Suchergebnisse

"In recent times, there has been intense global interest on and scrutiny of Islamic education. In reforming Islamic schools, what are the key actions initiated and are they contested or negotiated by and among Muslims? This edited collection brings together leading scholars to explore current reforms in Islamic schools. Drawing together international case studies, Reforms in Islamic Education critically discusses the reforms, considering the motivations for them, nature of them and perceptions and experiences of people affected by them. The contributors also explore the tensions, resistance, contestations and negotiations between Muslims and non-Muslims, and among Muslims, in relation to the reforms. Highlighting the need to understand and critique reforms in Islamic schools within broad historical, political and socio-cultural contexts, this book is a valuable resource for academics, policymakers and educators"--

The present article is devoted to the problem which is debated today, namely, whether Greek poleis and the Roman Republic were early states or they represented a specific type of stateless societies. The diversity of sociopolitical evolution is expressed in a tremendous variety of the early states proper among which the bureaucratic states represent just one of many types. The democratic early states without bureaucracy were early states of another type. In this article Athens and the Roman Republic are analyzed as examples of this very type

This article seeks to investigate which kind of educational ethos would be most appropriate for a cosmopolitan Europe. It rejects the idea of the world citizen and narrow forms of nationalism for a genuinely European cosmopolitanism that seeks to learn the lessons of Europe's often violent past while seeking to develop an education that is implicitly concerned with questions of democracy and human rights in its contents as well as its practice. Drawing on critical debates that inform the work of Adorno, Giroux, Levinas, Nussbaum and others, the article seeks to uncover the necessary ambivalences in a educative practice that is fearful of silencing the Other and cancelling complex pedagogic relationships, while at the same time wishing to uphold democratic versions of citizenship.

Land-two states?: an introduction to the parallel states concept / Mathias Mossberg -- Can sovereignty be divided? / Jens Bartelson -- Parallel sovereignty: dividing and sharing core state functions / Peter Wallensteen -- Security strategy for the parallel states project: an Israeli perspective / Nimrod Hurvitz and Dror Zeevi -- Palestinian national security / Hussein Agha and Ahmad S. Khalidi -- An Israel-Palestine parallel states economy by 2035 / Raja Khalidi -- Economic considerations in the implementation of a PSP / Raphael Bar-El -- Parallel sovereignty in practice: the judicial dimensions of a PSS / Various Authors; compiled by Mathias Mossberg -- Religion in the Palestinian-Israeli Conflict: from obstacle to peace to force for reconciliation? / Mark LeVine and Liam O'Mara IV -- The necessity for thinking outside the box / Hiba Husseini -- Parallel lives, parallel states: imagining a different future / Eyal Megged

Purpose
The purpose of this study is to examine the perceptions and attitudes of arts and design faculty on teaching sustainability in higher education institutions in the USA.


Design/methodology/approach
Arts and design faculty from nine universities in the USA were approached for the study, using both closed and open-ended questions in a survey instrument. Descriptive statistics and content analysis were used to analyze the collected data.


Findings
Results related to arts and design faculty's perception of sustainability showed high confidence in teaching sustainability but lower confidence in inspiring students to take action on sustainability issues. Faculty also perceived time, resources, knowledge and support as barriers to the integration of the topic into the curriculum. This study revealed that the faculty's attitude toward sustainability demonstrated their recognition that sustainability should be at the core of their discipline and that they support its integration into courses.


Research limitations/implications
This study is limited to arts and design faculty in higher education institutions in the USA. The results may not be generalizable to other fields or locations. In addition, the use of self-reported data may be subject to bias.


Practical implications
The findings of this study can inform the development of curriculum and pedagogy in arts and design sustainability education. It can also guide institutions in addressing the challenges and barriers related to incorporating sustainability into their curriculum.


Social implications
Prioritizing sustainability education is crucial in addressing global climate change and related issues. Art and design educators' perspectives on teaching sustainability can contribute to constructing a sustainable future for everyone.


Originality/value
This study provides insight into the perception and attitude of sustainability among arts and design faculty in higher education in the USA and highlights areas for improvement such as training and resources to better integrate sustainability into the curriculum.

Geoffrey Vickers advocated and illustrated the efficacy of informal education. Children and older students can and do learn within the contexts of tasks and questions that are meaningful to them. This article is about surprisingly successful learning in informal settings. Informal learning has often been encouraged because of the failure of more traditional approaches. Mathematics has been assumed to be certain and the model of describing truth. The certainty of mathematics and the formal mode of discussing mathematics are being reconsidered. Connections between mathematics and humanistic disciplines are the bases of a worldwide movement of mathematically minded scholars.

Abstract
We evaluate whether feelings of state pride in the USA are linked to the quality of democracy in one's state. Using two original surveys, we find no relationship between an objective measure of the quality of state democracy and feelings of state pride. In contrast, we find a consistent positive relationship between subjective evaluations and state pride such that citizens with more positive evaluations of the quality of democracy in their state report higher levels of state pride. Interestingly, feelings of state pride are not linked to the objective measure of democracy even when citizens are informed of where their state ranks in a survey experiment. However, subsample analyses reveal that there is a relationship between the objective measure and state pride among Democrats and political "losers" (citizens living in states where the government is controlled by the opposite party). We conclude by discussing implications for citizenship and state pride in an era of democratic erosion.

Cover -- Title Page -- Copyright Page -- Dedication -- Contents -- Preface -- Acknowledgments -- 1 Education, Race, and Politics -- 2 Segregation: Separate and Unequal, through the 1950s -- 3 North Carolina's Response to Brown: The Pearsall Plan, 1952 to 1956 -- 4 Tokenism: From 1956 to 1960 -- 5 The Impact of the Civil Rights Movement: From 1960 to the Mid-1960s -- 6 Early, Limited Desegregation: The Mid- to Late 1960s -- 7 System-wide Desegregation: Late 1960s to Late 1970s -- Epilogue: Reform and Resegregation -- Appendix 1. Key Office Holders -- Appendix 2. Members of the First and Second Pearsall Committees -- Notes -- Select Bibliography -- Index