IAP - Information Age Publishing, Charlotte, NC (2024)

10/30/2024

TC Record Review:

Latinx College Students: Innovations in Mental Health, Advocacy, and Social Justice Programs Reviewed by Ismael C. Carrillo and Tanya J. Gaxiola Serrano

Latinx College Students: Innovations in Mental Health, Advocacy, and Social Justice Programs is a comprehensive exploration of critical issues impacting Latinx students, primarily focusing on Latino males in higher education. Edited by José Miguel Maldonado and Adrianne L. Johnson, this book brings together diverse scholars to offer culturally relevant programs and counseling approaches to mental health practitioners, educators, and administrators. The contributors provide an inclusive analysis of often ignored topics such as machismo, mental health services and access, cultural ideology, exclusionary practices, systemic barriers, racism, converging identities, gender socialization, career theories, and interventions. The book is organized into nine chapters, each addressing different aspects of the Latino male college and university experience regarding mental health, counseling practices, and gender socialization, providing a comprehensive understanding of the topics discussed.

This book comprehensively introduces diverse inquiries, recommendations, practices, and implementation when serving and working with Latino males in higher education, recognizing the contradictions of machismo. As Latina/o scholars in higher education who study gender, we find the content of the book critical to our understanding, examination, and support of Latino males—a developing line of inquiry. The timeliness of the topics explored are essential as higher education continues to witness low enrollment and retention for Latino men and mental health disparities. Furthermore, with our current political and social climate, the Latinx population is constantly targeted in policy and practices, creating a hostile environment for the population. The recommendations provided are theoretical, applicable, and actionable, directly addressing Latino males’ needs in colleges and universities.

To read the full review please visit:https://journals.sagepub.com/pb-assets/cmscontent/TCZ/Book%20Reviews/2024%20Book%20Reviews/October/Latinx%20College%20Students-1727816379.pdf

10/23/2024

News Release...

IAP is pleased to share with you our 2024 virtual exhibit bookstore for the IAP Virtual Book Store for the Southern Management Association (SMA), October 29 - November 2, 2024. https://www.infoagepub.com/vc/SMA24.

Please use the link to our flyer (below) that will provide you with titles of interest, as well as a discount code for any books you purchase from our virtual bookstore. https://www.infoagepub.com/vc/SMA24. Please visit and share with your colleagues as we continue to support the Southern Management Association.

If you or your colleagues should have any new publishing projects, please feel free to submit them directly to me at [email protected]. If you need assistance on how to create a proposal you can visit: https://www.infoagepub.com/proposal-process.html.

10/16/2024

News Release...

IAP is pleased to share with you our 2024 virtual exhibit bookstore for the National Association for Family, School, and Community Engagement (NAFSCE), October 23 - 25, 2024. https://www.infoagepub.com/vc/NAFSCE24.

Please use the link to our flyer (below) that will provide you with titles of interest, as well as a discount code for any books you purchase from our virtual bookstore. https://www.infoagepub.com/vc/NAFSCE24. Please visit and share with your colleagues as we continue to support the National Association for Family, School, and Community Engagement.

If you or your colleagues should have any new publishing projects, please feel free to submit them directly to me at [email protected]. If you need assistance on how to create a proposal you can visit: https://www.infoagepub.com/proposal-process.html.

10/14/2024

A Systems Approach to Public Administration and Social Equity
By:
Todd Pooser
A volume in Public Administration & Social Equity
A Systems Approach to Public Administration uses General Systems Theory – a cross-disciplinary scientific philosophy first articulated by Ludwig von Bertalanffy then refined by Ervin Laszlo, and covering fields that include but are not limited to human psychology, cell biology, evolutionary biology, linguistics, the theory of consciousness and the human mind, and physics – to formulate “The Plan”: a series of social policies that if enacted, will enable all of humanity to live in the best possible world given the conditions of our existence.

