Suchergebnisse

The focus of this book is on multifaith or interreligious learning, i.e. learning beyond the boundaries of one religion. Questions are raised about the proper understanding of religion, of perspectivity, of dealing with experiences of transcendence and of how to identify and distinguish the aims and goals of religious education.

Surveillance and Identity analyses the discourse of surveillance in the contemporary United Kingdom, drawing upon public language from central government, governmental agencies, activist movements, finance and banking and the news media. Examining the logics of these discourses and revealing the manner in which they construct problems of governance in the light of the insecurity of identity, this book shows how identity is fundamentally linked to surveillance, as governmental discourses privilege surveillance as a response to social problems.

AbstractThis reflective case study uses one public university example to explore the role of student learning outcomes assessment in the improvement of general education programs. These programs are a universal feature of higher education in the United States, requiring learning experiences for all students at an institution—but with little likely commitment from the faculty. Our university's efforts to overcome faculty apathy and resistance, build a responsive assessment system, and direct it toward transformation of our program are instructive beyond the higher education context. We take a participatory, utilization‐focused approach and reflect on what we have learned as it illuminates both the relevance of evaluation concepts to our work in assessment and the contributions from our context to the broader domains of evaluation conceptualization and practice.

This article analyses the conceptual path to the creation of national territorial autonomies of the Komi (Zyrians) and Komi-Permiaks in the 1920s. It focuses on the history of the idea of Komi autonomy and on the formation of the borders of the Komi Autonomous Oblast. The creation of the Komi autonomy was, first of all, the project of the small group of nationalist Komi communists. They tried to unite all the Komi politically, and were successful as far as their aims were in accordance with contemporary Soviet nationalities policy. However, they were not able to include Permiak areas, mainly because of the opposition of neighbouring Russian provincial elites.

Marginalized communities, curriculum, children (MC3) / Denise Davis-Cotton -- Building culturally competent school practices in rural and small cities : recommendations for practice / Sarah Crary, Elizabeth Gilblom -- Revolutionizing education / Nadira Jack -- An analytical study of the provision of mental health services for students with disabilities in public school settings : mental health for students with disabilities / Marquis Grant -- Characteristics of effective military charter schools / Timothy Weekes, Mark Ryan -- Revisiting equity, equality and reform in contemporary public education : revisiting / Marquis Grant -- Gender, education and careerism : the recurring "conflict" between ovaries and brains in the 19th and Early 20th centuries / Omar Swartz, Candace Nunag Tardio -- "So, are you Hind?" : religion and education in South Asia narratives / M. Hickey,

AbstractThis article examines differences in home computer and internet access among Italian households between 2005 and 2016. The results indicate that while computer and internet penetration has increased across all educational levels and geographical areas, digital inequalities related to education still persist and are substantial, especially in the South. Additionally, the findings suggest that the digital gap at the bottom of the education distribution is widening over time. Access among households whose reference person has primary education or less lags behind that of households with lower secondary education. Policy measures to promote and support the adoption of digital technologies among the most educationally disadvantaged households may need to be strengthened.

Across higher education institutions, the study of conflict and its resolution takes place under many programmatic and departmental labels. These include, among others, Conflict Analysis and Resolution (CAR), Peace Studies, Peace and Conflict Studies, Social Justice Studies, and Dispute Resolution as well as Anthropology, International Relations, Political Science, Legal Studies, Psychology, Sociology, and other traditional disciplines. The variety of institutional homes helps to account for what is a widely diverse set of approaches to teaching about conflict. Relatedly, conflict pedagogy is shaped by other aspects of institutional histories. For example, the current School for Peace & Conflict Studies at Kent State University in Ohio (USA) traces its origins to an infamous event in 1971, when four students who were peacefully protesting on the campus were killed by Ohio National Guard troops. The Kent State program's long-standing curricular emphasis on peaceful forms of change reflects the institutional commitment made in response to the campus (and national) tragedy. Trends in conflict education can also follow from broader priorities, such as the post-9/11 proliferation of courses focused on preventing terrorism and countering violent extremism, and the new programs of study in social justice and human rights that take up longstanding concerns of the conflict field, such as structural violence, discrimination, identity conflicts, and inequality. ; peer-reviewed

As British Columbia's political establishments shift regimes the topography of educational reform shifts, too. The New Democrat Party's 2011 debate tour provided an opportunity to critically assess the contours of the party's current educational reform agenda. In 'debates' which were open to the public and held across the province, candidates jockeying for leadership of the party discussed various aspects of BC's educational policies - past, present and future. In this paper I apply Bamberg's (1997) three-leveled Positioning Analysis to a transcript of one of these debates in order to map the preferred subjectivities, lines of power, and horizons of desire within the NDP's agenda. In so doing, I hope to underscore the importance of sustained critical engagement with educational policy. [The Explorations & Education Conference is the collaborative effort of graduate student representatives from the Graduate Student Council for the Faculty of Education, the Department of Educational Studies and the Department of Curriculum and Pedagogy. The goal is to "to create a safe space for the exchange of academic ideas and to create opportunities particularly for graduate students (at all levels of study) to present their ideas and research".] ; Education, Faculty of ; Unreviewed ; Graduate

This thesis explores schoolyard-based education as a viable and necessary method for rectifying the shortcomings within the American public school system and the Nature-deficit Disorder epidemic. We argue that schoolyard-based education should be fully integrated into the school system, not in the sole form of popularized school gardens, but as a standard teaching method. We show this using extensive research and a case study of three elementary schools in Claremont, California.