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Faith-Driven Gentrification and Displacement in Education in Israeli Urban Neighborhoods
In: Education and urban society, Band 55, Heft 3, S. 314-341
ISSN: 1552-3535
Community-based, Judaism-intensive action groups (Hebrew: Gar'inim Toraniim—GTs) are religiously motivated to settle in Israeli development towns, seeking to narrow social gaps through education. However, their influence has never been fully clarified. This study is grounded in the theory of educational gentrification and introduces the concept of Faith-Driven Gentrification. Until now research has lacked voice from local people forced to face the intervention of settlers driven by religion and their influence on urban school systems. The findings, based on institutional data and in-depth interviews, show that GTs alter the structure of educational systems and the dominant educational ethos. They drive achievement and strict religiosity; nevertheless, their actions impair disadvantaged groups and opponents of their religious lifestyle, intensifying segregation. By giving voice to these communities, this study claims that despite gentrifiers' commitment to social justice in urban communities, they harm longtime residents through indirect displacement, fueled by religious and ethnic elitism.
The Education and Licensing of Attorneys and Advocates in South Africa
In: The Bar Examiner, Band 79, Heft 2, S. 15-30
SSRN
Working paper
Education, fertility and contraception among Hindus and Roman Catholics in Goa
In: Journal of biosocial science: JBS, Band 23, Heft 3, S. 353-358
ISSN: 1469-7599
SummaryDifferences in age at marriage, fertility and contraceptive use are related to religious background, individual educational level and community level education. In general, the effects of community education are weak compared to individual level of education, but differences exist between Hindus and Roman Catholics.
How and Why Education Counters Ideological Extremism in Finland
In: Religions ; Volume 9 ; Issue 12
The intensification of radical and extremist thinking has become an international cause of concern and the fear related to terrorism has increased worldwide. Early 21st century public discourses have been correspondingly marked by hate speech and ideological propaganda spread from a variety of perspectives through the intensified presence of global social media networks. In many countries, governments have reacted to these perceived and actual threats by drafting policies and preventive programs and legal-security interventions to tackle radicalization, terrorism itself, as well as ideological extremism. Many of the current strategies point to the critical role of societal education. As a result, educational institutions have gained growing importance as platforms for different kinds of prevention protocols or counter-terrorism strategies. However, notably less attention has been paid on the consistencies of values between the aims of the educational strategies for preventing or countering ideological extremism and the core functions of education in fostering individual and societal well-being and growth. Using Finnish education as a case, this paper discusses the challenges and possibilities related to educational institutions as spaces for preventing violent extremism, with special regard to the religious and nationalistic ideologies that divert from those inherent in the national hegemony. This study highlights the need to plan counter-terrorism strategies in line with national educational policies through what we conceptualize as &lsquo ; institutional habitus&rsquo ; .
BASE
How and Why Education Counters Ideological Extremism in Finland
The intensification of radical and extremist thinking has become an international cause of concern and the fear related to terrorism has increased worldwide. Early 21st century public discourses have been correspondingly marked by hate speech and ideological propaganda spread from a variety of perspectives through the intensified presence of global social media networks. In many countries, governments have reacted to these perceived and actual threats by drafting policies and preventive programs and legal-security interventions to tackle radicalization, terrorism itself, as well as ideological extremism. Many of the current strategies point to the critical role of societal education. As a result, educational institutions have gained growing importance as platforms for different kinds of prevention protocols or counter-terrorism strategies. However, notably less attention has been paid on the consistencies of values between the aims of the educational strategies for preventing or countering ideological extremism and the core functions of education in fostering individual and societal well-being and growth. Using Finnish education as a case, this paper discusses the challenges and possibilities related to educational institutions as spaces for preventing violent extremism, with special regard to the religious and nationalistic ideologies that divert from those inherent in the national hegemony. This study highlights the need to plan counter-terrorism strategies in line with national educational policies through what we conceptualize as institutional habitus'. ; Peer reviewed
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How and Why Education Counters Ideological Extremism in Finland
The intensification of radical and extremist thinking has become an international cause of concern and the fear related to terrorism has increased worldwide. Early 21st century public discourses have been correspondingly marked by hate speech and ideological propaganda spread from a variety of perspectives through the intensified presence of global social media networks. In many countries, governments have reacted to these perceived and actual threats by drafting policies and preventive programs and legal-security interventions to tackle radicalization, terrorism itself, as well as ideological extremism. Many of the current strategies point to the critical role of societal education. As a result, educational institutions have gained growing importance as platforms for different kinds of prevention protocols or counter-terrorism strategies. However, notably less attention has been paid on the consistencies of values between the aims of the educational strategies for preventing or countering ideological extremism and the core functions of education in fostering individual and societal well-being and growth. Using Finnish education as a case, this paper discusses the challenges and possibilities related to educational institutions as spaces for preventing violent extremism, with special regard to the religious and nationalistic ideologies that divert from those inherent in the national hegemony. This study highlights the need to plan counter-terrorism strategies in line with national educational policies through what we conceptualize as 'institutional habitus'.
