Originally published in 1990, this title offers a range of perspectives from practitioners, administrators and researchers, examining personal experiences of disaffection in students and staff within the context of national political, social, and economic change. The transitions include moves into employment, training of continued education. Expressions of unease and disquiet are set clearly within the political context of marginalized status for minority groups, highlighting issues relating to disability, gender, class and race, in which the process of transition has been impeded through discriminating practices. The book includes reflections from practitioners, offering coping strategies and flexible approaches, and responses from administrators indicating their awareness of the need to support practitioners during the process of change.

Change is hard. Whether you’re changing jobs, moving from one country to another, or simply struggling to grow up in a world that is growing increasingly complex, making successful transitions can seem overwhelming. Studies have shown that, in Canada, young people are transitioning into functional adulthood much later than their counterparts from previous generations, to the detriment of their future successes in life. With a particular focus on helping young people in this transition into adulthood, Uneasy Arrival takes a look at the challenges all people face during times of change, examining and identifying some of the causes, and offering simple and quantifiable solutions, for both those who are transitioning and the people trying to help.

The essays in Transitions, Environments, Translations explore the varied meanings of feminism in different political, cultural, and historical contexts. They respond to the claim that feminism is Western in origin and universalist in theory, and to the assumption that feminist goals are self-evident and the same in all contexts. Rather than assume that there is a blueprint by which to measure the strength or success of feminism in different parts of the world, these essays consider feminism to be a site of local, national and international conflict. They ask: What is at stake in various political efforts by women in different parts of the world? What meanings have women given to their efforts? What has been their relationship to feminism--as a concept and as an international movement? What happens when feminist ideas are translated from one language, one political context, to another?

This internationally appealing book is based on a two-year case study of a group of young people as they move through their final year of mandatory schooling and into their first year of post-16 experience. It looks at their choices, the market behaviour of local education and training providers and those who help and advise these choices. The authors show that recent and current political policies for post-16 education disadvantage, marginalise and exclude young people rather than improve their life chances. The book draws together the major issues and attempts to suggest alternative ways forward for a more inclusive post-16 education and training system.

"If we continue, we grow old, and this is how it could be for us," writes Renée Rose Shield in her candid and sympathetic account of life in one American nursing home. Drawing on anthropological methods and theory to illuminate institutional life, she probes the sources of the profound sense of unease she found at the place she calls "The Franklin Nursing Home."For fourteen months Shield participated in life at a nursing home in the northeastern United States. She got to know many of the people associated with the home—doctors, nurses, custodians, kitchen workers, administrators, social workers, visiting relatives, and above all, the residents, who emerge in this book as the individuals they are. Sections in which the residents speak poignantly in their own voices are woven throughout her richly detailed observations of everyday routines and events. We see them using guile and humor to get by, struggling to approach the end of their lives with a measure of autonomy and dignity, and we meet an often conscientious and caring staff constrained by conflicting professional perspectives and by the bureaucratic structure in which they work.There are no villains here. Rather, Shield explains how conditions in the nursing home create a difficult and uncomfortable "liminality"—the transition from an accustomed role to a new one-for the residents. In characterizing nursing-home existence, she goes beyond Erving Goffman's classic definition of the "total institution" to show how residents pass from adulthood to death without the comfort of ritual or community support common in rites of passage. In addition to the isolation created by this solitary passage, she finds restrictions on "reciprocity"—the old people are always recipients whose need and obligation to repay are seen as unnecessary and difficult to satisfy. The system encourages their passivity, which deepens their dependency and helps to explain why they are often perceived as children. Offering concrete suggestions for improving the quality of nursing-home life, Uneasy Endings will find a broad audience among those who work with the aged.

Published in 1998, this book provides an analysis of the development of learning support for students with special needs from the 1970s to the present. Based on case study research the book examines the complexities of defining special needs and considers ways in which marginalization of students is created and maintained.

First published in 1992. For disabled people and people with learning difficulties the transition from school to college, work or training can be stressful and frustrating; job choices are often restricted, and they face barriers which are beyond their control. This book is about their struggle for choice. It sets special needs in further education in a socio-political context. By exploring the concept of ‘transition to adulthood’ in terms of class, race, gender and disability differences, and relating it to social, economic and political influences, it seeks to challenge complacency and encourage dialogue and debate.

Published in 1999, this work suggests that widening participation is not just about changing learner expectations; it is also about changing institutional expectations and practices. "Higher" learning, for example, should include a broader, more inclusive range of knowledge and ways of knowing than at present and criteria for learning achievement should include assessment of "citizenship" as well as linear outcomes.

First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.

The Life of the Afterlife in the Big Sky State is a groundbreaking history of death in Montana. It offers a unique, reflective, and sensitive perspective on the evolution of customs and burial grounds. Beginning with Montana's first known burial site, Ellen Baumler considers the archaeological records of early interments in rock ledges, under cairns, in trees, and on open-air scaffolds. Contact with Europeans at trading posts and missions brought new burial practices. Later, crude "boot hills" and pioneer graveyards evolved into orderly cemeteries. Planned cemeteries became the hallmark of civilization and the measure of an educated community. Baumler explores this history, yet untold about Montana. She traces the pathway from primitive beginnings to park-like, architecturally planned burial grounds where people could recreate, educate their children, and honor the dead. The Life of the Afterlife in the Big Sky State is not a comprehensive listing of the many hundreds of cemeteries across Montana. Rather it discusses cultural identity evidenced through burial practices, changing methods of interments and why those came about, and the evolution of cemeteries as the "last great necessity" in organized communities. Through examples and anecdotes, the book examines how we remember those who have passed on.