| 1. |
- Bechmann Pedersen, Sune, et al.
(författare)
-
Democratic Tourism
- 2024
-
Ingår i: The Oxford Handbook of the History of Tourism and Travel. - : Oxford University Press. - 9780190889555 - 9780190889586 ; , s. 1-73
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The introduction of paid holidays during the interwar years democratized travel and laid the foundation for modern mass tourism. In European democracies, the right to paid leave found supporters from across the political spectrum who viewed it a means to improve the health of the labor force, increase industrial output, and safeguard family values. Workers also gained new leisure opportunities in countries without a state regulated right to paid holidays. Moral entrepreneurs debated how to combat idleness and ensure workers use their new leisure time in productive ways. Social tourism subsidized by the state or NGOs, and catering to those disadvantaged by poverty or poor health thus tended to involve education and moral guidance. The sustained postwar economic growth experienced by liberal democracies largely made this form of tourism obsolete because workers could afford commercial package tours meeting consumerist holiday ideals.
|
|
| 2. |
|
|
| 3. |
- Galloway, Taryn Ann, et al.
(författare)
-
Immigrant Child Poverty - The Achilles Heel of the Scandinavian Welfare States
- 2015
-
Ingår i: Measurement of Poverty, Deprivation, and Economic Mobility. Thesia I. Garner , Kathleen S. Short (eds.). - : Emerald. - 9781785603877 ; , s. 185-219
-
Bokkapitel (refereegranskat)abstract
- Immigrant and native child poverty in Denmark, Norway, and Sweden 1993–2001 is studied using large sets of panel data. While native children face yearly poverty risks of less than 10 percent in all three countries and for all years studied the increasing proportion of immigrant children with an origin in middle- and low-income countries have poverty risks that vary from 38 up to as much as 58 percent. At the end of the observation period, one third of the poor children in Norway and as high as about a half in Denmark and in Sweden are of immigrant origin. The strong overrepresentation of immigrant children from low- and middle-income countries when measured in yearly data is also found when applying a longer accounting period for poverty measurement. We find that child poverty rates are generally high shortly after arrival to the new country and typically decrease with years since immigration. Multivariate analysis shows that parents years since immigration and education affect risks of the number of periods in persistent poverty. While a native child is very unlikely to spend nine years in poverty, the corresponding risk for a child to a newly arrived immigrant was found to be far from negligible. Much of the pattern is similar across the three countries but there are also some notable differences.
|
|
| 4. |
|
|
| 5. |
- Pedersen, Helena, 1968, et al.
(författare)
-
Introducing Critical Animal Pedagogies in Higher Education
- 2019
-
Ingår i: Vetenskaplighet i högre utbildning: Erfarenheter från lärarutbildning. Franck, O. (red.). - Lund : Studentlitteratur. - 9789144130637 ; , s. 315-334
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Education can no longer be viewed as an arena which only involves humans. What we do in education profoundly affects other species and our relations to them, as well as our shared life conditions, and the ecosystem as such. Human-animal relations is, however, an underdeveloped area of education practice and theory, and teacher competence in engaging learners in reflection on these relations, is in dire need of development. This project introduces Critical Animal Pedagogies as a course module in the new Master’s Programme in Education for Sustainable Development (ESD). The project develops deeper understanding and analysis of societal power relations and hierarchies, social norms, strategies of exclusion and inclusion in knowledge production, and the construction of “the Other” – all fundamental educational issues – and contributes critical perspectives on hegemonic human-centeredness (anthropocentrism) in education. The introduction of Critical Animal Pedagogies in the MA Programme has catalyzed enormous student engagement and has been a valuable learning experience for the teacher team as well.
|
|
