juxtaposition of the views of both ‘consumers’ and ‘enablers’ provides the basis of a valuable and exciting debate. Today it can be read in its historical context.

Originally published in 1980, Absent with Cause, reissued here with a new preface, looks at the Bayswater Centre, which provided full-time education for young people who had stopped attending comprehensive schools, and for whom the alternative may well have been home tuition or residential provision in community homes or assessment centres. By describing what actually happened in a documented year with a whole intake of youngsters, the intention was to probe beneath the label of ‘failure’ to show that a meaningful full-time educational programme could be offered and accepted despite disastrous home backgrounds or a history of complete disenchantment with school. By pointing to the success of an ethos that redefined the three most important educational objectives as Responsibility, Articulation and Relevance, and which actually offered young people a real opportunity to participate in determining their own educational programme, and by reference to other units and schools working along similar lines, the intention was to discuss the implications for state provision. Today it can be read in its historical context.

This book is a re-issue originally published in 1980. The language used is a reflection of its era and no offence is meant by the Publishers to any reader by this re-publication.

Originally published in 1983, reissued here with a new preface, Tales Out of School presents the experience of seventy young people from different parts of the country, most of whom left school at sixteen and are now either in work, unemployed or in the twilight world of the Youth Opportunities Programme. Through a series of interviews they reflect upon their eleven years of compulsory schooling and the preparation it gave for the world of work, offer their comments and criticize the school institution and processes. Many of them have experienced long periods of unemployment, and their perceptions of the relationship between school and adult life are both revealing and thought-provoking.

The second part of the book initiates a dialogue between pupils and the Establishment by presenting responses to the young people’s comments from well-known adults who were at the time specialists in particular educational fields and who were in a position to have some influence on practice and policy. This unique juxtaposition of the views of both ‘consumers’ and ‘enablers’ provides the basis of a valuable and exciting debate. Today it can be read in its historical context.

Originally published in 1980, Absent with Cause, reissued here with a new preface, looks at the Bayswater Centre, which provided full-time education for young people who had stopped attending comprehensive schools, and for whom the alternative may well have been home tuition or residential provision in community homes or assessment centres. By describing what actually happened in a documented year with a whole intake of youngsters, the intention was to probe beneath the label of ‘failure’ to show that a meaningful full-time educational programme could be offered and accepted despite disastrous home backgrounds or a history of complete disenchantment with school. By pointing to the success of an ethos that redefined the three most important educational objectives as Responsibility, Articulation and Relevance, and which actually offered young people a real opportunity to participate in determining their own educational programme, and by reference to other units and schools working along similar lines, the intention was to discuss the implications for state provision. Today it can be read in its historical context.

This book is a re-issue originally published in 1980. The language used is a reflection of its era and no offence is meant by the Publishers to any reader by this re-publication.

Economic globalization is the process of increased integration among nations, characterized and fostered by three elements of international trade- goods and services, international capital flows, and international migration. In recent decades, international economic integration has increased both in depth (more pronounced bilateral connections) and in breadth (connections have become more commonplace), thus, the global economy has become increasingly integrated. Societies receive tremendous net benefits from economic globalization, however, accessing these benefits may be limited by cross-societal cultural differences.

This book examines cultural differences as a potential impediment to economic integration. Relying on rigorous statistical and econometric techniques, the analyses indicate that higher transaction costs, due to greater cultural distance, inhibit both the volume of trade flows and the successful completion of trade deals. Cultural distance appears to reduce foreign direct investment, as well as divert investment to less culturally-distant destinations. This book finds a negative relationship between migration flows and cultural distance. It considers the common criticism that repeated and intensified integration diminishes cultural differences, resulting in cultural homogeneity.

This book offers the first comprehensive examination of the relationships between cross-societal cultural differences and economic globalization. It will be of great interest to scholars and students who study globalization, international economics, and cultural studies.

Economic globalization is the process of increased integration among nations, characterized and fostered by three elements of international trade- goods and services, international capital flows, and international migration. In recent decades, international economic integration has increased both in depth (more pronounced bilateral connections) and in breadth (connections have become more commonplace), thus, the global economy has become increasingly integrated. Societies receive tremendous net benefits from economic globalization, however, accessing these benefits may be limited by cross-societal cultural differences.

This book examines cultural differences as a potential impediment to economic integration. Relying on rigorous statistical and econometric techniques, the analyses indicate that higher transaction costs, due to greater cultural distance, inhibit both the volume of trade flows and the successful completion of trade deals. Cultural distance appears to reduce foreign direct investment, as well as divert investment to less culturally-distant destinations. This book finds a negative relationship between migration flows and cultural distance. It considers the common criticism that repeated and intensified integration diminishes cultural differences, resulting in cultural homogeneity.

This book offers the first comprehensive examination of the relationships between cross-societal cultural differences and economic globalization. It will be of great interest to scholars and students who study globalization, international economics, and cultural studies.