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Book review: Jatrana, S., Toyota, M. and Yeoh, S.S. editors 2005: Migration and health in Asia. London: Routledge. 288 pp. £80 cloth. ISBN: 0 415 36319 5

postmodern change. The ensuing contribution sees Inglis return to the attack by considering the implications for education of the ‘crisis of legitimation’, whereby governments of advanced capitalist societies sought to take the strain produced by exogenous economic upheavals by transposing the centre of reference from the economic realm to the ideological (see Habermas, 1976). He concludes that the ‘preposterous edifice of auditing . . . blinds vision and stifles thought’ (p. 122) – something with which many will concur. The final four essays of this collection find authors specifically addressing the ‘Good Society’. Dame Tamsyn Imison draws on her experience of being Head Teacher at a London comprehensive school to identify four factors that help in training tomorrow’s citizens – having a vision, the valuing of all, developing a learning culture, and what she terms an ‘excitement culture’. Richard Howells unravels and reconstructs the intimate relationships between the media, education and democracy. Tom Wylie tackles the question of informal education and the young. Jon Nixon and his colleagues argue that the effective governance of learning is dependent on a tradition of deliberative democracy. Taken together, these 12 essays and the editor’s introduction cover an enormous range of issues in just 181 pages of text and add up to something closer to an old-fashioned political tract than to an exhaustive treatise. Many of the essays are position pieces, scarcely longer than extended lectures. They lack extensive examples or detailed refutations of contrary positions. Some of the references are incomplete and bibliographic styles are mildly inconsistent. There is little or no cross-referencing, even when authors are manifestly exploring similar issues. Nevertheless, there is much to admire in this collection. The essayists are well chosen and (mostly) have something to say. Although the papers tackle discrete topics, there is a recognizable flow within the book created by good structuring and an introduction that contextualizes rather than merely provides a précis of the papers. Above all, it radiates a commitment to ideas and causes without resorting to the style of ‘breezy voluntarism’(p. 29) that so afflicts educational literature. It deserves to be read by anyone involved in or concerned about the current direction of the educational system in Great Britain.