Shoba Arun – författare

The Indian state of Kerala has invoked much attention within development and gender debates, specifically in relation to its female capital- an outcome of interrelated historical, cultural and social practices. On the one hand, Kerala has been romanticised, with its citizenry, particularly women, being free of social divisions and uplifted through educational well-being. On the other hand, its realism is stark, particularly in the light of recent social changes. Using a Bourdieusian frame of analysis, Development and Gender Capital in India explores the forces of globalisation and how they are embedded within power structures. Through narratives of women’s lived experiences in the private and public domains, it highlights the ‘anomie of gender’ through complexities and contradictions vis-à-vis processes of modernity, development and globalisation. By demonstrating the limits placed upon gender capital by structures of patriarchy and domination, it argues that discussions about the empowered Malayalee women should move from a mere ‘politics of rhetoric and representation’ to a more embedded ‘politics of transformation’, meaningfully taking into account women’s changing roles and identities.This book will be of interest to scholars and students of Development Studies, Gender Studies, Anthropology and Sociology.

This book presents a child-centred approach to migrant children’s experiences in education. Using a decolonising framework, the book interrogates the diversity of migrant experiences in the global South and North.The book brings together researchers and practitioners from education, childhood studies, sociology, and linguistics to debate and theorise key methodological and empirical issues in migrant children’s experiences through education. It focuses on how diverse forms of global mobilities are key to transforming educational experiences of children and considers the interplay of class, race, gender, geography, and learning settings. By doing so, the book uncovers particular challenges for addressing sustainable development goals relating to education and inclusive development. Diversifying the study of migration and development, the book challenges the Eurocentrism of the discipline and contributes to ongoing efforts to liberate the field from labels and discourses that further marginalise migrant children.Using an intersectional and decolonising approach to address an important gap in the diversity of migrant experiences, the book will be of great interest to researchers, scholars, and students in the field of migration studies, sociology of education, intercultural education, and international development.

This book presents a child-centred approach to migrant children’s experiences in education. Using a decolonising framework, the book interrogates the diversity of migrant experiences in the global South and North.The book brings together researchers and practitioners from education, childhood studies, sociology, and linguistics to debate and theorise key methodological and empirical issues in migrant children’s experiences through education. It focuses on how diverse forms of global mobilities are key to transforming educational experiences of children and considers the interplay of class, race, gender, geography, and learning settings. By doing so, the book uncovers particular challenges for addressing sustainable development goals relating to education and inclusive development. Diversifying the study of migration and development, the book challenges the Eurocentrism of the discipline and contributes to ongoing efforts to liberate the field from labels and discourses that further marginalise migrant children.Using an intersectional and decolonising approach to address an important gap in the diversity of migrant experiences, the book will be of great interest to researchers, scholars, and students in the field of migration studies, sociology of education, intercultural education, and international development.