Suchergebnisse

Displaced Iraqi children - both those inside Iraq & in neighbouring states - are being denied their right to education. It is vital to gather accurate data on displaced children & to engage children & adults in displaced communities in pragmatic ways to provide education despite the current circumstances. Adapted from the source document.

Even with increased attention to refugee women's issues in the late 20th century, post-colonial discourses have nurtured limiting representations of refugee women, predominantly as subjects of charity and as victims. Adding to a growing body of work in the field, the author challenges this preconception by offering an opportunity for women's voices to shape and influence policy, especially as it pertains to the role of education in the authoring of their own lives. In this volume, Melinda McPherson centres refugee women's voices in the educational policy debate. Drawing on interviews with a gro.

Identifies shared interests and outlines actions which could improve bilateral relations. Demographic factors, promoting democracy, pluralism and secularism, regional security and global power balance, international drug traffic and terrorism, economics and trade, nuclear weapons and delivery systems, and relations with Pakistan.

ch. 1. Forerunners and foundation builders : origins of a Western critical social theory tradition / Bradley A.U. Levinson. [et al.] -- ch. 2. Education and hegemony : the influence of Antonio Gramsci / Jacob P.K. Gross -- ch. 3. The double-edge of reason : Jurgen Habermas and the Frankfurt School / Christopher Hanks -- ch. 4. Symbolic domination and the reproduction of inequality : Pierre Bourdieu and practice theory / Bradley A.U. Levinson -- ch. 5. Knowledge, power, and care of the self : the many faces of Michel Foucault in education research / Dini Metro-Roland -- ch. 6. Feminisms : embodying the critical / Julia Heimer Dadds -- ch. 7. Critical race theory and education : mapping a legacy of activism and scholarship / Kafi D. Kumasi -- ch. 8. Friendly critiques and fellow travelers : questioning and expanding the critical social theory canon / Bradley A.U. Levinson, Jacob P.K. Gross, and Christopher Hanks.

Contributions to this volume from diverse perspectives explore pedagogical practices of the contemporary world, namely the school. Themes of autonomy, authority and liberalism are surfaced in the debates and highly innovative insights presented in this book where philosophical perspectives shed light on the theoretical underpinnings of formal education and schooling. How we interpret the self, humanity and the world connects to perspectives on compulsory education. General theoretical issues surrounding compulsory education are often tested through more concrete aspects of schooling, some of which have a specific origin in, or particular bearing on, the current socio-political conditions of schooling. For this reason, this book is sensitive to context and to empirical and concrete dimensions of the educational venture, and takes into account current concerns about neo-liberal policies and their effects on schooling. As a philosophical-educational intervention in the topic of compulsory education, these chapters draw connections between older philosophical debates on compulsoriness and new developments and emphases in schooling.

Original ed. issued as no. 5-6 of Labor, slavery, and self-government, which forms the 11th series of the Johns Hopkins University studies in historical and political science. ; Pages also numbered 208-277. ; Bibliography: p. 65. ; Mode of access: Internet.

This essay introduces a special issue of Armed Forces & Society examining sociology at military academies around the globe. Articles represent nine countries—Canada, France, Japan, the Netherlands, Russia, South Africa, Sweden, Turkey, the United States. We begin with a brief history of sociology and the military and growth of military sociology as a subfield, followed by the development of military academies in general and sociology at military academies more specifically. The essay concludes with six trends found across the nine nations and ten academies—the stigma of sociology; the cannibalization of sociology courses; co-optation of sociological concepts; charismatic leadership; radical social change; and revitalization.

This article raises questions about what the word 'knowledge' refers to. Drawn from some 40 years of collaborative work on knowledge democracy, the authors suggest that higher education institutions today are working with a very small part of the extensive and diverse knowledge systems in the world. Following from de Sousa Santos, they illustrate how Western knowledge has been engaged in epistemicide, or the killing of other knowledge systems. Community-based participatory research is about knowledge as an action strategy for change and about the rendering visible of the excluded knowledges of our remarkable planet. Knowledge stories, theoretical dimensions of knowledge democracy and the evolution of community-based participatory research partnerships are highlighted. ; Faculty ; Reviewed