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Backgrounder
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Agricultural and Resource Policy
Agricultural and Resource Policy develops a framework for analysis and investigates the issues that affect the sector internally and in interactions with the rest of the economy.
The Rise of Regional Authority
Most countries around the globe have one or two levels of regional or intermediate government, yet we have little systematic idea of how much authority they wield, or how this has changed over time. This book measures and explains the formal authority of intermediate or regional government in 42 advanced democracies, including the 27 EU member states. It tracks regional authority on an annual basis from 1950 to 2006. The measure reveals wide variation both cross-sectionally and over time. The authors examine four influences – functional pressures, democratization, European integration, and identity – to explain regionalization over the past half-century. This unique and comprehensive volume will be a vital resource for students and scholars of comparative politics, public administration and public management, federalism, democratization, nationalism, and multilevel governance.
Annual Review
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Mosman
The northern Sydney suburb of Mosman, a verdant peninsula between Port Jackson and Middle Harbour, has historically been known for its whaling and careening, pleasure grounds, artists’ and bohemians’ camps, and army fortifications. To the present day it is distinguished from other communities by a continuing military presence, the world famous Taronga Zoo, its scenic bush beaches, ferry travel and sailing. Acclaimed historian Gavin Souter traces a two-centuries’ course of change from Aboriginal habitation to convict farming, wharfage, residential subdivision, quarrying, and eventually what Henry Lawson called Mosman’s ‘red-tiled roofs of comfort’. The story begins with the Boroge...
The Progressive Education Fallacy in Developing Countries
This book provides a provocative but carefully argued addition to the theory and practice of education in developing countries. The book provides an ethical and empirical justification for support of formalistic teaching in primary and secondary schools in developing countries. It also refutes the application of progressive education principles to curriculum and pre- and in-service teacher education in such contexts. The central focus of this book is the formalistic teaching prevalent in the classrooms of many developing countries. Formalistic (‘teacher-centred’, ‘traditional’, ‘didactic’, ‘pedagogic’) teaching is appropriate in the many countries with revelatory epistemologies, unpopular and old-fashioned though these methods may seem in some western, especially Anglophone, ones. Formalism has been the object of many failed progressive curriculum and teacher education reforms in developing countries for some 50 years.
