VElez-IbANez builds on theorization about necrocitizenship to introduce the concept of necro/narco citizenship, which argues that pervasive violence and socioeconomic disruptions create a unique form of existence on both sides of the border. The author examines the dislocation of thousands, the persistent threat of violence, and the ways in which these forces compel individuals to navigate a reality steeped in addiction, self-destruction, and civil deterioration. This book reveals the transnational networks and the morally compromised political economies that sustain them, offering readers an unflinching look at the cost of survival in this tumultuous region.

This essential volume is not only a critical addition to the field of anthropology but also an invaluable resource for those interested in the sociopolitical landscape of the U.S.-Mexico border. VElez-IbANez's insights will resonate with scholars, students, and policymakers alike. The Rise of Necro/Narco Citizenship challenges us to rethink the narratives of violence, militarization, and resistance that define our understanding of the Southwest North American Region.

This illuminating volume explores the often-overlooked relationship between college student activism and well-being, drawing on a multi-phase study that explores college students' perspectives on how their activism impacts their well-being.

Based on a study of 119 US college students, the authors share their findings through a constructivist, qualitative lens, revealing three key themes: The link between student activism and students' identities, the non-negotiable time costs of activism and associated burnout, and the ways that students and higher education can benefit from a different way of considering university and community care. With scholarship exploring the connections between college student activism and well-being still nascent, this book pioneers a fresh understanding of the intersection between student activism and well-being, amplifying authentic student voices throughout and offering practical recommendations for student support. Through a combination of personal narratives, data analysis, and expert commentary, it explores what inspires college student activists to work to create a more just and equitable society, as well as the prevalence of burnout and the tools students use to mitigate their struggles and improve their own well-being.

This book will be suitable for both undergraduate and graduate students as well as scholars, practitioners, and professionals in the larger higher education and social justice community.

Grappling with Monuments of Oppression provides a timely analysis of the diverse approaches being used around the world to confront colonial and imperial monuments and to promote social equity.

Presenting 12 interdisciplinary, international case studies, this volume explores the ways in which the materiality of social domination can be combated. With contributions from activists, scholars, artists, and policymakers, the book envisions the theme of restorative justice in heritage and archaeology as encompassing initiatives for the reconciliation of past societal transgressions using processes that are multivocal, dialogic, historically informed, community-based, negotiated, and transformative. Arguing that monuments to historical figures who engaged in oppressive regimes provide rich opportunities for dialogue and negotiation, chapters within the book demonstrate that, by confronting these monuments, citizens can envision new ways to address the context and significance of the figures they memorialize and the many people who were targets of their oppression. Contributors to the book also provide a toolkit of methods and strategies for addressing the continuing structures of social domination.

Grappling with Monuments of Oppression will be essential reading for academics and students working in heritage studies, archaeology, anthropology, material culture studies, landscape analysis, and museum studies. It will also be of great interest to practitioners and activists around the world.

Chapters 1 and 2 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC BY-NC-ND) 4.0 license.

This book offers a comprehensive survey of burial practices in the ancient Levant and challenges some of the assumptions behind previous attempts to find a normative burial practice.

Exploring the dazzling variety of ways in which the living deal with the dead, this book utilises big data projects and legacy data to highlight the sheer diversity of burial practices in the ancient Levant. Theorizing that some types of burial are significantly underrepresented, this volume argues for the necessity of analysing both the existing and non-existing data at multiple scales of analysis. Thus, rather than attempting to identify a 'normative' or 'typical' burial, the volume highlights the multitude of ways in which the living approached and interacted with the dead across the ancient Levant, from the Late Chalcolithic to the Iron Age (fifth to first millennia BCE). In doing so it acknowledges and foregrounds variability, not only in terms of so-called 'atypicality', but also in terms of burials and practices that have been mistakenly lumped together in the drive to produce narratives of similarity and normative behaviour. This volume also explores some of the broader patterns and temporal/spatial shifts that shed light on wider changes in the ways in which humans perceive(d) of the dead and themselves (the living) over time.

While predominantly focused on the modern regions of Israel, Jordan, Lebanon, Palestine, and Syria, this book also engages with these broader themes across Western Asia and the Mediterranean, adopting an interdisciplinary and cross-cultural approach to understanding temporal and spatial variability. This book is of relevance for students and researchers of Ancient Western Asia, as well as those of the archaeology of death and burial.

How exceptional low-income students navigate and pursue opportunity in prestige-oriented universities at the personal cost of hunger.

