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Feminist Critical Policy Analysis: A perspective from primary and secondary schooling
This text sets out to challenge the traditional power basis of the policy decision makers in education. It contests that others who have an equal right to be consulted and have their opinions known have been silenced, declared irrelevant, postponed and otherwise ignored. Policies have thus been formed and implemented without even a cursory feminist critical glance. The chapters in this text illustrate how to incorporate critical and feminist lenses and thus create policies to meet the lived realities, the needs, aspirations and values of women and girls. A particular focus is the primary and secondary sectors of education.
Unjust Transition
In 2019, Regina’s Co-op Refinery Complex (CRC), a subsidiary of Federated Co-operative, locked out Unifor Local 594 after collective bargaining negotiations failed. CRC used the transition to a “low carbon” future as the justification for concessions on working conditions and reducing the workers' pension plan. The lockout demonstrates what a “just transition” means to fossil fuel corporations: rollbacks of collective bargaining, worker rights, cooperative spirit and environmental justice. In the name of a new future, Federated Co-operative and the Saskatchewan government trampled all over important worker rights — the right to strike and picket, occupational health and safety, pensions and collective bargaining. It also highlights the sorry state of co-operative values in Canada. As corporations and governments are poised to make a transition that will be detrimental to workers and communities, this books argues that solidarity between unions and community movements is absolutely necessary to make the transition away from fossil fuels a just one.
Feminist Critical Policy Analysis I
This text sets out to challenge the traditional power basis of the policy decision makers in education. It contests that others who have an equal right to be consulted and have their opinions known have been silenced, declared irrelevant, postponed and otherwise ignored. Policies have thus been formed and implemented without even a cursory feminist critical glance. The chapters in this text illustrate how to incorporate critical and feminist lenses and thus create policies to meet the lived realities, the needs, aspirations and values of women and girls. A particular focus is the primary and secondary sectors of education.
The Publications of the Harleian Society
Reprint of the original, first published in 1877.