BASE
The "welfare state"--fiction and the facts [United States]
In: International affairs: a Russian journal of world politics, diplomacy and international relations, S. 39-45
ISSN: 0130-9641
Communication in science, technology and mathematics education in the Commonwealth
In: Science and public policy: journal of the Science Policy Foundation
ISSN: 1471-5430
Education for Change
In: Families in society: the journal of contemporary human services, Band 53, Heft 4, S. 195-203
ISSN: 1945-1350
An overall picture is given of a project in which the staffs of five family agencies conducted a two-year educational program unique in goals and process
State Formation and the Origins of Developmental States in South Korea and Indonesia
In: Studies in comparative international development, Band 41, Heft 4, S. 27-56
ISSN: 0039-3606
This article addresses the question why developmental states emerged where they did, with a focus on the cases of South Korea & Indonesia. The analysis centers on state developmental structures, not on developmental roles or pro-growth policies. In contrast with existing scholarship that stresses colonial legacies, I argue that intraelite & elite-mass interactions, especially, but not necessarily during state formation, are the primary origin of developmental states. The framework suggested here not only fills in a critical theoretical lacuna in the developmental state literature, but also contributes to the debate on the relationship between regime types & development. Adapted from the source document.
Mental health and higher education: mapping field, consciousness and legitimation
In: Critical social policy: a journal of theory and practice in social welfare, Band 26, Heft 1, S. 31-56
ISSN: 1461-703X
Some UK academics have declared that they do not want higher education to become part of the social welfare system. In this article we review aspects of policy and practice that suggest that this has already happened. Explicit encouragement of people with mental health problems to undertake courses has proceeded alongside a number of initiatives to make higher education institutions better able to support students in difficulty, and new responsibilities are being unfolded for the staff. There is growing evidence that students' mental health problems are increasing. To make sense of the transformations in the topography of policy and in the consciousness it encourages, we make use of theoretical frameworks such as Bourdieu's notion of field and the generative work of Foucault and Rose, to examine the implications this has for the conceptualization of politics under New Labour and the implications this has for a newly recapitalized notion of responsible individuals.
Linguasemiotic Space of School Education in England
In: Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2, Jazykoznanie = Lingustics, Heft 1, S. 124-130
ISSN: 2409-1979
A "Race to the Top" in Public Higher Education to Improve Education and Employment Among the Poor
In: RSF: the Russell Sage Foundation journal of the social sciences, Band 4, Heft 3, S. 84
ISSN: 2377-8261
World State: Brunkhorst's 'Cosmopolitan State' and Varieties of Differentiation
In: Social & legal studies: an international journal, Band 23, Heft 4, S. 517-531
ISSN: 1461-7390
This article discusses Hauke Brunkhorst's account of cosmopolitan statehood. In order to demonstrate its novelty in comparison with other diagnoses of world statehood, the article first sketches out some core ideas on the concept of a world state. This sketch then serves as the basis in order to more closely recall and assess Brunkhorst's account of the evolution of 'cosmopolitan statehood'. The article then proceeds to argue that although there is nothing substantially wrong with Brunkhorst's diagnosis, the hopes he invests in cosmopolitan statehood are probably too optimistic. This optimism results from the fact that he buys too deeply into Luhmann's rather undercomplex account of functional differentiation in world society. A more nuanced differentiation theoretical account of contemporary world politics reveals a greater variety of forms than suggested by the simple juxtaposition between particularist and cosmopolitan forms of statehood. This also leads to caution against overblown optimism when it comes to the integrative performance of the latter.