The notion that human society faces a series of unprecedented threats is no longer the purview of those wearing tinfoil hats or walking down Broadway with a sandwich board declaring “The End Is Nigh.” We are at a crossroads after which is, in all likelihood, the point of no return. The Plan transcends common, high-level platitudes to advance series of Public Private Trusts &nd ash; Energy, Resource, Agriculture, Transportation, Health and Technology – in which members invest and become equity partners to create a “Virtual Commonwealth.” In so doing, we leverage our significant population, tax revenue and disposable income majorities to directly and immediately steer the political economy towards a sustainable, equitable, healthy future for everyone.

ENDORSEMENT:
"I have been a Professor of Public Administration and a Social Equity Scholar for the last twenty years. However, the treatment of social equity in Todd Pooser's book presents a unique approach to understanding the concept of social equity. This is a must read book for anyone wanting to analyze social equity from a scientific and /or philosophical perspective. — Richard Greggory Johnson III, University of San Francisco
CONTENTS
Introduction: Why a Systems Approach to Public Administration and Social Equity? CHAPTER 1: An Introduction to General System Theory. CHAPTER 2: A Systems Based Ethics and Social Contract. CHAPTER 3: The Health Trust. CHAPTER 4: The Transportation Trust. CHAPTER 5: The Agriculture Trust. CHAPTER 6: The Energy Trust and The Resource Trust. CHAPTER 7: The Technology Trust. CHAPTER 8: Choosing Our Future Postface — The Virtual Commonwealth. Author Biography.

Buy online https://www.infoagepub.com/products/A-Systems-Approach-to-Public-Administration-and-Social-Equity

10/11/2024

IAP is pleased to share with you our 2024 virtual exhibit bookstore for the Association for Educational Communications & Technology (AECT), October 19 - 23, 2024. https://www.infoagepub.com/vc/AECT24.

Please use the link to our flyer (below) that will provide you with titles of interest, as well as a discount code for any books you purchase from our virtual bookstore. https://www.infoagepub.com/vc/AECT24. Please visit and share with your colleagues as we continue to support the Association for Educational Communications & Technology.

If you or your colleagues should have any new publishing projects, please feel free to submit them directly to me at [email protected]. If you need assistance on how to create a proposal you can visit: https://www.infoagepub.com/proposal-process.html.

10/11/2024

Leading Schools Through and Beyond the Pandemic
Edited by:
Suzy Hardie, University of South Carolina
Helen Goode, The University of Melbourne
David Gurr, University of Melbourne
A volume in International Research on School Leadership
Much of the literature has relied on others commenting on the work of educational leaders, rather than the voice of the leaders driving the commentary. There have been few studies attempting to capture principal voices within and between countries. The International School Leadership Development Network (ISLDN) was formed in 2009 and has had scholars from more than 20 countries involved (Barnett & Woods, 2021). In response to the pandemic, the ISLDN embarked on a study that analyzed the impact Covid-19 had on the school leaders and the way that they lead. The study captures a unique timeframe as the school leaders were still leading through the pandemic and adjusting to leadership after a global pandemic. In this book we are using these cases to describe how principals not only led their schools during the pandemic, but what they are doing as we come out of the pandemic.

