Chapter 4 explores how American policymakers expanded housing programs from the late 1960s to the early 1990s to address economic challenges such as rising inflation, unemployment, and deindustrialization. When high interest rates threatened mortgage lending and housing activity, policymakers created a government-backed mortgage-backed securities market with the quasi-public agencies Fannie Mae and Freddie Mac at its center. These actions aimed at restoring housing-based growth by attracting capital into housing and expanding mortgage lending at affordable rates. Moreover, policymakers expanded tax subsidies for homeownership, notably through the Tax Reform Act of 1986, and extended housing programs to stimulate economic activity in marginalized communities previously excluded from the benefits of housing-based growth. These programs contributed to the financialization of the American housing market and economy: They made the US mortgage market even more dependent on government support and tied the demand-led economy more closely to housing, as homeowners increasingly borrowed against their homes for consumer spending - further entrapping policymakers into supporting the housing sector as a growth strategy for decades to come.

Chapter 1 introduces the reader to the black geographies of New Granada in the eighteenth century, with the structure following the routes of African captives from the Caribbean region across to the mines of the Pacific. It explores how Caribbean New Granada was connected to Antioquia and the Pacific region by the mobilities of people of African descent and thereby offers an alternative geography of colonial Colombia that nuances traditional understandings of region in Colombian history. The chapter outlines the demographics of New Granada’s provinces, demonstrating the central importance of the jurisdiction’s black population to colonial history, and how New Granada was a society governed through slavery. Rivers and slave caravan routes that connected the Caribbean to the interior and the Pacific. Following an analysis of provenance zones of captives arriving in Cartagena de Indias, the chapter sketches the black geographies of the provinces of the Caribbean coastal cities of Cartagena de Indias and Santa Marta and their forested interior before casting its gaze across to the gold mines of southwestern Colombia. Elites ruled the region from temperate cities upon the backs of black and indigenous labourers.

Part II of this book is deliberately called "Lenses and Lessons: Towards more Global Perspectives" as it takes the reader on a journey from Pacific social work across to East Africa and into Europe. It explicity acknowledges the interdependence of the local with the global and that social work is a profession which is shaped by and in turn shapes these geopolitical and socioeconomic contexts. Framed by multiple global crises such as wars in Ukraine and the Middle East, a once-in-a-century pandemic, widespread economic turmoil, a reckoning on race, mass illegal migration, rising inequality, post- and anti-colonial views on social work and much more, the reaffirmation of positive and purposeful and socially relevant social work is illuminated and justified. The issues in Part II can be set against the International Federation of Social Workers definition of social work as “a practice-based profession and an academic discipline that facilitates social change and development, social cohesion, and the empowerment and liberation of people.” In Part II there are implications for social work education, practices, and policy.

This chapter first considers some correlations between memetic constructions and select figurative meanings, showing how our approach differs from existing multimodal metaphor approaches. As a case in point, the chapter presents an analysis of when-memes as relying on similative patterns of meaning, and also extends this discussion to include the family of If 2020 Was X memes.

This essay explores two movements that developed in reaction to naturalism and its mimetic logic of stage realism at the turn of the twentieth century. Symbolism sought to represent the unrepresentable essence of the human experience, turning to allegories, fables, and mystical images to conjure spirits from both the natural and supernatural realms. Expressionism likewise aimed at an alternative aesthetic for representing the unrepresentable but did so with an eye towards the epistemological uncertainty of knowing oneself in relation to the modern world. It featured an abstract palette of skewed lines and woodcut shadows to depict the anxious experience of unpredictability, ironically projecting movement as stasis onto an increasingly stylised mis-en-scène.

This chapter focuses on how urban development relates to riverine flood risk. It begins with an overview of flooding and related riverine processes (e.g., sediment transport, floodplain formation, channel migration). It then presents the urban development and flood histories of Vienna (Austria) on the Danube and Calgary (Canada) on the Bow River, including the latter’s 2013 flood disaster. The cases are assessed and compared using the Urban Risk Dynamics framework. Vienna and Calgary demonstrate several key themes, including the “levee effect.” Each city’s relationship with the river has been one of technological control, intensifying over time. During periods of major population growth, flood protection investments are made that allow the city to expand into hazard lands. Once set in motion, the reliance on technology for flood protection becomes self-reinforcing, difficult to reverse as more of the city comes to depend on it. Over time, there is a loss of collective memory about flood risk. The role of government becomes increasingly important. Disaster events lead to learning and adaptation but do not fundamentally alter processes of urban development that give rise to risk.

In 1812, the courts were again thrust into the center of international conflict. Decades of resentment over British domination prompted the United States to embark upon what many Americans thought of as the nation’s “second war for independence.” It was one the United States was unprepared to fight. Longstanding distrust of permanent military establishments left the nation unable to counter British armed might, especially on the water. Privateers were a potential solution, but Congress and the Madison administration were unequal to the task of regulating the United States’ private navy. Responsibility fell to the judiciary, even though Jeffersonians had spent the previous decade attacking the courts for their supposed undermining of republican principles. As the revolutionary generation had learned, judicial enforcement of the laws of maritime war was critical to maintaining the nation’s international credibility. And the courts’ disposition of ships and goods captured by American privateers kept the nation’s war machine running. By marrying government authority to private enterprise, judges made it possible for the United States to reassert its standing as a sovereign and independent nation.

1. How can the social work profession in Tanzania continue to improve the well-being of people and promote social justice? 2.There is a need to encourage and support social workers on several levels in Tanzania. What issues of human rights are related to this task? 3. How can social workers living outside Tanzania support colleagues working in the region?

In the nineteenth century, playwrights began to consider speech not only as a prelude to action and conflict but to exploit its potential as a site of action and conflict. The result was the burgeoning of a more discursive and dialectical theatre that directly engaged with social, political, and philosophical debates, leading to the development of such forms as the problem play, the discussion play, and the play of ideas. While these genres have often been considered the conventional types of realist theatre against which other forms of modernism reacted, this chapter argues that they were in fact significant innovations that responded to crises of modernity. In so doing, the chapter traces their circulation as they were adopted and adapted in cultures beyond their origins in Europe.

1. How can we create brave spaces for students in social work? 2. How can we use stories in the classroom? 3. How can brave spaces be made transferable to social work practice?