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"Playing with Fire" is a structured manual and training programme designed to help youth and conflict practitioners develop their skills and techniques for working with conflict and violence in the lives of young people. The manual includes ideas and session plans which can be adapted according to the needs of the group. Sessions are made up of exercises and activities that explore situations of conflict and potential violence, practise skills for dealing with them, and rehearse possible strategies and techniques for future use. There is a comprehensive section on training that cover

We know that peace education helps individuals transform conflict in their own lives, understand and respect other cultures and ways of living, and treasure the Earth. Teachers of peace education encourage their students to cooperate with each other, think critically, solve problems constructively, take part in responsible decision-making, communicate clearly, and share their feelings and commitment openly. These skills and values are essential for survival in an increasingly interdependent world, where violence has become an instrument of policy. Peace education seeks to enable learners to envision a range of possibilities that could lead from a culture of war and violence to a culture of peace. One widely used method to encourage such envisioning is posing an inquiry into the characteristics of peace. Efforts are being made to educate students and teachers about non-violence and human rights via peace education programs. This book lays a foundation for students, teachers and peace educators to explore the elements necessary to create a peaceful society. Educating for Peace will help to build a peaceful, just and sustainable world for our children.Educating for Peace consists of seventeen chapters. Chapter one deals with the pro-motion of education for a peaceful society; chapter two details how to emphasise the importance of peace to children. Chapter three of this book sketches out peace education in a non-formal way, while chapter four deals with education for peace and non-violence. The following chapter clearly defines the conceptualization of peace education. Chapter six defines what exactly a culture of peace entails, while chapter seven deals with a research study on non-violence. Chapters eight and nine address pressing concerns in peace education and creating a violence-free school respectively. Chapters ten and eleven deal with the

Cover -- Table of Contents -- Preface -- Introduction -- 1. One World or None -- Teaching International Understanding -- 2. Teaching for the Atomic Age -- A Unit Outline for Teachers -- 3. Fear, Anxiety and Civil Defense -- Civil Defense in the Classroom -- 4. Safeguarding Democracy -- Educating for Survival -- 5. The New Frontier -- Conclusion -- Appendix A: Suggested Learning Experiences -- Appendix B: Rural Civil Defense Youth Program -- Appendix C: Glossary of Atomic Terms -- Chapter Notes -- Bibliography -- Index

Intro -- Acknowledgements -- Contents -- Notes on Contributors -- Acronyms -- 1 Introduction: Teaching International Relations in a Time of Disruption and Pandemic -- Introduction -- Teaching as Disruption -- Disrupting the Discipline Through Teaching -- Disruptions to Teaching IR -- Moving Forward -- References -- 2 Teaching as a Form of Disrupting International Relations -- Introduction -- Teaching Constitutes International Relations Now and into the Future -- Teaching Is Impactful -- Students Matter to the Progression of IR -- Conclusion -- References -- 3 Connecting Feminist Theory and Critical Pedagogies: Disrupting Assumptions About Teaching and Canon -- Introduction -- Political (Partisan?) Bias in a Classroom and the Myth that Teaching IR Can Be Apolitical -- The Always-Already Political Classroom -- The Classroom Within a Feminist Pedagogical Framework -- Implications of a Critical Classroom -- References -- 4 Disruption as Reconciliation: Lessons Learned When Students as Partners Become Students as Teachers -- Situating Ourselves -- And so It Begins -- Students-as-Partners in Practice: Our Story -- Concluding Reflections on Our Partnership in Practice -- References -- 5 Outside the Orthodoxy? The Crisis of IR and the Challenge of Teaching Monocultures -- Introduction -- IR as a Colonial Project -- The Challenge of Teaching Monocultures -- Monoculture of Knowledge -- Monoculture of Classification -- What Now? Future Directions -- References -- 6 Traditions, Truths, and Trolls: Critical Pedagogies in the Era of Fake News -- Introduction -- Telling Stories -- Broadening the Collegium -- Relationships, Rights, Responsibilities -- References -- 7 Relationship of Responsibility: Indigeneity in the IR Classroom -- Introduction -- Why I Write/Right -- Indigeneity in IR Classroom -- Translated to IR Pedagogy -- Relations -- Responsibility.

Building Blocks is a fascinating tale of the family behind Buckeye CableSystem and their progression into the fourth generation This book shows some of the trials and tribulations faced by the family as it continues to use a nimble strategy to compete with the behemoths of the industry.

