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Indonesia covers a wide area that is usually called 'dari Sabang sampai Merauke' (from Sabang in westernmost point to Merauke to easternmost point) as mentioned in lyrics of a national folk song sang by students from elementary to high school. In its thousand islands live communities speaking various languages, living different cultures, characters and traditions that have become ethnical identities. The education and culture in a community are implemented from older to younger generations within a wide range of time and preserved well by the descendants. Indonesian characters are identical with oriental culture where people usually live in groups, mutual cooperation ('gotong royong'), helpful and religious. Religion, education, culture, and tradition become basic norms is human society that have to be preserved and improved by individual, family, communities, and government to live peacefully. Aceh province, who has implemented Islamic law called sharia since a decade ago, have various art performances, languages, folk dance, traditional costume, and traditional foods that represent Aceh Islamic tradition that is harmonious with its slogan Mecca's Veranda (Serambi Mekkah). The effort to implement character's based curriculum in all schools in Aceh is a good chance to raise children to become adult that have moral ground and intelligent who understand technology and faith in facing globalization. By integrating religious and traditional values in education, we are expecting the students to have those good life skills in living social life in Islamic way.Key words: integration of values, Aceh, characters' based curriculum

Increasingly, South African schools are becoming more diverse due to the implementation of new legislation to foster democratization in schools. Other external factors such as increasing globalization may also be contributing to the apparently growing diversity at schools. Such increasing diversity could pose challenges regarding fostering a culture of teaching and learning at these integrated schools. Therefore, this article looks at how school management and leadership are fostering a culture of teaching and learning in ethnically diverse schools in Johannesburg North District. The theoretical perspectives for this study are based on multicultural education and diversity. The study is embedded in a social constructivist inquiry paradigm. It reports on the application of a mixed method design which aims at capturing the lived experiences, beliefs and feelings of the participants who are the principals, Heads of Departments (HoDs), teachers and learners, as expressed in their languages, both spoken and written in relation to ethnic diversity. The data collected, show that the diverse cultures of schools in Johannesburg North include characteristics of both traditional and liberal multicultural education and illustrate the fact that societies are becoming more complex in terms of social, economic and political composition. Therefore, in addition to teaching the basic skills of reading, writing and math, school leadership and management should encourage teaching and learning that will involve social justice issues, equity and equality through which students will learn to become reflective, moral, caring and active citizens, goals which liberal multicultural education aims to achieve. DOI:10.5901/mjss.2014.v5n20p1184

Urban schools are often associated with violence, chaos, and youth aggression. But is this reputation really the whole picture? In 'Navigating Conflict', Calvin Morrill and Michael Musheno challenge the violence-centered conventional wisdom of urban youth studies, revealing instead the social ingenuity with which teens informally and peacefully navigate strife-ridden peer trouble. Taking as their focus a multi-ethnic, high-poverty school in the American southwest, the authors complicate our vision of urban youth, along the way revealing the resilience of students in the face of carceral disciplinary tactics.

Teens in European countries have a number of similarities. But, because Europe consists of such a diverse group of countries, differences do exist. These differences can be attributed to a variety of economies, geographies, and politics. American teens will find a special interest in the region, as it is the region in the world most similar to their own culture.

International audience ; Welfare policies push users to participate into assessment of their own needs, particularly in the access to school for disabled people. GÉVA Sco is a guide to assess special needs of pupils with disabilities. Through this tool, it is to optimize personalized follow-up by harmonization of decisions in France. This article, based on a research about the GÉVA Sco, shows the categories used to judge and their rearrangement with the apparition of this tool. The analysis shows that the judgement rendered and sense of justice are founded on the association of subjective and objective dimensions, based on empathy and different diagnosis. ; De nos jours, les usagers sont poussés à participer à l'évaluation de leurs propres besoins. Cette participation s'inscrit dans les demandes relatives au droit à la compensation en matière d'accès à l'école des élèves reconnus handicapés par les MDPH. Le GÉVA Sco, guide d'aide à l'évaluation des besoins de ces élèves, s'inscrit dans une logique d'optimisation du suivi personnalisé par l'harmonisation des décisions au niveau national. Cet article, tiré d'une recherche portant sur cet outil, donne à voir les différents registres mobilisés et leurs réagencements liés à son apparition afin de décider l'attribution des aides à destination des élèves handicapés. Les résultats montrent que le jugement rendu et le sentiment de justice s'appuient sur l'articulation de dimensions subjectives, fondées sur l'empathie, avec d'autres objectives, présentes dans les différents bilans et diagnostics.

