"This book develops a theory of the ethics of "reform intervention"-a category that includes any attempt to promote justice in a society other than one's own. It identifies several dimensions along which reform interventions can vary (the degree of control interveners exercise over recipients, the urgency of interveners' objectives, the costs an intervention poses to recipients, and how interveners interact with recipients' existing political institutions) and examines how these variations affect the moral permissibility of reform intervention. The book argues that, once one acknowledges the variety of forms reform intervention can take, it becomes clear that not all of them are vulnerable to the objections usually levelled against intervention. In particular, not all reform interventions treat recipients with intolerance, disrespect recipients' legitimate institutions, or undermine recipients' collective self-determination. Combining philosophical analysis and discussion of several real-world cases, the book investigates which kinds of reform intervention are or are not vulnerable to these objections. In so doing, it also develops new understandings of the roles toleration, legitimacy, and collective self-determination should play in global politics. After developing principles to specify when different kinds of reform interventions are morally permissible, the book investigates how these principles could be applied in the real world. Ultimately, it argues that some reform interventions are all-things-considered morally permissible and that sometimes reform intervention is morally required. It argues we should reconceive the ordinary boundaries of political activity and begin to see the pursuit of justice via political contestation as humanity's collective project"--

Global political actors, from states and NGOs to activist groups and individuals, exert influence in societies beyond their own in myriad ways--including via public criticism, consumer boycotts, divestment campaigns, sanctions, and forceful intervention. Often, they do so in the name of justice-promotion. While attempts to promote justice in other societies can do good, they are also often subject to moral criticism and raise several serious moral questions. For example, are there ways to promote one's own ideas about justice in another society while still treating its members tolerantly? Are there ways to do so without disrespecting their legitimate political institutions or undermining their collective self-determination? To understand the ethics of justice-promoting intervention, Lucia M. Rafanelli moves beyond the traditional focus of other scholarship in this area on states waging wars or employing other conventional tools of coercive foreign policy. Specifically, Rafanelli constructs a philosophically-grounded and nuanced ethics of intervention to determine when attempts to promote justice in foreign societies are morally permissible. Promoting Justice Across Borders develops ethical standards for justice-promoting intervention that call on us to rethink received notions about the ordinary bounds of politics, and to abandon the thought that politics does and should take place primarily within the state. These ethical standards also give us a model for how to engage in political struggles for justice on a global scale--not only in conditions of supreme emergency, but in the ordinary circumstances of everyday global politics. They therefore form the basis of a cosmopolitanism that is neither premised upon nor aimed at bringing about the end of politics. Ultimately, Rafanelli shows how the promotion of justice everywhere can be the legitimate (political) concern of people anywhere.

In an increasingly globalised educational landscape, this book examines whether the principle of educational equality can be applied across nation state borders. Exploring the tension between the theory of educational equality and the reality that most educational institutions are rooted in local communities and national frameworks, the author thus probes the consequences for institutions, individuals and communities as the number of international students grows exponentially. A topic that has previously received limited attention, the author draws upon theoretical literature and an empirical study of how universities in the United Kingdom conceptualise and promote principles of educational equality for international as compared with home students. This pioneering work will be interest and value to students and scholars of international education, international students, educational equality and globalisation, as well as practitioners and policy makers.

'Coalitions Across Borders' examines aspects of transnational movements that mobilise in protest against the inequities of the neo-liberal international order.

Margaret E. Keck and Kathryn Sikkink examine a type of pressure group that has been largely ignored by political analysts: networks of activists that coalesce and operate across national frontiers. Their targets may be international organizations or the policies of particular states. Historical examples of such transborder alliances include anti-slavery and woman suffrage campaigns. In the past two decades, transnational activism has had a significant impact in human rights, especially in Latin America, and advocacy networks have strongly influenced environmental politics as well. The authors also examine the emergence of an international campaign around violence against women.

The Handbook on Promoting Social Justice in Education explores social justice elements across the global human continuum in the field of education and offers the skills and ways of thinking to achieve a more equitable, caring and fair world. Education is not the sole or even the primary answer to social justice as this would assume educators have control over the complexity of one’s nation/states and multi or transnational organizations, and especially the diversity by context of family life. What education does offer are the skills and ways of thinking to achieve a more equitable, caring, and fair world in pursuit of achieving the ends of social justice. The handbook will look at three major themes—Political Inequality, Educational Economic Inequality, and Cultural Inequality. Editorial Board Khalid ArarKadir BeyciogluFenwick EnglishAletha M. HarvenJohn M. HeffronDavid John MathesonMarta Sánchez

The cosmopolitan idea of justice is commonly accused of not taking seriously the special ties and commitments of nationality and patriotism. This is because the ideal of impartial egalitarianism, which is central to the cosmopolitan view, seems to be directly opposed to the moral partiality inherent to nationalism and patriotism. In this book, Kok-Chor Tan argues that cosmopolitan justice, properly understood, can accommodate and appreciate nationalist and patriotic commitments, setting limits for these commitments without denying their moral significance. This book offers a defense of cosmopolitan justice against the charge that it denies the values that ordinarily matter to people, and a defence of nationalism and patriotism against the charge that these morally partial ideals are fundamentally inconsistent with the obligations of global justice. Accessible and persuasive, this book will have broad appeal to political theorists and moral philosophers.

The Palgrave Handbook of Toleration aims to provide a comprehensive presentation of toleration as the foundational idea associated with engagement with diversity. This handbook is intended to provide an authoritative exposition of contemporary accounts of toleration, the central justifications used to advance it, a presentation of the different concepts most commonly associated with it (e.g. respect, recognition) as well as the discussion of the many problems dominating the controversies on toleration at both the theoretical or practical level. The Palgrave Handbook of Toleration is aimed as a resource for a global scholarly audience looking for either a detailed presentation of major accounts of toleration, the most important conceptual issues associated with toleration and the many problems dividing either scholars, policy-makers or practitioners.

Dancing Across Borders presents formal and non-formal settings of dance education where initiatives in different countries transcend borders: cultural and national borders, subject borders, professional borders and socio-economic borders. It includes chapters featuring different theoretical perspectives on dance and cultural diversity, alongside case narratives that show these perspectives in a specific cultural setting. In this way, each section charts the processes, change and transformation in the lives of young people through dance. Key themes include how student learning is enhanced by cultural diversity, experiential teaching and learning involving social, cross-cultural and personal dimensions. This conceptually aligns with the current UNESCO protocols that accent empathy, creativity, cooperation, collaboration alongside skills- and knowledge-based learning in an endeavour to create civic mindedness and a more harmonious world. This volume is an invaluable resource for teachers, policy makers, artists and scholars interested in pedagogy, choreography, community dance practice, social and cultural studies, aesthetics and interdisciplinary arts. By understanding the impact of these cross-border collaborative initiatives, readers can better understand, promote and create new ways of thinking and working in the field of dance education for the benefit of new generations.

In this stimulating and highly original study of the writing of American history, twenty-four scholars from eleven European countries explore the impact of writing history from abroad. Six distinguished scholars from around the world add their commentaries. Arguing that historical writing is conditioned, crucially, by the place from which it is written, this volume identifies the formative impact of a wide variety of institutional and cultural factors that are commonly overlooked. Examining how American history is written from Europe, the contributors shed light on how history is written in the United States and, indeed, on the way history is written anywhere. The innovative perspectives included in Historians across Borders are designed to reinvigorate American historiography as the rise of global and transnational history is creating a critical need to understand the impact of place on the writing and teaching of history. This book is designed for students in historiography, global and transnational history, and related courses in the United States and abroad, for US historians, and for anyone interested in how historians work.