What makes this book different from many of the other publications about ed ucation and the pandemic is: A) Principal voice is often missing from research and writing about the educational impact of the COVID pandemic. B) The book draws upon empirical research conducted in 2022. It is reporting on principal case studies collected as part of the research of the International School Leadership Development Network. There are 37 principal cases from seven countries, and 25 writers. These cases have not been reported elsewhere and were collected especially for the book. C) The cases are focused not only on how principals led their school through the pandemic, but how they are leading beyond the pandemic. A feature of the cases is reflection on enduring changes to education and the implications for future educational leadership. D) Whilst principals discuss their responses to the various mandates and pressures, and what worked well and what could have been done better, they also reflect on the support they gave others, and the support they got.
CONTENTS
Dedications. Preface: Leading Schools Through and Beyond the Pandemic, Bruce Barnett. Introduction to Leading Through and Beyond the Pandemic, Suzy Hardie, Helen Goode, and David Gurr. Leading Schools Through and Beyond Extensive Lockdowns: Experiences of Six Principals in Melbourne, Australia, David Gurr, Lawrie Drysdale, Helen Goode, Fiona Longmuir, Campbell McKay, Kendra Parker, Chris Reed, and Paul Sedunary. Navigating Uncertainty During Crisis: Insights into the Experiences of Three Western Australian Principals, Michelle Striepe. Understanding Principal’s Well-being and Leadership Practices during the Pandemic in a Small School in Rural Manitoba, Canada, Morag Ivany and Peng Liu. Leadership in Ghana during the COVID-19 Pandemic: Voices from Suburban and Rural Head-teachers, Corinne Brion. Leading a Private Bilingual School in Kuwait through COVID-19 and Beyond, Suzy Hardie, Peter Moyi, and Taji Abdul-Raheem. The Switch to Online Schooling: Experiences of the Pandemic from School Principals in Malta, Denise Mifsud. Aotearoa New Zealand: Leading for Equity through Disruption and Uncertainty, Sylvia Robertson. Strengthening a Culture of Care: Narratives of Two Experienced Principals in Southern California During and Post-Pandemic, Betty J. Alford. Georgia’s Leaders in a Time of Crisis: Stories of Resilience from the Field, Jami Royal Berry, Karen C. Bryant, Beth Hebert, James Zoll, Tifane Johnson, Sean Schinella, and Carol Williams. Navigating the Challenges of the Principalship in the Southeastern United States during the Pandemic, Peter Moyi and Suzy Hardie. The personal and professional reflections of three Texas high school administrators during the COVID-19 pandemic, Nathern S. Okilwa, Barbara L. Pazey, and Bruce G. Barnett. Reflections on Leading Schools through and beyon d the Pandemic, Helen Goode, David Gurr, and Suzy Hardie. Editor Biographies.

Buy Online at https://www.infoagepub.com/products/Leading-Schools-Through-and-Beyond-the-Pandemic

10/11/2024

Inclusive Leadership
From Theory to Practice
Edited by:
Sheryl Cowart Moss, Georgia State University
Rolandria Justice Emenuga, Justice Consulting Group
A volume in Contemporary Perspectives on Supervision and Instructional Leadership
Inclusive leaders create strong cultures with systems to respond to unique needs and encourage hidden potential. Inclusive leaders think in terms of each rather than all, and they strive to engage each child and adult. This perspective values individual cultural capital. (Cowart Moss, 2020; DeMatthews, 2018; McLeskey, Waldron, & Redd, 2019). Inclusive leadership requires district and school leaders to be intentional, hypervigilant, and to contextualize their work. These actions must be ongoing. They are not accomplishments, rather they must be a way of leading and seeing the world. (Berry, Cowart Moss & Gore, 2018; Mette, 2019).

Leaders can break down barriers or create obstacles. Ironically, leaders may perceive themselves as promoting inclusion while still operating within areas of implicit bias (Arnold, 2019; Theoharis & Causton-Theoharis, 2008; Willey & Magee, 2018). Barriers to inclusion may reside outside of a leader’s di rect control. They may be systemic, or they may arise in unforeseen and unpredictable crises, like the COVID-19 pandemic. While our schools continue to face enormous challenges from COVID-19, they also face stress from increasing awareness and reactions to systemic racism and political polarization. History shows collaboration and strong relationships can greatly impact responses to a crisis and the quality of rebuilding efforts after a crisis. (Stern, Cetron, & Markel 2009). It is increasingly important for school leaders to cultivate inclusive approaches, building repertoires of skills to meet the needs of the diverse, marginalized, and unsettled members of their school communities. Leaders must have theoretical and pedagogical tools for assessing their capacities and for reflecting on their progress. They must have access to resources and support for continued growth.