International audience ; Welfare policies push users to participate into assessment of their own needs, particularly in the access to school for disabled people. GÉVA Sco is a guide to assess special needs of pupils with disabilities. Through this tool, it is to optimize personalized follow-up by harmonization of decisions in France. This article, based on a research about the GÉVA Sco, shows the categories used to judge and their rearrangement with the apparition of this tool. The analysis shows that the judgement rendered and sense of justice are founded on the association of subjective and objective dimensions, based on empathy and different diagnosis. ; De nos jours, les usagers sont poussés à participer à l'évaluation de leurs propres besoins. Cette participation s'inscrit dans les demandes relatives au droit à la compensation en matière d'accès à l'école des élèves reconnus handicapés par les MDPH. Le GÉVA Sco, guide d'aide à l'évaluation des besoins de ces élèves, s'inscrit dans une logique d'optimisation du suivi personnalisé par l'harmonisation des décisions au niveau national. Cet article, tiré d'une recherche portant sur cet outil, donne à voir les différents registres mobilisés et leurs réagencements liés à son apparition afin de décider l'attribution des aides à destination des élèves handicapés. Les résultats montrent que le jugement rendu et le sentiment de justice s'appuient sur l'articulation de dimensions subjectives, fondées sur l'empathie, avec d'autres objectives, présentes dans les différents bilans et diagnostics.

International audience ; Welfare policies push users to participate into assessment of their own needs, particularly in the access to school for disabled people. GÉVA Sco is a guide to assess special needs of pupils with disabilities. Through this tool, it is to optimize personalized follow-up by harmonization of decisions in France. This article, based on a research about the GÉVA Sco, shows the categories used to judge and their rearrangement with the apparition of this tool. The analysis shows that the judgement rendered and sense of justice are founded on the association of subjective and objective dimensions, based on empathy and different diagnosis. ; De nos jours, les usagers sont poussés à participer à l'évaluation de leurs propres besoins. Cette participation s'inscrit dans les demandes relatives au droit à la compensation en matière d'accès à l'école des élèves reconnus handicapés par les MDPH. Le GÉVA Sco, guide d'aide à l'évaluation des besoins de ces élèves, s'inscrit dans une logique d'optimisation du suivi personnalisé par l'harmonisation des décisions au niveau national. Cet article, tiré d'une recherche portant sur cet outil, donne à voir les différents registres mobilisés et leurs réagencements liés à son apparition afin de décider l'attribution des aides à destination des élèves handicapés. Les résultats montrent que le jugement rendu et le sentiment de justice s'appuient sur l'articulation de dimensions subjectives, fondées sur l'empathie, avec d'autres objectives, présentes dans les différents bilans et diagnostics.

International audience ; Welfare policies push users to participate into assessment of their own needs, particularly in the access to school for disabled people. GÉVA Sco is a guide to assess special needs of pupils with disabilities. Through this tool, it is to optimize personalized follow-up by harmonization of decisions in France. This article, based on a research about the GÉVA Sco, shows the categories used to judge and their rearrangement with the apparition of this tool. The analysis shows that the judgement rendered and sense of justice are founded on the association of subjective and objective dimensions, based on empathy and different diagnosis. ; De nos jours, les usagers sont poussés à participer à l'évaluation de leurs propres besoins. Cette participation s'inscrit dans les demandes relatives au droit à la compensation en matière d'accès à l'école des élèves reconnus handicapés par les MDPH. Le GÉVA Sco, guide d'aide à l'évaluation des besoins de ces élèves, s'inscrit dans une logique d'optimisation du suivi personnalisé par l'harmonisation des décisions au niveau national. Cet article, tiré d'une recherche portant sur cet outil, donne à voir les différents registres mobilisés et leurs réagencements liés à son apparition afin de décider l'attribution des aides à destination des élèves handicapés. Les résultats montrent que le jugement rendu et le sentiment de justice s'appuient sur l'articulation de dimensions subjectives, fondées sur l'empathie, avec d'autres objectives, présentes dans les différents bilans et diagnostics.