Beneath the veneer of prestige and promise, a hidden issue pervades the campuses of America's selective universities. In Starving the Dream, Nathan F. Alleman, Cara Cliburn Allen, and Sarah E. Madsen reveal the startling contradiction between the celebrated opportunities of these prestige-oriented institutions and the food insecurity that exceptional low-income students must navigate within environments of plenty.

Through meticulous case-study research, the authors leverage student and administrative interviews, observations, and official and "alternative" campus tours to uncover how normatively affluent universities are rife with expectations of extensive campus involvement and material displays of wealth. However, visions of the ideal student experience are only attainable for low-income students at the cost of either involvement or consistent food access. Critiquing the social and symbolic meaning that food takes on in affluent universities where students are socialized into coveting upper-middle-class lifestyle markers such as gourmet coffee and branded campus clothing, the book argues that administrators must better align services and support with the demands of a rigorous academic experience. It also encourages universities to recognize students' innovative solution-making and incorporate their voices and agency in campus strategies.

This expansive study challenges readers to reconsider the broader impacts of higher education's structures and priorities and urges a reevaluation of what full participation should look like in these resource- and opportunity-rich environments. Starving the Dream is an appeal to university leaders, campus administrators, and students themselves concerned with educational equity beyond mere access. It provides a blueprint for meaningful change that centers the knowledge of those experiencing and administrating food insecurity, such that the dreams of selective university attendance need not be deferred by student hunger.

This volume explores the enduring presence and participation of the dead in the lives of premodern people from the Carolingian period to the end of the Middle Ages.

Unlike modern states, which erect barriers to separate the dying and the deceased from their families, friends, and associates, premodern societies in western Europe fostered an on-going relationship between the living and the dead that was mutually beneficial to both parties. As these studies show, the dead had many means at their disposal to communicate their needs and disaffection, including ghostly visitations and unquiet corpses. For their part, medieval authors told stories about the fate of the dead and the geography of the afterlife to dissuade sinful behaviour and foster virtue in preparation for the Last Judgment. Premodern hauntings also serve as a useful metaphor for the uncertainty of archival research in recovering past voices and for the racial presumptions that inform our reconstruction of the western Middle Ages.

This book will appeal to scholars and students of history and literature, especially those interested in the concept of death in the medieval period. The chapters in this book were originally published in the Journal of Medieval History.

In the evolving landscape of academic freedom in America, this second edition addresses the latest challenges and developments in the field.

Since the publication of the first edition of Understanding Academic Freedom, the never-ending struggle to defend academic freedom has entered a demonstrably new phase. Legislation determining what can and cannot be taught in schools in Florida, Texas, and other states has intensified governing board activism that impinges on widely accepted faculty prerogatives. Major donors in research, teaching, and institutional governance have grown bold in their interference. Highly polarizing controversies over antisemitism and the Israeli-Palestinian conflict, as well as debates over diversity, equity, and inclusion policies, continue to broil.

Taken as a whole, these developments indicate that we have entered a new period in the history of American academic freedom. Academic freedom, long heralded as a core value of American higher education, may now be in as much danger as at any time since the 1950s. But what is academic freedom? Is it the right of faculty members to teach whatever they wish; a value upheld for supporters, but not opponents, amid polarizing controversy; or a narrow claim of privilege by a professorial elite, immune from public accountability? Henry Reichman, who chaired the American Association of University Professors' Committee A on Academic Freedom and Tenure for nearly a decade, mounts a rigorous defense of academic freedom and its principal means of protection: the system of academic tenure.

Probing academic freedom's role in multiple contexts, Reichman draws on a wealth of historical and contemporary examples to offer a comprehensive introduction to the concept in all its manifestations. This second edition addresses the most recent and pressing issues in academic freedom, making it an indispensable resource for understanding the current controversial climate.

The connections and interactions of lifelong learning and social justice are complex and contested. Both are seen as a means to unconditional good, with little account taken of the inequalities and equalities located in constructions of power. This book develops critical ways to engage with international debates about lifelong learning and social justice through a range of competing and contested definitions, setting out some of the complexities and challenges of linking the two concepts. In particular, it engages in debates about the equalities and inequalities of learner identities, displacement and place. Its chapters consider those marginalised in complex and multiple ways, including gender, social class, ethnicity, age and migration.

This book was originally published as a special issue of the International Journal of Lifelong Education.

This collection brings together established and exciting new voices to shed light on the language of and about sex work, offering an empirically nuanced understanding of commercial sex through language.

While there is burgeoning literature on sex work in the social sciences, there has been little work to date centering it from a linguistic perspective. Chapters make the case for language as central to sex work practices and the transactions of intimacy in the negotiation of services, promotional strategies and the performance of desire. Featuring insights from diverse geographic contexts, the chapters critically reflect on different dimensions of language and sex work, including sex work, gender and desire; online sex work; sex work and race; sex worker advocacy; and the language of victimization and exploitation. The volume illuminates the ways in which commercial sex work is negotiated in embodied linguistic interaction and attendant issues of power, identity, gender, race and desire.