The ideal of inclusion is synonymous with belonging and caring, but ideals must be more than talking points. Inclusive leaders can parse out the subtleties that separate more abstract notions of justice and caring (Noddings, 2015) from specific actions that result in inclusive cultures. These leaders bridge the gap between theory and practice. This volume, Inclusive Leadership: From Theory to Practice, seeks to provide a more nuanced view of what it means to be an inclusive leader as it explores current research, practical applications, and personal narratives.
CONTENTS
Foreword, David DeMatthews. Introduction, Sheryl Cowart Moss and Rolandria Justice Emenuga. SECTION I: EXAMINING THE INFLUENCES OF RESEARCH IN DISABILITY SERVICES, SOCIAL JUSTICE LEADERSHIP CULTURAL PROFICIENCY, AND PROGRAM DESIGN. Beyond “Hang in There”: A Qualitative Examination of How Inclusive Principals Support Beginning Special Education Teachers, Erica D. McCray, Margaret L. Kamman, Maya Israel, Alexandria N. Harvey, and Emily Crews. “And Only Connect!”: Inclusive Leadership in a New Zealand Context, Sylvia Robertson. Principal Influence on Success for Students With Disabilities: An Exploration of Educator Perceptions of Inclusive Leadership, Zak Dominello, Vanessa Giddings, and Amie Cieminski. Inclusive Teacher Educator Leadership: Situating Reflective Practice Within Theory, Partnerships, and Equity in an Undergraduate Dual Licensure Ed ucational Preparation Program, William Hunter, Wesam Salem, Keishana Barnes, Logan Caldwell, and Jennifer Bubrig. Navigating the In-Between: Defining the Third Space for Educational Leadership Programs, James A. Zoll, Sheri Hardee, and Catherine Rosa. SECTION II: PRACTICAL APPLICATIONS: INCLUSIVE LEADERSHIP IN ACTION. Practicing Inclusive Leadership by Nurturing and Developing Teacher Leaders, Marla McGhee. Disrupting the Status Quo: A Call for True Equityin Special Education, Toni Barton. Equity Labs—Can They Increase Teacher and Leader Effectiveness? Georgia Evans. Actions of Equitable, Socially Just, Culturally Responsive, and Inclusive Educational Leaders, Amie B. Cieminski and Kristine J. Melloy. SECTION III: NARRATIVES—PERSONAL PERSPECTIVES ON THE FIELD. Exploring Inclusive Leadership Through Tonglen: A Contemplative Framework for Supervision, Steve Haberlin and Ian Mette. Building a Stronger Leader Preparation Model: Inclusive Practice Grounded in Research and Experience. Karen Caldwell Bryant, Jami Royal Berry, Robin Christian, Niles Davis, Michele Dugan, Brian Keefer, Kristen McRae, and Summer Tuggle Smith. Inclusive Leaders Building Bridges to Learning, Heather P. Williams and Jennifer L. Snow. Rafael’s Story: A Portrait of a Latinx School Leader in Georgia, Taylor Barton. Conclusion, Sheryl Cowart Moss and Rolandria Justice Emenuga. About the Contributors.

Buy online at https://www.infoagepub.com/products/Inclusive-Leadership-From-Theory-to-Practice

10/07/2024

IAP - Information Age Publishing, Inc, is pleased to announce our October 2024 ATI Packet (Advanced Title Information).

Place advanced orders today by phone at 704-752-9125 ext 2 and receive 20% off the list price plus shipping and handling.

09/18/2024

Built for More
The Role of Out-of-School Time in Preparing Youth for the Future of Work

Edited by:
Byron Sanders, Big Thought
Shannon Epner, Big Thought

A volume in Current Issues in Out-of-School Time

Built for More, The Role of OST in Preparing Youth for the Future of Work will highlight OST research and illustrative practices and bring forward multi-disciplinary perspectives about future trends, innovations, and the impact of OST on the future workforce. The focus is on OST programs as well as related activities that contribute to employability, such as summer work, internships, apprenticeships, disability inclusion, career-focused mentoring, and more. The book will also lift up voices traditionally left out of the OST conversation, including BIPOC, rural, and other marginalized communities.