International audience ; Welfare policies push users to participate into assessment of their own needs, particularly in the access to school for disabled people. GÉVA Sco is a guide to assess special needs of pupils with disabilities. Through this tool, it is to optimize personalized follow-up by harmonization of decisions in France. This article, based on a research about the GÉVA Sco, shows the categories used to judge and their rearrangement with the apparition of this tool. The analysis shows that the judgement rendered and sense of justice are founded on the association of subjective and objective dimensions, based on empathy and different diagnosis. ; De nos jours, les usagers sont poussés à participer à l'évaluation de leurs propres besoins. Cette participation s'inscrit dans les demandes relatives au droit à la compensation en matière d'accès à l'école des élèves reconnus handicapés par les MDPH. Le GÉVA Sco, guide d'aide à l'évaluation des besoins de ces élèves, s'inscrit dans une logique d'optimisation du suivi personnalisé par l'harmonisation des décisions au niveau national. Cet article, tiré d'une recherche portant sur cet outil, donne à voir les différents registres mobilisés et leurs réagencements liés à son apparition afin de décider l'attribution des aides à destination des élèves handicapés. Les résultats montrent que le jugement rendu et le sentiment de justice s'appuient sur l'articulation de dimensions subjectives, fondées sur l'empathie, avec d'autres objectives, présentes dans les différents bilans et diagnostics.

Becoming Danish/Christian and becoming Muslim are skills that may be acquired in the secularized school system. This study explores how social structure and the politics of identity and knowledge in relation to religion intertwine when recontextualized in the classroom of the Danish comprehensive school post 9-11. Through close readings of what takes place at a classroom level in two Copenhagen schools, Pedagogized Muslimness provides insights into how the Nordic model of comprehensive schooling – in the (post-)welfare state – plays out in daily school life and with what effects. The book provides a deeper understanding of how knowledge is produced in school, and how school operates as an arena for the production and distribution of social difference. The good pupil is the pupil that speaks of her/himself, acting as a subject, or who, by confirming the teacher's organizing of her/himself, accepts being made into an object upon which knowledge can be generated. Particularly overexposed are the pupils, whom the teachers identify as 'Muslim', something which draws on decades of casting this group of children as special objects of – as well as obstacles to – schooling. By the late 1970s and the early 1980s, the children of migrants came to be defined by their parents' relation to the labor market: as 'foreign workers' in often unskilled jobs, associated with rural life and 'traditional family patterns', and characterized by what was seen as their (lack of) language skills. In the course of several moral panics around 'Muslims' and 'Muslim children', this focus has translated into a knowledge formation of culture/religion. The book shows how school-produced Muslimness, in the pedagogized social economy of the classroom, becomes a parameter of social class, higher as well as lower.

[ES]El presente TFM se centrará en analizar los conceptos básicos en torno al proceso de socialización, centrándose en la socialización de género así como en la construcción de la identidad de género dentro de los parámetros delimitados por los códigos morales y éticos de las sociedades occidentales. Posteriormente, se desarrollará la transexualidad como elemento central del trabajo, analizando el concepto, los estereotipos y prejuicios sociales ligados a ella, así como el desarrollo legislativo planteado dentro en España, centrándose en la protección jurídica que se ofrece desde nuestras instituciones a los y las menores trans, concretando en Andalucía. A lo largo de la historia ha sido preciso un armazón social que luche por los derechos y libertades de los colectivos vulnerables, en este caso, el movimiento LGBTIQ+. Se tratará de abordar esta realidad concreta dentro de las aulas desarrollando una Unidad Didáctica en la Programación para el CFGS en Integración Social. ; [EN]The following Master's Thesis focuses on the analysis of the basic concepts of socialization process with particular attention to gender socialization and the construction of gender identities within the parameters set by the Western Societies' moral and ethical code. Subsequently, transsexuality is developed as the central element of the paper. Concepts, stereotypes and social prejudices associated with it are analyzed together with the Spanish legal framework, focusing on the legal protection offered from Andalusia to the trans youth. Based on the premise that fight for LGBTQ rights has historically been necessary, it will seek to address this reality within the classroom through the syllabus and the teaching unit for the Higher Technician Certificate (CFGS) in Social Integration since the new ways to understand the gender and sexuality will affect society as a whole. It is crucial to sensitize and educate people who will intervene at a social and educational level with communities who may experience very different realities.

