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This chapter is about the modern (Western) educational regime, educational industry paradigm and schooling process, while focussing on statutorily imposed and legally enforced schooling as the main aspect of the hidden curriculum within a globalizing world.

It is about children's productive labour through schooling, whereby children's labour power is consumed, produced and reproduced on behalf of social formations under the capitalist mode of production (CMP).

The claim that a well-educated population is essential for development so that all societies share an interest in having children participate in schooling as much as possible is the central element of the Western education industry paradigm, the global appeal of which is reflected in how compulsory schooling has been embraced almost everywhere in conjunction with being heavily promoted within the ‘international community’ and widely endorsed by researchers, scholars and similar observers.

Contrary to Bowles and Gintis's correspondence principle, the structure of schooling is not an identical to the structure of the workplace in that it entails compulsion, whereby schooling is as efficient and effective as possible in meeting the needs of the CMP.

The CMP benefits from the state having shifted confinement as a mechanism to force people to work onto schooling; or, from compulsory social enclosure, whereby schools increasingly resemble military and prison systems.

Compulsory social enclosure helps to ensure that children's productive capacity – or labour power – is enhanced to the benefit of the CMP, this being the major factor in accounting for its appeal and advance on the world stage, globally.

This chapter pulls together the main strands of Child Labour in Global Society, and addresses their implications for the sociological study of children’s lives, schooling and slavery.

In popular and scholarly discourses there is a tendency to emphasize the differences between the social lives of children and those of adults rather than the similarities and continuities; to misrepresent children’s social activities in comparison with those of adults; to rationalize the differential way in which children’s social activities and participation are assessed and rewarded relative to those of adults; and to fortify children’s actual and/or assumed marginal situation in modern society.

There are sociological gains to be had from emphasizing the comparable features and structural links between ‘childhood’ and ‘adulthood’ due especially to the common participation of children and adults in productive labour.

The way in which children’s social activities are differentially assessed and rewarded is reflected in how children are denied full citizenship rights, and so are non-citizens.

In particular, children are denied the right to freely exchange their labour power on the labour market.

While viewing educational labour as forced labour does not sit well with ideas about children and childhood in modern society, doing so is consistent with the element of compulsion in for instance the Convention on the Rights of the Child (CRC).

Being compulsorily required to perform educational labour is indicative of how in modern societies children are owned and in slavery, not just of the de facto kind, but also of the de jure kind.

This chapter is about the modern, Western education system as an economic system of production on behalf of the capitalist mode of production (CMP) and globalization towards a single, global social space around market capitalism, liberal democracy and individualism.

The schooling process is above all an economic process, within which educational labour is performed, and through which the education system operates in an integrated fashion with the (external) economic system.

It is mainly through children’s compulsory educational labour that modern schooling plays a part in the production of labour power, supplies productive (paid) employment within the CMP, meets ‘corporate economic imperatives’, supports ‘the expansion of global corporate power’ and facilitates globalization.

What children receive in exchange for their appropriated and consumed labour power within the education system are not payments of the kind enjoyed by adults in the external economy, but instead merely a promise – the promise enshrined in the Western education industry paradigm.

In modern societies, young people, like chattel slaves, are compulsorily prevented from freely exchanging their labour power on the labour market while being compulsorily required to perform educational labour through a process in which their labour power is consumed and reproduced, and only at the end of which as adults they can freely (like freed slaves) enter the labour market to exchange their labour power.

This compulsory dispossession, exploitation and consumption of labour power reflects and reinforces the power distribution between children and adults in modern societies, doing so in a way resembling that between chattel slaves and their owners.

The system of government-run poor relief in England, dating from the sixteenth century, was not replicated in Europe until the mid- to late 1800s. In order to understand why, poor relief must be placed within the socio-economic framework of capitalism, a system of surplus appropriation which originated in the novel class relations of English agriculture. The English way of dealing with poverty was distinctive and this distinctiveness was rooted in the unparalleled expansion of capitalism in that country in the early modern era. Assistance to the poor in England emerged alongside a qualitative social change, wherein an economy rooted in custom was transformed into one based on the competitive social relations of capitalism. The main conclusion of this article is that the welfare state was not a product of industrialization but of the class structure of agrarian capitalism.