Given that the world of work is rapidly evolving, what are the most important ways we should be framing education and youth development work? Define forces and illuminate the trends reshaping the necessary skills that youth will need to thrive professionally, personally, and to positively impact their communities. What are the skills that employers are sayi ng are most valuable due to transformation from automation, machine learning, and the 4th industrial age we are experiencing globally? What are key demographic shifts that add urgency to the imperative for change in our human development ecosystems?

ENDORSEMENTS:

"Built for More: The Role of Out-of-School Time in Preparing Youth for the Future of Work is a compelling, insightful must read about the current and future trends on out-of-school time. This book is loaded with fascinating detail and interdisciplinary perspectives that highlight the impact of OST on teaching and learning, workforce development, and creating global citizens for a diverse society. This book makes a persuasive argument that is difficult to refute and should be required reading for anyone interested in the future of young people in the United States." — Joshua Childs, University of Texas at Austin

"As a youth empowerment leader committed to breaki ng systemic barriers and fostering transformative change, Built for More: The Role of OST in Preparing Youth for the Future of Work is an important resource. This book highlights the key institutional shifts needed to cultivate youth agency within our rapidly evolving educational, professional and technological landscape. Its focus on the impact of out-of-school time (OST) programs and critical pathways such as internships, apprenticeships, and career focused mentoring offers important insights to bridge the gap between education and employment. Its emphasis on elevating BIPOC and rural voices sets it apart, offering a truly inclusive approach to reducing barriers and shaping innovative interventions that authentically resonate with and empower our youth." — Hollie Neal Morgan, Fossil Foundation

"The coming decades will be some of the most challenging in history, while also being the most opportunity-rich. Questions of intelligence, belonging and humanity rip ple through everyday dialog and innovation and adaptable learner-centered programs are rising to the occasion to meet our young people with voice, agency and relationship. Built for More: The Role of Out-of-School Time in Preparing Youth for the Future of Work is a critical compilation of OST stories paints a portrait of nimble, learner-centered environments that prioritize agency and relationships. These stories spotlight crucial programs and education ecosystems from respected voices." — Tom Vander Ark, Getting Smart

CONTENTS
Foreword, Chike Aguh. Acknowledgments. Introduction, Byron Sanders. SECTION I: THE FUTURE OF WORK. Transforming Education through Learner-Centered Ecosystems: Empowering All Children for a Thriving Future, Bobbi R. Macdonald. The Impact of AI Technology on Future Generations in the Workforce and the Role of Out-of-School Time Providers, Shannon Epner and ChatGPT-4. Tomorrow’s Workforce in Afterschool Programs Today: STEM-focused Afterschool Programs and Systems, Terri Ferinde, Teresa Drew, Nicole Evans, and Sheronda Witter. SECTION II: IMPORTANCE OF YOUTH WORKERS IN PREPARING YOUTH FOR THE FUTURE OF WORK.&nb sp;Importance of Youth Workers in Preparing Youth for the Future of Work, Carlos Santini. Post-Traumatic Growth in OST: Creating Nurturing Conditions for Growth and Transformation in the Youth Development Workforce, Melea Meyer. Higher Education and Youth Work: Opportunities for Expanding the Field, Nancy L. Deutsch and Melissa Levy. Supporting the Youth Fields Workforce: Lessons Learned From the Power of Us Workforce Survey and the Field, Jill Young and Rebecca Goldberg. SECTION III: ROLE OF OST IN SPARKING CAREER PATHWAYS. Creating Authentic Spaces for Youth: A Conversation About the Role of Youth Agency & Its Future, Monique Miles, Angelica Portillo, and Byron Sanders. Non-Artificial Authentic Intelligence: Creating Ecosystems of Development for Young People Outside of School and in the World of Work, Gabrielle Kurlander and Christopher Street.&nb sp;Leveraging the Community as a Civic Classroom, Fernande Raine and Emily Wegner. Pathways to College and Career Readiness in South Los Angeles: A Case Study of the Al Wooten Jr. Youth Center, Naomi McSwain. Creating Creators: How an Out-of-School Time Ecosystem is Redefining Creativity and Building Learning Pathways to Future Success, Armando Banchs, Evan Cleveland, and Greg MacPherson. A Conversation with Ania Hodges: A Youth Changemaker’s Story and Call to Action, Ania Hodges and Byron Sanders. Conclusion. Author Biographies.