Introduction to criminal and economic justice -- Violence against women as a social justice issue / by Nicole Wilkes -- Decriminalizing poverty / by Erin Grant -- Key theories of justice / by Melissa Thorne and Robert D. Hanser -- Can justice reinvestment deliver social justice? / by Kevin Wong -- Economic justice in specific situations -- Equal pay, the wage gap, and sexual harassment / by Shelly Clevenger and Brittany Acquaviva -- Death penalty and the poor / by Amanda K. Cox -- Education inequality in america / by Dwayne Roberson -- Police power and human rights / by Jason Jolicoeur -- Bias based policing and racial profiling / by Ralph E. Ioimo -- Police management and social justice / by John A. Eterno and Eli B. Silverman -- Sexual assault on the margins / by Jordana N. Navarro -- Importance of language and communication for social justice / by Tamara L. Wilkins -- International and transnational issues -- National status/immigration and social justice / by Robert D. Hanser -- Juveniles and social justice in the united kingdom / by Daniel Marshall -- Lgbq and social justice / by N. Asquith, VR Panfil, and A. Dwyer -- American indian rights/justice / by Larry French -- Social justice and security in mexico / by Elena Azaola -- Punishment and social justice in slovenia / by Benjamin Flander, Gorazd Mesko, and Matijaz Ambroz -- Criminal justice and social status -- Effective assistance of counsel / by Melanie Worsley and Michelle Watson -- Age and social justice / by J. Harrison Watts -- Transitioning to social justice : transgender and non-binary individuals / by Allyson Walker, Lori Sexton, Jace Valcore, Jennifer Sumner, and Aimee Wodda -- Disposable labor / by Andrea Gomez Cervantes and Daniel Ryan Alvord -- Organizations that promote and protect social justice / by Kathryn Elvey and Danielle Marie Carkin -- Systemic effects of privatization on human service agencies / by Maren B. Trochmann -- Government and social justice -- 10 key elements to enhance procedural justice / by Matthew O¿Deane -- Data protection and the right to privacy involved in gathering and international intelligence exchange / by David Lowe -- Social justice contextualized / by Jason Jolicoeur and Erin Grant -- Waiving juveniles to criminal court / by Jordan Papp -- Mass incarceration / by Ross Kleinstuber -- Social security fraud verses white-collar crime / by Petter Gottschalk and Lars Gunnesdal -- No hope: life without the possibility of parole / by Patricia Dahl -- List of contributors

У статті розглянуто новаторський досвід А. С. Макаренка - видатного педагога ХХ століття, який створив унікальну філософію виховання, орієнтовану на олюднення як власне процесу виховання, його середовища, так і суб'єктів виховання - вихователів і вихованців. Виділено декілька новаторських підходів: 1) до формування педагогічного колективу як ансамблю яскравих особистостей, що досягають вершин професійної майстерності; 2) до виховання гармонійно розвиненої особистості з високими моральними якостями; 3) до створення інноваційних навчально-виховних закладів різного типу, побудованих на принципах гуманізму, демократії й колективізму. Видатному педагогу вдалося вирішити кореневі проблеми взаємозумовленості матеріально-практичних і духовних основ педагогічного процесу. ; In the article the innovative experience of A. S. Makarenko - an outstanding teacher of the twentieth century, who created a unique philosophy of education, focused on humanization as the actual process of education, its environment, and the subjects of education - teachers and pupils, is analyzed. Several innovative approaches have been identified: 1) to the formation of a pedagogical crew as an ensemble of bright personalities, who seek constant improvement of professional skills, different in experience, age, individual qualities; 2) to the upbringing of a harmoniously developed personality with high moral qualities in a favorable educational environment; 3) to the creation of innovative education institutions of various types, built on the principles of humanism of democracy and collectivism. Innovative approaches of A. S. Makarenko, which are widely introduced into the pedagogical practice of the XX and XX centuries both abroad and in Ukraine are being reviewed. In the pedagogical activity and works of the outstanding teacher, innovative ideas and practical ways for solving an important problem of the relationship between the individual and the society and the organization on this basis of the process of education, which creates conditions for the development of the ability of students to free choice of life prospects, for their self-realization in society are being explained, stated and grounded. The researcher managed to solve the root problems of pedagogy: socio-economic and natural- hereditary principles of education, connection between collectivity and individual and personal principles, external and internal prerequisites for the upbringing and development of the individual, the interdependence of materially practical and spiritual foundations of the pedagogy. A. S. Makarenko directed his pedagogy and upbringing to solving the problem of continuity of generations, their interaction and logical changes in social development. Scientists have proved, that the degree of significance of innovation implemented by A. S. Makarenko is revolutionary in scale - international, depending on the innovative potential - global, historica, pedagogical and practical.

