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Rejecting the various 'World Order Models' being projected as a panacea for a lasting peace, Nehru visualised 'World Union' based on democratic principles to create an egalitarian social and economic order across the globe and to eliminate the recurring phenomena of conflict and tension which produce wars at regular intervals. The perceived 'World Government' could provide a platform to manage and eliminate the modern forms of warfare: ethnic conflicts, proxy wars, militancy, terrorism, etc., while accommodating and redressing the grievances and resentments of specific people across as well as within the borders of national units. A global legislature can provide the community of nations a uniform, codified and effective international legal order. The Nehruvian model which sought to create an egalitarian, 'planned' and 'socialised' world economic order by eliminating imperialism and colonialism in all forms and manifestations could be relevant to manage the global economic crisis and also for the development of underdeveloped world. A World Union based on democracy and freedom may protect individual and group rights against ethnic cleansings and genocides and may help to universalise the institution of democracy. A strong world government, suggested by Nehru, can control nuclear proliferation and save mankind from the scourge of nuclear war.

This paper seeks to critically examine the emergence of contemporary religious fundamentalisms and how they have been able to acquire influence in a way that has opened new 'fault lines' within multiculturalist public policy discourse. Specifically, the paper is interested in understanding the curiously paradoxical place of religion and faith based groupings in the contemporary multicultural polity, and the confusion, and in some instances conflicts, this has caused amongst the Left. This is illustrated through an extended examination of the Shabina Begum case concerning a Muslim schoolgirl and her demands to wear the jilbab, a specific religious headscarf, to school. It is argued that, in part, these ideological fault lines have resulted from an uncritical embrace by some progressives of ideas associated with postmodernist thinking; in particular the uncritical assertion of virtues of anti-universalism and cultural relativism. This then leaves an urgent task for progressives to think through some alternatives based on a re-articulation of a new political discourse of egalitarianism which is unashamedly universalist and secular.

'User Involvement' has become the new mantra in Public Services with professionals constantly being reminded that 'user knows best'. The pur pose of this paper is to ask where the preoccupation with 'the User' comes from and to pose some questions about what 'User Involvement' actually means. Within our paper we see three issues as central within this. The first is a consideration of the historical antecedents of the discourse of 'User Involvement', focusing in on the struggles over British welfare that took place around the late 1970s–early 1980s. This forms the context from which we seek to understand and critique the New Labour project in relation to the massive expansion of regulatory frame works. We argue that, far from enabling the delivery of high quality integrated services that truly reflect the interests of current and future users, these policies represent the further commodification of basic human needs and welfare. Finally, it has become apparent the current 'User' discourse has assumed contradictory manifestations, in particular the emergence of groupings of 'professional users' who participate in the formation of state policy as 'expert consultants'. We conclude by arguing for an approach in which user perspectives are neither privileged nor subjugated, but are situated in a process of creative critical dialogue with professionals, which is linked to the development of a concept of welfare driven by emancipatory rather than regulatory imperatives.

PurposeThis paper aims to describe and analyse the development of a teaching module that introduces undergraduate students to the core skills required to develop and manage a welfare organisation. It makes particular reference to social enterprise.Design/methodology/approachThe paper explores the political and educational context which inspired this initiative and the theoretical basis for the approach used. A particular focus is placed on the entrepreneurial aspects of the development. It moves on to describe the delivery of the module to the first cohort of students and includes their assessment of the learning and an evaluation of how they performed the assessment task.FindingsStudents were very positive about the content of the module; the teaching style employed and reported that it had inspired them to be entrepreneurial.Practical implicationsStudents who are now paying large sums in fees may well be motivated to enrol on courses that are practice based or enhance professional development through engaging with "real world" issues. Such courses equip them with the skills and knowledge they need to boost their chances of pursuing a career in an area that fits their personal motivations, values and interests.Originality/valueThe paper addresses the real life experience of delivering enterprise skills training to social policy students, a group not traditionally associated with this type of approach. The paper will be of interest to students, academics and practitioners in the fields of contemporary welfare delivery and management who are interested in developing entrepreneurship skills training in higher education and workplace settings.

Social work is under unprecedented pressure as a result of funding cuts, political interventions, marketisation and welfare transformations which, combined, are dramatically reshaping the relationship between individuals and the welfare state. A wide range of distinguished academics provide a comprehensive analysis of the evolving challenges facing contemporary social work, reflecting on both the existential and ideological threats to the profession. As well as the chief practice areas of child protection, adult care and mental health, contributors also examine practice issues surrounding older people, neoliberalism, neo-eugenics and the refugee crisis. This book offers concrete policy proposals for the future of the profession alongside valuable solutions which students and practitioners can action on the ground

Without a doubt, structural and institutionalised racism is still present in Britain and Europe, a factor that social work education and training has been slow to acknowledge. In this timely new book, Lavalette and Penketh reveal that racism towards Britain's minority ethnic groups has undergone a process of change. They affirm the importance of social work to address issues of 'race' and racism in education and training by presenting a critical review of a this demanding aspect of social work practice. Original in its approach, and with diverse perspectives from key practitioners in the field, the authors examine contemporary anti-racism, including racism towards Eastern European migrants, Roma people and asylum seekers. It also considers the implications of contemporary racism for current practice. This is essential reading for anyone academically or professionally interested in social work, and the developments in this field of study post 9/11

Unparalleled in its coverage of concepts and themes, this textbook uses insights from across sociology, psychology, criminology and other areas of expertise to show how children and young people negotiate crucial challenges and transitions in their lives. It considers a wide range of theories, issues and practice dimensions and clearly shows how they connect, with fresh insights on topics including mental health, bereavement and disability in children. Foregrounding cultural diversity as a crucial dimension of sensitive practice and placing an emphasis on thinking critically and practicing reflectively throughout, this book also: • includes helpful chapter introductions, summaries and annotated further readings; • features a range of case studies, linking theory to practice; • provides active learning exercises, enabling you to apply and consolidate learning. With a companion volume that addresses human growth and development in adults, this is an invaluable tool for students as well as a useful refresher resource for experienced practitioners