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The idea of a democratic education in the English context has lost a considerable amount of ground since the 1960s. Here I argue that such is the dominance of neoliberal understandings of education over the Right and much of the social democratic Left that new thinking is required. I begin by considering the view that we have now become so post-democratic that people no longer wish to be free. It is in this context that we may talk about the alterity of democracy. I explore different ideas about how we might seek to link education to ideas of the commons, thereby connecting the idea of education to more participatory notions of citizenship. All of these ideas need to be revived in the context of a state that increasingly controls schools from the center and the dominant rationality of the market.

ABSTRACT: The idea of a democratic education in the English context has lost a considerable amount of ground since the 1960s. Here I argue that such is the dominance of neoliberal understandings of education over the Right and much of the social democratic Left that new thinking is required. I begin by considering the view that we have now become so post-democratic that people no longer wish to be free. It is in this context that we may talk about the alterity of democracy. I explore different ideas about how we might seek to link education to ideas of the commons, thereby connecting the idea of education to more participatory notions of citizenship. All of these ideas need to be revived in the context of a state that increasingly controls schools from the center and the dominant rationality of the market.

In an age in which trading activities of the state are increasing everywhere, in which the economic progress of underdeveloped countries has become the object of international and national concern, but in which, on the other hand, the rights and legitimate expectations of alien investors have in many countries suffered more frivolous and alarming setbacks than at any other time—in such an age the problem of the state's international responsibility for losses arising out of contractual relations between states (or other international persons) and aliens is clearly of great actuality.

"The National Occupational Research Agenda (NORA) is a partnership program to promote innovative research and improve workplace practices. Unveiled in 1996, NORA is a framework for guiding occupational safety and health research throughout the nation. NORA stakeholders collaborate to identify critical workplace issues in industry sectors. The National Institute for Occupational Safety and Health (NIOSH) convened a number of these partners to develop the National Services Agenda which includes safety and health goals for Primary and Secondary Education. Groups such as school employees, school boards, professional organizations, and government agencies can build partnerships to implement these goals and help ensure that schools are safe for all employees as well as students."- NIOSHTIC-2 ; "December 2009." ; At head of title: "Services Sector: Occupational Safety and Health Priorities for the Second Decade of NORA." ; "The NORA Services Sector Council developed strategic goals for Education and Schools to address priority workplace safety and health issues. The Council will ensure progress and track accomplishments through 2016. The current priorities were established specifically for Public and Private Education at the Primary and Secondary levels. Partnerships are needed to achieve these goals so that work-related injury, illness, and death among school-based workers is reduced.:"- p. [2] ; Also available via the World Wide Web.

3rd International Conference on New Horizons in Education (INTE) -- JUN 05-07, 2012 -- Prague, CZECH REPUBLIC ; WOS: 000313019500137 ; Recent developments in international relations, new perception types in public, international politics and social motion and emphasis on peace culture have made intercultural communication and dialogue concepts key role players. Giving a meaning to intercultural differences within the frame of tolerance and creating a dialogue atmosphere, at the same time requires a social education. The education about this topic to be given both in primary and secondary education institudes or media and universities and social responsibility campaigns will provide new perspecives particularly in the resolvation of the problems arousing due to intercultural differences. Mediation education is based on focusing the communication skills on resolving problems and involves negotioation and conflict resolution education as well. Educating the students as potantial future negotiators starting in primary school will both contribute to the concept of social communication significantly and help build the culture of concensus and living together peacefully concept in social, personal and cultural communications. In this notice titled "Dialogue and Mediation Education in Intercultural Communication", new education modellings and communication strategies about this topic will be constructed and an intercultural education perspective will be presented. (C) 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of The Association of Science, Education and Technology ; Sakarya Univ, Istanbul Univ, Suleyman Sah Univ, Natl Pingtung Univ Sci & Technol, Natl Univ Tainan, Inst Politecnico Guarda, Turkish Online Journal Educ Technol, Egitim Teknolojileri Arastirmalari Dergisi, Ohio Univ, Cleveland State Univ, Governors State Univ, Near E Univ, Cyprus Int Univ, Natl Cent Univ, Assoc Sci, Educ & Technol, Online Journal New Horizons Educ

This paper discusses the issue of disability in universities that aims to discuss universities that must play a role and participate in the government and society to build and improve the lives of people with disabilities through the activities of Tridharma. The method used in this analysis is descriptive. The legal basis for persons with disabilities to obtain the right to education is the 1945 Constitution Article 31 paragraph 1 with the implementation of the paradigm of inclusive education in higher education reviewed by the Minister of Education and Culture No. 26 of 2014. In Islam, disability is implied in the letter of At-tin verse 4 and Al-Hujurat verse 13. Understanding disability-friendly education is one of the obligations that must be implemented about human beings and with the constitution through: (1) The equivalent to register; (2) freedom of choice of study program/department; (3) providing services as needed.Keywords: Disabilities', Streaming, dan Higher Educational. Abstrak Tulisan ini membahas isu disabilitas di perguruan tinggi yang bertujuan untuk membahas tentang perguruan tinggi yang harus berperan dan berpartisipasi bersama pemerintah dan masyarakat untuk membangun dan meningkatkan taraf hidup penyandang disabilitas melalui kegiatan Tridharma. Metode yang digunakan dalam analisis ini adalah deskriptif. Adapun landasan hukum bagi penyandang disabilitas mendapatkan hak pendidikan adalah UUD 1945 Pasal 31 ayat 1 dengan implementasi paradigma pendidikan inklusif di pendidikan tinggi yang diulas sesuai dengan peraturan Menteri Pendidikan dan Kebudayaan Nomor 26 Tahun 2014. Dalam Islam disabilitas di antaranya disiratkan dalam surat At-tin ayat 4 surat Al-Hujurat dan ayat 13. Memahami pendidikan yang ramah terhadap penyandang disabilitas merupakan salah satu kewajiban yang harus dilaksanakan dalam rangka hubungan dengan manusia dan dengan konstitusi melalui: (1) pemberian kesempatan yang setara untuk mendaftar; (2) kebebasan memilih program studi/jurusan; (3) pemberian layanan sesuai dengan kebutuhan.Kata kunci: Disabilitas, Pengarusutamaan, dan Perguruan Tinggi.

This paper deals with aspects of Antonio Gramsci's thinking on education and related cultural work, highlighting issues such as those of effective curricula, different forms of educators/intellectuals, work-oriented education and popular education which have resonance with contemporary debates in the field. Gramsci's ideas provide insights for an effective contemporary socialist pedagogical politics that are based on the principle of critical access to 'powerful knowledge' and experiences that promote critical thinking, in formal educational institutions and other learning settings. ; peer-reviewed