Tom Bentley – författare

Education has become one of our major concerns, at the heart of any strategy for prosperity and social cohesion. But young people are having more difficulty than ever before in adapting to the world they will enter as adults.Tom Bentley argues that if education is to meet the emerging challenges of the twenty-first century, we must recognise that learning takes place far beyond the formal education sector. We cannot rely solely on dedicated teachers to deliver the understanding and personal qualities young people will need. Instead we must connect what happens in schools to wider opportunities for learning. Drawing on a wide-ranging review of educational innovation and on contemporary analysis of economic, social and technological change, this book shows that creating an education revolution requires us to think far more radically about young people and the options for reform, and outlines a vision of education fit for the twenty-first century.Tom Bentley is a senior researcher at Demos, the independent think-tank. He was born and educated in East London and at Oxford University. His research areas include: young people, education, the future of work and combating of social exclusion.

Education has become one of our major concerns, at the heart of any strategy for prosperity and social cohesion. But young people are having more difficulty than ever before in adapting to the world they will enter as adults.Tom Bentley argues that if education is to meet the emerging challenges of the twenty-first century, we must recognise that learning takes place far beyond the formal education sector. We cannot rely solely on dedicated teachers to deliver the understanding and personal qualities young people will need. Instead we must connect what happens in schools to wider opportunities for learning. Drawing on a wide-ranging review of educational innovation and on contemporary analysis of economic, social and technological change, this book shows that creating an education revolution requires us to think far more radically about young people and the options for reform, and outlines a vision of education fit for the twenty-first century.Tom Bentley is a senior researcher at Demos, the independent think-tank. He was born and educated in East London and at Oxford University. His research areas include: young people, education, the future of work and combating of social exclusion.

Until deep into the 20th century, empire remained a source of pride for European states and their politicians. The 21st century, however, has seen the unexpected emergence of certain European states apologising to their former colonies.

Analysing apologies from Germany, Belgium, Britain and Italy, this book explores the shifting ways in which these countries represent their colonial pasts and investigates what this reveals about contemporary international politics, particularly relations between (former) coloniser and colonised. It is argued that, far from renouncing colonialism in its entirety, the apologies are replete with discourses that are reminiscent of the core legitimising tenets of empire. Specifically, the book traces how the apologies both illuminate and recycle many of the inequalities, mind-sets and ambivalences that circulated at the height of empire.

This book will be of key interest to scholars and students of peace and post-conflict resolution studies, memory studies, colonial studies and postcolonial theory. More broadly, it will be of interest to those studying political science, International Relations, sociology and development.

Until deep into the 20th century, empire remained a source of pride for European states and their politicians. The 21st century, however, has seen the unexpected emergence of certain European states apologising to their former colonies.

Analysing apologies from Germany, Belgium, Britain and Italy, this book explores the shifting ways in which these countries represent their colonial pasts and investigates what this reveals about contemporary international politics, particularly relations between (former) coloniser and colonised. It is argued that, far from renouncing colonialism in its entirety, the apologies are replete with discourses that are reminiscent of the core legitimising tenets of empire. Specifically, the book traces how the apologies both illuminate and recycle many of the inequalities, mind-sets and ambivalences that circulated at the height of empire.

This book will be of key interest to scholars and students of peace and post-conflict resolution studies, memory studies, colonial studies and postcolonial theory. More broadly, it will be of interest to those studying political science, International Relations, sociology and development.