Suchergebnisse

Europe continues to increasingly take on a 'multifaceted' aspect, in which the diversity connected with the variety of migrant subjects adds to the differences already present in the territories (internal migrations, minorities, linguistic and cultural, class and gender differences) . In this sense, the substantial migratory flows have urgently re-proposed the integration issues with the different. With this work we want to outline the debate in Italy on intercultural pedagogy, understood not as a sector distinct from pedagogical knowledge, but as a new and enriching look at the object of study proper to general pedagogy: the education of man. However, it must be added that this education takes place in an increasingly mutiethnic and multicultural society. What emerges is the need to clarify which coordinates can be used to support intercultural discourse in the pedagogical field. In this regard, it can be argued that intercultural pedagogy consists of three phases: 1) theoretical reflection; 2) 'political tension' to carry out institutional and legal proposals; 3) didactic strategies at school. We analyze the first of them. ; Europe continues to increasingly take on a 'multifaceted' aspect, in which the diversity connected with the variety of migrant subjects adds to the differences already present in the territories (internal migrations, minorities, linguistic and cultural, class and gender differences) . In this sense, the substantial migratory flows have urgently re-proposed the integration issues with the different. With this work we want to outline the debate in Italy on intercultural pedagogy, understood not as a sector distinct from pedagogical knowledge, but as a new and enriching look at the object of study proper to general pedagogy: the education of man. However, it must be added that this education takes place in an increasingly mutiethnic and multicultural society. What emerges is the need to clarify which coordinates can be used to support intercultural discourse in the pedagogical field. In this regard, it can be argued that intercultural pedagogy consists of three phases: 1) theoretical reflection; 2) 'political tension' to carry out institutional and legal proposals; 3) didactic strategies at school. We analyze the first of them.

Discusses how criminology's epistemology undermines the goals for a just & peaceful world, & proposes an alternative framework for a peacemaking criminology. Traditional epistemology has persisted because: (1) it provides the least ambiguous definition; (2) it is a product of academic socialization; (3) it focuses on methods & findings that preempted metatheoretical discourse; & (4) alternative definitions are too political. The use of international law as a framework would enrich the discipline of criminology & contribute to the pursuit of peace. L. Nguyen