1. Disability studies in the communication ethics classroom : pedagogies of justice and voice / Joy M. Cypher -- 2. Creating a college course on communication and disability / Elaine Bass Jenks -- 3. Exploring communication between the differently abled and the temporarily able-bodied in a special topics course / J.W. Smith, Stephanie Dohling and Katherine Rush -- 4. Incorporating disability studies into the communication classroom through a high impact engagement nonverbal communication assignment / Paula K. Baldwin and Michael S. Jeffress -- 5. Sexuality and people with disabilities : a workshop within an interpersonal communication course / Kaori Miyawaki. [et al.] -- 6. Reframing the gender communication classroom : utilizing disability pedagogy / Brian Grewe, Jr -- 7. Bodies of dis-ease : towards the re-conception of "health" in health communication / Andrew Spieldenner and Elena Anadolis -- 8. Disability cultures and the intercultural communication course / Alberto Gonzalez and Andrew Donofrio -- 9. Disability and communication in the virtual classroom / Michael G. Strawser -- 10. Eyes wide open: student involvement in ASD research and TBI critical experiential learning in a media literacy class / Laura C. Farrell and Ginnifer L. Mastarone -- 11. Enhancing campus accessibility : a disability studies approach to teaching technical communication / Rebecca Miner -- 12. Exploring the intersection of ableism, image-building and hegemonic masculinity in the political communication classroom / Emily Stones -- 13. Unleashing disability perspectives in the public speaking course / Bettina Brockmann and Michael S. Jeffress.

Cover -- Teaching Civics -- Table of Contents -- Preface to the English Edition -- Part I - Foundations -- 1 The Civics Teacher: Pro and Professional -- 1.1 The profession of teaching -- 1.2 Principles for teaching civics -- 2 Responsible Citizens: The Goals of Civic Education -- 2.1 Civic education as general education -- 2.2 Skills in civic education -- 2.3 Competencies -- 2.4 Standards -- 2.5 Cognitive structure and complexity -- 2.6 The Beutelsbach Consensus -- 2.7 May civics teachers express their political views in the classroom? Should they? -- 3 Youth and Politics -- 3.1 Developmental stages -- 3.2 Political socialization -- 3.3 Interest in politics -- 3.4 Understanding politics - Dealing with conflict -- 3.5 Trajectories of civic education and socialization -- 3.6 Misunderstanding as an essential part of civic learning -- 3.7 Implications: what does this mean for teachers? -- 3.8 Research on high school students' notions of political concepts -- 4 Learning Democracy -- 4.1 Democracy in school life -- 4.2 Democracy in the classroom -- 4.3 Intersubjective recognition at school -- 4.4 Democratic education -- Part II - Teaching Civics: Principles and Methods -- 5 The Conflict-Based Approach -- 5.1 What is a conflict? -- 5.2 Dealing with conflict -- 5.3 The method: conflict analysis -- Summary -- 6 The Problem-Based Approach -- 6.1 What is a problem? -- 6.2 Working on problems -- 6.3 The method: problem studies -- Summary -- 7 The Action-Based Approach -- 7.1 What is action? -- 7.2 Dimensions of action -- 7.3 Methods: projects, citizens' initiatives -- Summary -- 8 Case Teaching -- 8.1 What is a case? -- 8.2 Individual cases and universality -- 8.3 The methods: case analyses, case studies -- Summary -- 9 The Future-Based Approach -- 9.1 What is the future? -- 9.2 The future and sustainability.

"A rich selection of readings that expose the shadowy underworld of critics, bloggers, tweeters and stylists who have become essential guides to the good life of cultural consumption... a long overdue examination of how cultural intermediaries work, and how their work supports the new capitalist economy." - Sharon Zukin, Brooklyn College and City University "An array of talented contributors, skilfully brought together by the editors, show how the concept of cultural intermediaries can cast light on cultural production, and on media, culture and society." - David Hesmondhalgh, University of Leeds Cultural intermediaries are the taste makers defining what counts as good taste and cool culture in today's marketplace. Working at the intersection of culture and economy, they perform critical operations in the production and promotion

Women of Color Navigating Mentoring Relationships explores and critically examines the opportunities and challenges presented in mentoring relationships involving women of color. Contributors to this edited collection highlight the role of race-, class-, and gender-oriented constructions in the establishment, maintenance, and dissolution of specific mentoring relationships in which women of color are engaged.

Experts from five continents provide a thorough exploration of cultural studies, looking at different ideas, places and problems addressed by the field.Brings together the latest work in cultural studies and provides a synopsis of critical trends Showcases thirty contributors from five continents Addresses the key topics in the field, the relationship of cultural studies to other disciplines, and cultural studies around the world Offers a gritty introduction for the neophyte who is keen to find out what cultural studies is, and covers in-depth debates to

It is widely agreed in art education literature that art educators need to think about the possibility of widening the concept of art education. Educators need to understand the context of learning and for that they need to understand student interests in both local and global aspects. This book values young people's expression of their own culture and personal interests. It is unique in that the starting point is the drawings of the young people - not to illustrate a predetermined theory, but to enable young people from different countries to express their visions about the world - illustrating their opinions, fears, expectations and own cultures.