This paper aims to ground Harvey’s (2003) top-down theory of “accumulation by dispossession” in the everyday lives of people and places with specific focus on the role of law. It does this by drawing upon the lived experiences of residents on a public housing estate in England (UK) undergoing regeneration and gentrification through the Private Finance Initiative (PFI).

Members of the residents association on the Myatts Field North estate, London, were engaged as action research partners, working with the researchers to collect empirical data through surveys of their neighbours, organising community events and being formally interviewed themselves. Their experiential knowledge was supplemented with an extensive review of all associated policy, planning, legal and contractual documentation, some of which was disclosed in response to requests made under the Freedom of Information Act 2000.

Three specific forms of place-based dispossession were identified: the loss of consumer rights, the forcible acquisition of homes and the erasure of place identity through the estate’s rebranding. Layard’s (2010) concept of the “law of place” was shown to be broadly applicable in capturing how legal frameworks assist in enacting accumulation by dispossession in people’s lives. Equally important is the ideological power of law as a discursive practice that ultimately undermines resistance to apparent injustices.

This paper develops Harvey’s concept of accumulation by dispossession in conversation with legal geography scholarship. It shows – via the Myatts Field North estate case study – how PFI, as a mechanism of accumulation by dispossession in the abstract, enacts dispossession in the concrete, assisted by the place-making and ideological power of law.

The purpose of this paper is to discover the operational character of gated communities in Malaysia.

This paper is based on a small case study conducted in Iskandar Malaysia, an economic development region located in the southern part of Peninsular Malaysia. In the case study, 12 housing developers were interviewed, involving 32 gated communities altogether. The investigation covered the identification of the governing document used in operating a gated community, the operational purposes and scopes, the arrangement for collection of maintenance fee, and the internal governance within the gated communities.

From the analysis, it was found that two types of gated communities exist in the case study areas, namely the strata gated community scheme, and the gated community scheme (GACOS). The operational mechanism for the former is through a set of rules enforced by the government. Meanwhile, the latter is based on the arrangement set up either by the developer, where legal agreement is applicable, or through the consensus among homeowners. However, despite these differences, both mechanisms share the same intention, that is to operate the gated community based on cooperative-collective sharing arrangement.

Despite the vulnerability of GACOS enclosure components, the case study revealed that the number of GACOS is still bigger than the strata gated community scheme. Since this perspective is lacking in this paper, it is suggested that more studies are conducted to explain the reasons behind the indicated phenomenon.

The most important contribution of the paper is to highlight the importance of gating experience that is heavily influenced by the local policy setting to determine the survival of a gated community; thus, demonstrating how different they are from each other.

The first Poor Laws date back to the 16th century. One would have to go back to 1495 and 1531 to locate the first legislation (displaying above all a repressive character), in which vagabonds were punished, all public begging was outlawed and the poor were required to participate in public works. But an initial 1535 provision stipulated that the local authorities were required to provide for the subsistence of the sick poor. The laws of 1572, 1575, 1597 and 1601 (Tawney & Power, 1924, Vol. 2, pp. 328–329, 346–354) marked a decisive step towards the extension of assistance to the ‘deserving poor’ within the context of the parish. Throughout the whole of the 17th century, the coercive aspect continued to dominate. The law on place of residence (the Act of Settlement and Removal) of 1662 added new constraints to the old provisions attaching the poor to their respective parishes. The creation of workhouses beginning in the mid-17th century (via parliamentary decrees in 1647 and 1649) represented the most important stage in the establishment of these repressive measures. The objective was to make the poor more useful and less costly to society; the 18th century would see an increase in the number of workhouses, reaching a total of approximately 200 by the end of the century. Beginning in 1722, the parish authorities were able to create workhouses and conclude agreements with the central government for the upkeep of the poor; those who refused to participate in these institutions lost all rights to assistance.