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This essay engages the work of sociologist George Herbert Mead and political theorist William E. Connolly, applying a reading of their understanding of the criminal other to the development of Illinois’ and South Carolina's penal systems at the turn of the nineteenth century. Despite an influx of European immigrants, Illinois politicians and prison officials fashioned an approach to corrections that relied on rehabilitation through assimilation as the core component of disciplining its convict population. In contrast to this approach, South Carolina fashioned a penology based upon the principle of exclusion, one that enshrined retribution over rehabilitation in the paradigm of punishment. The essay concludes by comparing the importance of racial and ethno-cultural politics in shaping regional and national debates over correctional policy and by examining the primary function race plays in explaining the current backlash against the rehabilitative ideal informing so much of contemporary penology.

Addresses the general issue of the effective management of public relief programmes. Proposes that in the search for an appropriate guiding framework, public administrators could overcome some of the perennial problems stemming from lack of management continuity between ad hoc programmes by adopting the so‐called “privatization paradigm”. Develops a comparative analysis based on the Bureau of Indian Affairs′ (USA) recent effort to assist American Indians start and maintain viable business ventures. Argues that the substantial non‐securing management costs of business relief programmes could be reduced if administrators applied management models provided by privatization theory to the direction of their programmes.

After discussing the fundamental importance of education, touching upon its role in cognitive and social development, the chapter highlights the urgency of ensuring equitable access to quality education for all children, regardless of their social backgrounds, and tackling the barriers that hinder educational access for marginalized groups. Subsequently, the chapter examines the historical challenges that indigenous communities have faced, particularly in relation to oppressive educational policies imposed by colonial powers and dominant governments. Drawing from the context of SDG 4 and the broader 2030 Agenda, the chapter concludes by emphasazing the critical role of education in safeguarding cultural diversity and promoting social inclusion, while showcasing the innovative efforts in helping indigenous communities reclaim and revitalize their linguistic and cultural heritage on a global scale.

This qualitative study researches the concept of entrepreneurship in an indigenous population by assessing the external and internal challenges entrepreneurs face, discusses the various types of support offered, and compiles recommendations for partners to understand the Diné entrepreneur. This research interviewed nine enrolled members of the Navajo Nation tribe who have either created businesses on the reservations, managed non-profits aimed at supporting entrepreneurs, or possessed a wealth of entrepreneurial experiences working both on or off the Navajo Nation Reservation. This text builds upon the themes of economic development, cultural-match, and indigenous sovereignty by analyzing the concept, action, and future of Diné entrepreneurship.

In 1983, in typically Parisian manner, J. F. Lyotard claimed that redistributive conflict had gone out of fashion, with the focus of postmodern conflict revolving increasingly less around issues of resource allocation. Contemporary societies were having to deal with le différend, with horizontal conflicts rooted in heterogeneous languages, instances, and rules. The concern and claims of one group could not be understood within the languages of the other (Belohradski, 1990; Lyotard, 1983).

Du Bois's interest in the Japanese empire points us in the direction of examining non-Western imperial policies and discourses and how they relate to racialization. For Du Bois, Japan was an exemplar of a nonwhite empire. This chapter reconstructs a Du Boisian conception of race that identifies it closely with ethnicity, against the belief that the African-American intellectual held on to a merely biological conception of race. I argue that his thought evolved towards a social-construction approach in which race must be understood historically and in particular global contexts. By analyzing Japan's policies and discourses around the boundaries of the Japanese, I explicate how Japan carried out a process of self-racialization owing to its dialectical relationship with the West. It also racialized its colonial subjects in a process of in-group delineation according to Japan's imperial imperatives. The case of the Japanese empire demonstrates how a global/transnational approach to racialization is valuable. It also evinces how white supremacy and universalism are not the only logics of imperialism. Moreover, it shows that Du Bois believed white supremacy could be transcended. However, Du Bois was too idealistic about Japan's empire, ignoring how oppressive nonwhite imperial rulers can be toward their subjects even when there are phenotypical similarities between them.

The situated appropriation of the content of globalization by Navajo people and institutions in their unique U.S. Southwest context is the focus of this chapter. The local is transforming the content of the global for local ends; this conversation narrative posits situated cultural exchange rather than a conversion narrative that implies a uni-directional mode of cultural assimilation. Reflections on cultural change in both formal and non-formal educational contexts based on the author's years of experience in the Navajo Nation provide data to freshly examine a conceptual framework for explaining cultural change amid contemporary globalization. The concepts of situated appropriation, adaptive intelligence, and mutual appropriation are employed in the analysis of cultural conflict and change in this chapter.

The first parts of this chapter trace the history of the Chinese national minority Uyghurs, the origins of their ethnic identity and their early art. It then describes the recent government's repression of Uyghurs and their attempts to resist the state oppression and forced assimilation through art.