Buy online at https://www.infoagepub.com/products/Built-for-More

09/11/2024

News Release...

IAP is pleased to share with you our 2024 virtual exhibit bookstore for the Society for the Curriculum and Pedagogy Group, September 25-28, 2024. https://www.infoagepub.com/vc/CP24.

Please use the link to our flyer (below) that will provide you with titles of interest, as well as a discount code for any books you purchase from our virtual bookstore. https://www.infoagepub.com/vc/CP24. Please visit and share with your colleagues as we continue to support the Curriculum and Pedagogy Group.

If you or your colleagues should have any new publishing projects, please feel free to submit them directly to me at [email protected]. If you need assistance on how to create a proposal you can visit: https://www.infoagepub.com/proposal-process.html.

09/09/2024

IAP - Information Age Publishing, Inc, is pleased to announce our September 2024 ATI Packet (Advanced Title Information).

Place advanced orders today by phone at 704-752-9125 ext 2 and receive 20% off the list price plus shipping and handling.

09/06/2024

IAP is happy to present the most recent newsletter from our partner the Social Science Education Consortium. Please find the newsletter link here.https://www.infoagepub.com/assets/files/newsletters/ssec/00_Summer_2024_Newsletter.pdf

08/28/2024

TC Record Review

Post-Secondary Planning for All: Approaches to College and Career Readiness Counseling for Special Populations Editors: Sejal Parikh Foxx and J. Anthony Elizonso Publisher: Information Age Publishing Pages: 289 Publication Year: 2023 ISBN: 979-8887303611

Post-Secondary Planning for All: Approaches to College and Career Readiness Counseling for Special Populations, edited by Sejal Parikh Foxx and J. Anthony Elizonso, offers school leaders, especially those who serve secondary education students, a snapshot of how college and workforce readiness is experienced by nine special populations. Each chapter combines this information with an opportunity for readers to turn what they learn into best practices. This gives readers time to use evidence-based strategies to resolve systemic barriers for a specific student population before moving on to the next chapter. Although each chapter uses its own terminology, the collective message for student advocacy is clear.

After reading this book, I became curious about current college enrollment data, as we have now regained a bit of normalcy within K-16 communities after the pandemic. According to the National Student Clearinghouse Research Center, 44 U.S. states experienced enrollment growth in 2023–24, with community colleges logging the most gains. Why are community colleges leading recruitment efforts within higher education? In Texas, community colleges such as Alamo Colleges District and Austin Community College have positioned themselves as culturally responsive, accessible, and equitable. Outreach efforts include messages such as “College Made for You” and “ACC is for Everyone,” with campus leaders also emphasizing this message to students in person during campus visits. In sum, this volume absolutely joins a growing wave of equitable access efforts for special student populations within college and career readiness, and across higher education.

To read the full review please visithttps://journals.sagepub.com/pb-assets/cmscontent/TCZ/Book%20Reviews/2024%20Book%20Reviews/August/Post-Secondary%20Planning%20for%20All-1724275489.pdf

08/15/2024

Climate Governance in International and Comparative Perspective
Issues and Experiences in Africa, Latin America, and the Caribbean

Edited by:
Peter F .Haruna, Texas A&M International University
Laila El Baradei, The American University in Cairo
Liza van Jaarsveldt, University of South Africa
Abraham D .Benavides, The University of Texas at Dallas
Cristina M .Stanica, Northeastern University

A volume in Public Administration & Social Equity

This book pulls literature together to examine the quality of climate governance based in the experience of Global South regions—Africa, Latin America, and Caribbean. While these regions are resilient, the IPCC 2022 Report indicates that the effects of climate change are crippling their thinly structured governance systems and limited capacities. For example, in addition to environmental devastation, loss of life, and livelihoods, these regions have endured most of the “loss and damage” due to climate change impacts. How are they responding? What are the outcomes? And where do they go from here?

