The three small economies that are the subject of this study were established as artificial colonial societies and have remained extremely vulnerable to the international capitalists system, a situation that has led to homegrown efforts to assert methods of development not associated with capitalism. After placing the developmental realities of the three countries in the general context of the Caribbean region and the global capitalist system, Rose (Siena College) critically examines the attempts of the three countries' experiments with socialism, begun in the 1970s. She reserves greater criticism for the United States as she turns her attention to U.S. government efforts to destabilize the countries in an effort to prevent the emerging of any socialist alternatives in an area it viewed as part of its sphere of influence. Annotation copyrighted by Book News, Inc., Portland, OR.

A successor volume to the editors' Dependency under Challenge: The Political Economy of the Commonwealth Caribbean (Manchester U. Press, 1984), this volume reviews political and economic developments of the 1980s not just in the Commonwealth Caribbean but in the whole of the Caribbean region, in original analyses by specialist scholars in the field of Caribbean studies. Paper edition (unseen), $15.95. Annotation copyright by Book News, Inc., Portland, OR

Argues that another form of development — by the poor and for the poor — is not only possible but necessary.

Studies of the global political economy have rarely engaged with development in the Caribbean, the thought of its indigenous intellectuals, or the non-sovereign territories of the region. Matthew Bishop compares the development of the independent English-speaking islands of St Lucia and St Vincent and their non-sovereign French neighbours, Martinique and Guadeloupe. By explaining how distinctive patterns of British and French colonialism and decolonisation came to bear on them, he investigates how very different patterns of development have subsequently ensued, often with startling consequences in this era of globalization and crisis. By engaging with the empirical reality of the Caribbean, his study sheds light on a range of wider debates relating to development, indigenous thought, post-colonial sovereignty, small states, and the contemporary evolution of the global political economy.

This volume will provide a comparative account of the meanings and processes of post-socialist transformations in education by exploring recent theories, concepts, and debates on post-socialism and globalization in national, regional, and international contexts.

The first volume of The Cambridge History of Capitalism provides a comprehensive account of the evolution of capitalism from its earliest beginnings. Starting with its distant origins in ancient Babylon, successive chapters trace progression up to the 'Promised Land' of capitalism in America. Adopting a wide geographical coverage and comparative perspective, the international team of authors discuss the contributions of Greek, Roman, and Asian civilizations to the development of capitalism, as well as the Chinese, Indian and Arab empires. They determine what features of modern capitalism were present at each time and place, and why the various precursors of capitalism did not survive. Looking at the eventual success of medieval Europe and the examples of city-states in northern Italy and the Low Countries, the authors address how British mercantilism led to European imitations and American successes, and ultimately, how capitalism became global.

This book re-examines aspects of historical socialism, and includes case studies of education within twenty-first century socialist and post-socialist contexts shaped by the trajectories of historical socialism. Through these case studies, contributions offer insights into key questions: How are education systems and student subjectivities shaped by post-socialist trajectories and current regional politics, economics and resistance movements? How do sedimented socialist discourses and geographies alter and contest the ‘neoliberal child’ and ‘childhood’ in post-socialist education? How have disjunctures between the rhetoric of historical Marxism-Leninism and the practices of educators, students and student political organizations played out under socialism, and what could we learn from that for our present? How much emancipatory potential is there in the theories and practices of (popular) education for combatting injustice in the absence of mass, revolutionary political parties? Above all, this volume affirms the need to move beyond simplistic accounts of historical socialism and post-socialist transitions. By exploring how socialist trajectories remain influential and have potential in our current contexts, this book contributes to the work of politically engaged educators working to re-imagine and reconstruct education. This book was originally published as a special issue of Globalisation, Societies and Education.