The article reveals the essence of the formation of citizenship in future foreign language teachers, clarifies and agrees on the concepts of "formation", "personality formation", "socialization", "civic education", "citizenship", "formation of citizenship in future foreign language teachers". The definition of the term "formation of citizenship in future foreign language teachers" as a purposeful process of formation and development of integrative personality's quality, which is a morally determined preparation for functioning and interaction in a democratic society; formation of qualities that determine the conscious performance of civic duties and debt to the state; the process of preparing students for the use of civil rights and freedoms, observance and respect for the law, the implementation of responsibilities, awareness of responsibility for their political and moral choices, to the maximum use of their abilities; to self-development, self-realization and self-actualization in order to achieve success in life. We consider the formation of citizenship in future foreign language teacher as a social phenomenon of complex construction with its inherent structure, as a system and as a result that includes training (transfer of legal knowledge about society and the state); development of civic qualities (responsibility, patriotism, tolerance, diligence, empathy, etc.); creation of social conditions (participation in elections, protection and defence of their rights, conscientious performance of duties, use of will for the benefit of themselves and others, etc.); implementation of moral and volitional attitude to the creative transformation of the social environment. It is established that forming the citizenship of future foreign language teachers in the educational process of freelance education, it is necessary to rely not only on their theoretical citizenship training but also actively, although on a voluntary basis, to include them in various socially useful activities (volunteer work, participation in the election campaign, patronage of orphanages, boarding schools, homes for the disabled, search teams, etc.). The level of citizenship is manifested in participation in patriotic events, knowledge and observance of socio-cultural traditions, respect for the historical past, present and future of their country and their people, the desire to defend their homeland, work not only to meet their needs but also its prosperity. ; У статті розкрито сутність формування громадянськості у майбутніх учителів іноземної мови, уточнено та узгоджено поняття «формування», «формування особистості», «соціалізація», «громадянське виховання», «громадянськість», «формування громадянськості у майбутніх учителів іноземної мови». Формування громадянськості у майбутніх учителів іноземної мови розглядається нами як соціальне явище складної конструкції з властивою йому структурою, як система і як результат, що включає навчання; розвиток громадянських якостей; створення соціальних умов; здійснення морально-вольової настроєності на творче перетворення соціального середовища.

The article reveals the essence of the formation of citizenship in future foreign language teachers, clarifies and agrees on the concepts of "formation", "personality formation", "socialization", "civic education", "citizenship", "formation of citizenship in future foreign language teachers". The definition of the term "formation of citizenship in future foreign language teachers" as a purposeful process of formation and development of integrative personality's quality, which is a morally determined preparation for functioning and interaction in a democratic society; formation of qualities that determine the conscious performance of civic duties and debt to the state; the process of preparing students for the use of civil rights and freedoms, observance and respect for the law, the implementation of responsibilities, awareness of responsibility for their political and moral choices, to the maximum use of their abilities; to self-development, self-realization and self-actualization in order to achieve success in life. We consider the formation of citizenship in future foreign language teacher as a social phenomenon of complex construction with its inherent structure, as a system and as a result that includes training (transfer of legal knowledge about society and the state); development of civic qualities (responsibility, patriotism, tolerance, diligence, empathy, etc.); creation of social conditions (participation in elections, protection and defence of their rights, conscientious performance of duties, use of will for the benefit of themselves and others, etc.); implementation of moral and volitional attitude to the creative transformation of the social environment. It is established that forming the citizenship of future foreign language teachers in the educational process of freelance education, it is necessary to rely not only on their theoretical citizenship training but also actively, although on a voluntary basis, to include them in various socially useful activities (volunteer work, participation in the election campaign, patronage of orphanages, boarding schools, homes for the disabled, search teams, etc.). The level of citizenship is manifested in participation in patriotic events, knowledge and observance of socio-cultural traditions, respect for the historical past, present and future of their country and their people, the desire to defend their homeland, work not only to meet their needs but also its prosperity. ; У статті розкрито сутність формування громадянськості у майбутніх учителів іноземної мови, уточнено та узгоджено поняття «формування», «формування особистості», «соціалізація», «громадянське виховання», «громадянськість», «формування громадянськості у майбутніх учителів іноземної мови». Формування громадянськості у майбутніх учителів іноземної мови розглядається нами як соціальне явище складної конструкції з властивою йому структурою, як система і як результат, що включає навчання; розвиток громадянських якостей; створення соціальних умов; здійснення морально-вольової настроєності на творче перетворення соціального середовища.