This book critically interrogates the function of schooling in the United States of America using the writings of sociologist Zygmunt Bauman and suggests that its aims, whether recognized or not, are not so much to educate students to be free thinkers, but rather to be orderly cogs in a particular functional social machine.
This commentary examines the Convention Concerning the Protection of the World Cultural and Natural Heritage (the UNESCO World Heritage Convention), fifty years after its adoption. It explores the new challenges which have arisen in the management of world heritage sites and the Convention's impact on the evolution of international heritage law.
The 1960s counterculture challenged the mainstream practices that dominated the 1950s, producing such groups as the hippies, Diggers, the National Organization for Women, and the American Indian Movement, all of which demanded societal change.