This book systematizes the body of growing knowledge around language and sex work from an interdisciplinary lens. It is key reading for scholars, policymakers and activists in sociolinguistics and discourse analysis, as well as fields such as anthropology, sociology, criminology and health and social care.

Dynamics of Psychoanalytic Institutions provides a thorough appraisal of the current state of psychoanalytic groups and how they might move forward under fraught conditions, representing the outcome of many years of work by the Institutional Matters Forum (IMF).

This erudite book presents the thoughts, experiences, reflections, and outcomes of the IMF, a long-standing working group of the European Psychoanalytical Federation (EPF). Organisational and group dynamic issues have a great influence on the life of psychoanalytic societies. However, they are often lived through as part of institutional and professional daily lives or retold as part of a history, marked with frequent conflicts, disruptions, splits, and impasses. This book recognises the need to explore the structure, culture, organisation, and unique characteristics of psychoanalytical organisations and to provide the space and tools for reflection. Consisting of seven psychoanalysts from seven different countries, the IMF group charts the origins of analytic societies, explores group mentality, and considers the impact on the global experience of war and the Covid pandemic on psychoanalytic institutions.

In this comprehensive handbook, you'll gain a treasure trove of strategies that you can implement to address some of the most common school challenges. You'll see the amazing impact that educators are having on their schools and classrooms across the country.

The authors offer tangible solutions to problems such as teacher retention and the educator pipeline, money, technology, innovation and initiatives, mental health and well-being, data, perceptions of education, educator commitment, and systemic issues. These issues may seem daunting, but the authors share stories of educators across the country who are already overcoming such obstacles. Each chapter provides inspiring examples, action steps, and takeaways to help you improve your school or classroom.

This thorough resource is designed to be a reference that you can use as needed-either by reading in order or flipping to the sections that most apply, and returning to again and again for a wealth of practical ideas that you can bring to your own setting.

The Evolving State of Policy Sociology explores the dynamic and debated field of policy sociology within educational research. Edited by policy sociologist, Glenn C. Savage, this collection features reflections from scholars with varying histories in policy sociology research, including Jenny Ozga and Stephen Ball, whose work has been foundational to the establishment of the field.

The book examines the origins, evolution, and current state of policy sociology, delving into the diverse theoretical, methodological, and empirical approaches that have shaped its history. Readers are provoked to consider what defines policy sociology, the impacts of globalisation on policy research, what distinguishes policy sociology from related interdisciplinary approaches, and the meanings and practices of criticality that have infused the field since its inception.

Offering a range of compelling perspectives, this book is a valuable resource for both new and experienced researchers seeking to understand the past, present, and future of policy sociology in education. It was originally published as a special issue of Critical Studies in Education.

This book takes a thematic approach to questions of how to define emotion and loneliness, breaking down loneliness into a range of different dimensions - estrangement, longing, homesickness, isolation - and considers how these phenomena appear across a range of global contexts.

Loneliness is a topic of current concern, a downside of the anomie of the modern condition. Yet, emotions and experiences that share some of the features of loneliness can be found in cultures from the ancient world onwards. The book engages with discussions about what loneliness might encompass and how different societies and people have experienced it, raising key questions including where we place the boundaries of emotion, what makes particular emotions distinctive and cultural (or conversely universal), and how we might engage in comparative work across languages and cultures.

Loneliness in World History provides an introduction to an important contemporary emotion across cultures and time, and it is particularly suited for undergraduate students and those new to the field of the history of emotions.

In this concise and introductory book, David Celani examines the work of Ronald Fairbairn, one of the pioneers of Object Relations Theory.

Ronald Fairbairn: A Contemporary Introduction adopts a unique approach to Fairbairn's work and legacy. Organizing the book thematically, Celani makes connections between Fairbairn's disparate and often convoluted papers, offering the reader a more accessible insight into the work of this eminent analyst. He looks in turn at Fairbairn's field-defining work on Object Relations, split consciousness, repression and the impact of parental neglect on a child's developing personality. Celani also explores Fairbairn's assessment of infants' dependency on their maternal figure and brings his ideas into the 21st century. Considering the work of Philip Bromberg in tandem with that of Fairbairn, Celani considers the practical, clinical and theoretical implications of Fairbairn's model.

This volume is essential reading for analysts in practice and training interested in the work of Fairbairn and the impact Object Relations have had on psychoanalysis as a whole.