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The following sections will present a brief overview of theories of justice that have underpinned the development of the institutions and administration of justice in modern Western societies. It will begin with an examination of the general political–philosophical ideas and concepts in the area of justice in the modern era. It will then examine the perspectives of punishment, which are linked to these philosophical theories.

Different higher education initiatives derived from the Bologna Process (BP) agenda have been recontextualised in each country depending on their starting points, their needs, their governments' political orientation and different institutions currently in power. This has led to discrepancies in the interpretation of BP objectives. In the case of the BP in Spain, the social dimension discourse (inclusion, equity and social justice) has prevailed in official documents, but pedagogical practices, driven by the actual process, have resulted in some detrimental outcomes. The educational approaches implemented involve student-centred teaching and learning to facilitate the adaptability of future professionals in the neoliberal context. The main interest in this chapter is in different student profiles: traditional students and those whose profile does not match the traditional student profile (because of being of an older age, concurrently working or having family commitments). The main objectives of this chapter are to analyse the effects of student-centred learning approaches related to the BP on different student profiles in terms of engagement, student experiences and academic results, as well as analyse their differential access to higher education. Quantitative analyses of two data sets have been conducted, including relevant data from Via Universitaria II (2018) report and the database of the Spanish Ministry of Education covering the timeframe between academic years 2015–2016 and 2020–2021. While the data from the latter source suggest the decrease of enrolment of non-traditional students (in terms of social class and age) over time, complementary data from the former source, that confirm these results, question the suitability of the so-called innovative student-centred learning approaches for all, as they seem to put traditional students in a more privileged position with regard to opportunities for academic progress. This analysis is essential for shedding light on the educational inequalities regarding non-traditional students in Spain in the framework of the BP.

The Sustainable Development Goal 12 (SDG 12) that aims at ensuring sustainable consumption and production patterns is dependent on efficient and effective transport infrastructure. But many new transport infrastructure projects are delayed due to complex conflicts between multiple stakeholders with different stakes. This chapter illustrates how a multi-stakeholder participation process based on systems thinking can be used to generate a shared mental model of stakeholders in conflict. Using the systems thinking and modelling methodology, the complex problem situation is first structured by identifying and analysing the stakeholders. Then a participative approach is employed to develop a systems model that captures the underlying structure responsible for the problem situation. Finally, three strategic interventions are formulated by the stakeholders to improve the system behaviour in the long term. In this chapter, both quantitative and qualitative data were collected using structured interviews, focus groups and secondary sources. Using a New Zealand transport infrastructure project, the chapter shows that effective multi-stakeholder participation, capable of leading to some form of multi-stakeholder partnership, can help reduce delays in a transport infrastructure project. Practically, the chapter provides a framework that can reach an accommodation between conflicting stakeholders. Overall, this chapter contributes New Zealand–based empirical research to the literature on multi-stakeholder participation for achieving SDG 12 within the context of Agenda 2030.

This chapter, drawing on an anthropological perspective, explicates the process of tourism development and its implications for Ilha Grande in Angra dos Reis, Rio de Janeiro, Brazil. The concept of tourismization, influenced by Norbert Elias’s sociological perspective on the “civilizing process,” is introduced to illustrate how social changes and society-individual relationships within this community can be perceived as a set of configurations and articulations, which are mediated by tourism. It is suggested that tourisimization can be perceived as a process which dictates the rules and new customs to be followed by people influenced by new local configurations mediated by tourism.

This chapter focusses on three young, female students from Denmark and their quiet voices in a world full of loud expectations – in this case the expectations of education. The chapter is based on a research project named Marginalization and Co-created Education (MaCE), which is constructed through indirect conversations with young students. These students were either attending an Adult Education Centre (In Danish: VUC) or a Production School (an institution for people who for a short period have to consider what to do in relation to the system of education). The aim of the study was to obtain an understanding of being a young person on an educational journey and to let the young students express their experiences through their own voices and views. The findings of this research present an overwhelmingly negative view of the school experiences by the young students, who all at some point felt neglected and not acknowledged through their school time by both teachers and classmates. These findings are illustrated through German sociologist Norbert Elias and his work on The Civilizing Process, and focusses on the unavoidable connection between civilising and distinction processes.

This concluding chapter summarises the main themes and topics discussed in this book, synthesising the key issues facing contemporary anti-racism efforts. It reflects on a possible anti-racist future(s) in a context of greater sociocultural affiliations and more interconnected local and global environments. Ideas about race and ethnicity have adapted, and racial hierarchies, structures and processes continuously shape the way social groups engage, interact and live with difference. This raises questions regarding the enduring influence of race and racism. What will the state of multiracial societies be in the evolving digital economy that has transformed the structural and institutional environment affecting everyday life? What kind of an anti-racist future can be imagined that will contribute to ensuring greater social equity? This chapter ponders on a range of possibilities to chart directions towards an anti-racist future that fosters increased intercultural understanding for relational engagements across difference. It draws conclusions and lessons for an anti-racist future and lays out some directions for future research.