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Published Article ; The first South African democratic elections ushered in a new schooling system that was previously fragmented along racial and ethnic lines, unequal access to education and inequality. Post Apartheid policy developments, transformational imperatives and social changes, prone on promoting democracy, human dignity equality and social justice become the cornerstone for a new dispensation, particularly a non-racial, desegregated, multicultural schooling system. Twenty years after the abolished of Apartheid, it is observed via media reports and journal articles that incidences of racism, prejudice and human rights violence are still rife in these supposedly multicultural institutions. The purpose of this paper is therefor to reflect critically, through a qualitative study, on the state of multicultural education in historically White schools of South Africa. A key finding revealed that historically White schools have different notions and uphold various practices confined to multicultural education.

The ideology and practice of civil disobedience in the society constitute a major impediment to growth or progress in the society. This study unveils the background and meaning of civil disobedience, the underpinning, precursors and perspective to the practice of civil disobedience in the society, How some citizens either for mistaken patriotism because of the atmosphere of conviviality that surrounds them, or simply economic, political and social desires which always urges them to manifest such poor attitude in the society. It is of primordial necessity to understand how and why such discrimination and the spirit of inequality manifest itself in the state due to poor laws, inadequate educational programmes, and bad governance in the state or society. In brief, it balances the perennial needs, to come out of this oblivion for a better future by putting in place compulsory moral education of the mass as a vaccine and pedagogic panacea to eliminate the spirit of civil disobedience. More to those goods laws as a mitigation to promote social justice and equality in other to enhance cohesion. Better still good governance should be a syllabus inculcated to all authorities or those in public position. This way, citizens will have no reason to resist or disobey the laws of their fatherland. Keywords: Civil Disobedience, State, Moral Education, Laws, Governance

The ideology and practice of civil disobedience in the society constitute a major impediment to growth or progress in the society. This study unveils the background and meaning of civil disobedience, the underpinning, precursors and perspective to the practice of civil disobedience in the society, How some citizens either for mistaken patriotism because of the atmosphere of conviviality that surrounds them, or simply economic, political and social desires which always urges them to manifest such poor attitude in the society. It is of primordial necessity to understand how and why such discrimination and the spirit of inequality manifest itself in the state due to poor laws, inadequate educational programmes, and bad governance in the state or society. In brief, it balances the perennial needs, to come out of this oblivion for a better future by putting in place compulsory moral education of the mass as a vaccine and pedagogic panacea to eliminate the spirit of civil disobedience. More to those goods laws as a mitigation to promote social justice and equality in other to enhance cohesion. Better still good governance should be a syllabus inculcated to all authorities or those in public position. This way, citizens will have no reason to resist or disobey the laws of their fatherland. Keywords: Civil Disobedience, State, Moral Education, Laws, Governance

Social Responsibility Education in Turkey -- Social Responsibility Education in Germany -- Responsible Management Education in the Netherlands: To What Extent Have Dutch Business Schools Integrated CSR into their MBA Programs? -- Social Responsibility Education in Latvia -- Social Responsibility Education in Hungarian Context -- Shaping New Generations of Managers and Consumers: CSR Implementation and Higher Education System in Poland -- CSR Education in Italy: The Case of the University of Perugia -- Education on Corporate Social Responsibility in Greece: Is There Any and Does It Affect Students' Perception? -- The Sate of CSR in Spain -- Corporate Social Responsibility Education and Research in Portuguese Business School. .

The purpose of Civic Education in Lebanon includes the structure of the government and the way it functions. Isn't it civic desert? One should consider then, the meaning of civics. Civics does not focus on a course or a book, but rather on fundamental social learning. It is the need to lay the foundation for communication and critical thinking when encountering traditions in conflict with what one's own. Yet schools have their role to play, by revealing secular values, for conflict affected areas can easily regress to violence. A menu of civics implement classroom discussion of current critical events. Yet, Lebanese schools are overtaken by the baccalaureate program which hardly gives any time to controversial issues. Teachers are important elements in teaching civics. They have to believe in what they teach, display it verbally, nonverbally and add 'mindful learning'. Yet, one can visualize an array of socio-personal factors when issues are controversial, knowing that humans are resistant to change. To conclude, teaching quality in civics is to be ranked highly on the scholarly agenda and research is needed to better understand the improvement of civic education.

The objective of this study is to examine implementation of the international education (IE) policy (under the so-called Undang-Undang Sistem Pendidikan Nasional (the Law of National Education System) and its legal derivatives) at high school level in Indonesia by investigating the policy text and its dynamic practices concerning the IE policies at both public and private schools. The study employs qualitative case study methodology combining data collection methods which include individual interviews to key resource persons and documents analysis at national, local and at school levels. Using the Vidovich policy framework, the study explores how national executive, legislative and judicial (states) bodies interact in formulating IE policy and how the policy has impacted at school level. Two schools of public and private that implemented international curriculum were selected as case studies. The study finds that the IE policy that was initially formulated at national level by relevant state authorities/agencies has however resulted in weakening role of the state due in part to its centralized feature (despite its decentralized implementation claim). Consequently, in the stage of its implementation at school level, providers of IE and their champions as non-state actors play significant roles. The study indicates importance and significance of relevant state authorities at local government level in the framework to offer effective supervision on the IE policy implementation.

Should education be subsidized for the purpose of redistribution? The usual argument against subsidies to education above the primary level is that the rich take up most education, so a subsidy would increase inequality. We show that there is a counteracting effect: an increase in the stock of human capital reduces the return to human capital and, therefore, pre-tax income inequality decreases. We consider a Walrasian world with perfect capital and insurance markets. Hence, in the absence of a strive for redistribution, the market generates the efficient level of investment in human capital. When there is a demand for redistribution, the general equilibrium effects on relative wages might make a subsidy to education an ingredient of a second-best optimal redistribution policy. Stimulating human capital formation results in a compression of the wage distribution, and hence reduces the need for distortionary redistributive taxation. We also study the political viability of education subsidies.

"This book explores the rich history and depth of the educational field of social studies in the United States and examines its capacity to moderate modern-day anti-democratic forces through a commitment to civic education. Drawing out key significant historical moments within the development of social studies education, it provides a compelling historical narrative of the ideas that shaped the unique curricular field of social studies education. This book resynthesizes each historical stage to show how it resonates with contemporary life and effectively helps readers bridge the gap between theory and practice. Focusing on the key ideas of the field, and the primary individuals who championed those ideas, the author provides a clear, concise, and sharply pointed encounter with social studies education that illuminates the connection from research to practice. Researchers of social studies education will find this book to be a worthy contribution to the ever-important struggle to better understand the type of civic education necessary for the perpetuation of democratic life in the United States. It will also appeal to educational researchers and teacher educators with interests in the history of education, teacher education, civic education, moral education and democracy"--