Given this background, the book’s goal is to question assumptions about climate governance patterns, systems, institutions, and processes in these regions, using comparative analytical techniques while distilling information about policy outcomes that other approaches do not provide. It argues that these regions and individual countri es within them have a lot to learn from and about each other rather than look to the Global North and wealthy countries for economic, political, and administrative models that hardly match their lived experience and ontological outlooks. In doing so, it aspires to promote a fruitful South-South policy-related dialogue via scholarly exchanges and also contribute to advance the study and practice of international and comparative public administration. From this perspective, scholars, researchers, educators, public managers, and practitioners will find the book relevant to and useful for their respective endeavors.

CONTENTS
Preface, Peter F. Haruna and Laila El Baradei. Acknowledgments. PART I: INTRODUCTION. Climate Governance in Africa, Latin America, and the Caribbean, Peter F. Haruna and Cristina Stanica. Climate Governance in Global Context, Abraham David Benavides and Liza Ceciel van Jaarsveldt. PART II: REGIONAL PERSPECTIVES. Climate Governance in the East African Community, Henry Kimani Mburu and Joseph Ngunjiri Macheru. Trouble in Paradise: Climate Governance in the Cayman Islands, Genève Phillip-Durham. Forestry and Evolving Climate Governance of Costa Rica and Panama, 1969–2022, Michael S. Yoder. Climate Governance in the Central American Northern Triangle: Opportunities and Challenges of the Public Transport System, Hugo Renderos. PART III: NATIONAL PERSPECTIVES. Climate Governance in Development Perspective: A Co mparative Study of Ghana and Nicaragua, Peter F. Haruna and Hugo Renderos. Public–Private–Community Partnerships as Pathways for Climate Governance in Zimbabwe, Brighton M. Shoniwa. Environmental Vulnerability and Disaster Prevention: A Study of Local Governments in Mexico, Manlio F. Castillo and Heidi J. Smith. Participatory Climate Change Governance in Enabling Leadership for Climate Action and Sustainable Development in South Africa, S. A. Mthuli. Ocean Health Part I: The Concept, Governance, and South African Context, Thean Potgieter. Ocean Health Part II: The South African Policy Experience and Lessons Learned in Sustaining Ocean Life, Thean Potgieter. Climate Change Governance and Institutional Structures in Egypt Pre- and PostCOP27, Laila El Baradei and Shaimaa Sabbah. Institutional Re-Structuring or Institutions Anew? A Decision Process in the Republic of Suriname’s National Climate Adaptation P lanning, Kalim U. Shah. PART IV: LOCAL GOVERNMENT PERSPECTIVES. Climate Governance and Sea Level Rise: A Case Study of Alexandria City, Egypt, Laila El Baradei. Environmental Effects on Groundwater and Urban Drinking Water Quality by Landfills Leachate Infiltration: A Governance Approach, Miriam A. García-Colindres, Luis Antonio Castillo-Suárez, Carolina Alvarez Bastida, Verónica Martínez-Miranda, Ivonne Linares-Hernández, Abraham David Benavides, Monserrat Castañeda Juárez, and Vanessa González-Hinojosa. Climate Self-Governance: Decentralized Solar Systems in Kenya’s Cities, Victor Ferreros, Felix O. Vescovi, Susan E. Baer, and Angela M. Mai. Climate Governance: Stakeholders Adapting to Climate Change, N. S. Matsiliza. Climate Governance: An Anatomy of Community Understanding and Awareness of Climate Change, Redemption Chatanga and Maréve Biljohn. PART V: CLOSING. Assessing the Quality of Climate Governance: Lessons Learned and the Way Forward, Peter F. Haruna and Abraham David Benavides. About the Editors. About the Contributors.

Buy online at https://www.infoagepub.com/products/Climate-Governance-in-International-and-Comparative-Perspective