Global Crossroads: Rethinking Dominant Orders in Our Contested World is an edited collection of papers mostly presented at the 2019 DEN International Student Conference. This publication is one of the many annual projects conducted under the umbrella of the Democratic Education Network (DEN) which came to existence in 2016 at the then Department of Politics and International Relations at the University of Westminster. Today DEN has expanded across multiple departments within the University’s School of Social Sciences, aiming to inspire engagement with communities and involvement in student-led projects. DEN aspires to be a platform for empowering students, offering them opportunities for personal, intellectual and professional development, and enhancing students’ engagement and experience. This book is an articulation of the students’ research and analytical work on some of the most pressing global issues of our times. It is, further, a product of their hard work and skills, developed through DEN, in editing and compiling academic publications — a testimony to DEN’s ability to encourage and empower students to work together and achieve remarkable results.

Studying the entangled histories of the areas conceptualized as Middle Eastern and North Atlantic World in the interwar years is crucial to understanding the two areas' respective and common histories until today. However, many of the manifold connections, exchanges, and entanglements between the areas have not received thorough scholarly attention yet. The contributors to this volume address this by bringing together various innovative and interdisciplinary approaches to the topic. They thereby further the understanding of the two areas' entangled histories and diversify prevailing concepts and narratives. Through this, the volume also offers enriching insights into the global history of the early 20th century.

The global response to climate change has reached a critical juncture. Since the 1992 signing of the United Nations Framework Convention on Climate Change, the nations of the world have attempted to address climate change through large-scale multilateral treaty-making. These efforts have been heroic, but disappointing. As evidence for the quickening pace of climate change mounts, the treaty-making process has sputtered, and many are now skeptical about the prospect of an effective global response. Yet global treaty-making is not the only way that climate change can be addressed or, indeed, is being addressed. In the last decade myriad initiatives have emerged across the globe independently from, or only loosely connected to, the "official" UN-sponsored negotiations and treaties. In the face of stalemate in the formal negotiations, the world is experimenting with alternate means of responding to climate change. Climate Governance at the Crossroads chronicles these innovations--how cities, provinces and states, citizen groups, and corporations around the globe are addressing the causes and symptoms of global warming. The center of gravity in the global response to climate change is shifting from the multilateral treaty-making process to the diverse activities found beyond the negotiating halls. These innovations are pushing the envelope of climate action and demonstrating what is possible, and they provide hope that the world will respond effectively to the climate crisis. In introducing climate governance "experiments" and examining the development and functioning of this new world of climate policy-making, this book provides an exciting new perspective on the politics of climate change and the means to understand and influence how the global response to climate change will unfold in the coming years.

Robots in Space, discusses how robots are used to explore planets and other bodies in space, advances in space robotics, and what we can learn from the data these robots gather. Additionally, this title features a table of contents, glossary, index, color photographs, sidebars, and recommended books and websites for further exploration.

The book's main argument is that global social injustice is by and large epistemological injustice. It maintains that there can be no global social justice without global cognitive justice.

This open access book takes a critical and international perspective to the mainstreaming of the Global Citizenship Concept and analyses the key issues regarding global citizenship education across the world. In that respect, it addresses a pressing need to provide further conceptual input and to open global citizenship agendas to diversity and indigeneity. Social and political changes brought by globalisation, migration and technological advances of the 21st century have generated a rise in the popularity of the utopian and philosophical idea of global citizenship. In response to the challenges of today’s globalised and interconnected world, such as inequality, human rights violations and poverty, global citizenship education has been invoked as a means of preparing youth for an inclusive and sustainable world. In recent years, the development of global citizenship education and the building of students’ global citizenship competencies have become a focal point in global agendas for education, international educational assessments and international organisations. However, the concept of global citizenship education still remains highly contested and subject to multiple interpretations, and its operationalisation in national educational policies proves to be challenging. This volume aims to contribute to the debate, question the relevancy of global citizenship education’s policy objectives and to enhance understanding of local perspectives, ideologies, conceptions and issues related to citizenship education on a local, national and global level. To this end, the book provides a comprehensive and geographically based overview of the challenges citizenship education faces in a rapidly changing global world through the lens of diversity and inclusiveness.

The essays in this volume explore the educational implications of unsettling shifts in contemporary culture associated with postmodernism. These shifts include the fragmentation of established power blocs, the emergence of a politics of identity, growing inequalities between the haves and the have-nots in a new global economy, and the rise in influence of popular culture in defining who we are. In the academy, postmodernism has been associated with the emergence of new theoretical perspectives that are unsettling the way we think about education. These shifts, the authors suggest, are deeply contradictory and may lead in divergent political directions?some of them quite dangerous. Power/Knowledge/Pedagogy examines these issues with regard to four broad domains of educational inquiry: state educational policy and curriculum reform, student identity formation, the curriculum as a text, and critical pedagogy. The book contributes to the dialogue on the forging of a new commonsense discourse on democratic educational renewal, attuned to the changing times in which we live.