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Introduction: This research is within the field of physical activity, immigration and youth. There have been numerous qualitative studies, within the European context, which have mostly concentrated on case studies (Walseth & Fasting, 2004; Walseth 2008; Hertting & Karlefors; Fundberg, 2012; Lundvall, 2009) and fewer quantitative studies (Kreuwel et al, 2006; Kouli & Papaioannou, 2009; Hatzigeorgiadis et al, 2013; Elbe et al, 2016). These studies have created basic knowledge in this particular field and have shed light on different aspects of sports and integration. There are, however, very limited number of studies that have researched interventions using the participants knowledge and specific needs in order to make a real impact in the community.Aim and theoretical framework: Critical participatory activist research (PAtR) is a method that can utilize the situated knowledge of the commu- nity members and create lasting impact. Through participatory activist research, community members are active participants in contributing and creating knowledge which is then utilized to enhance the community itself and instigate action within the community. Moreover, such enquiry will contribute to the wider research and promote research implications in the communities (lisahunter, emerald & Martin, 2013; Schinke & Blodgett, 2016).PAtR alternate approach to subjectivity of knowledge and grassroots participation is a fresh perspective in contrast to 'expert-driven' research which reinstate the dynamic of dominance and oppression (Schinke & Blodgett, 2016). PAtR has its roots in participatory action research (PAR) and critical theory, hence it emphasizes that research is not a neutral activity and it is always political, working to maintain or change dominant power relations. PAtRis an accessible and interrelated approach that works alongside the notion of doing justice "with" and "by" those who are oppressed using practices that confront dominant and cultural norms (lisahunter et. al. 2013).The goal ...

AbstractPublic school curricula have traditionally treated conflict as a body of knowledge rather than an opportunity for skill development. Increasingly, however, programs that feature mediation, cooperative learning, and cross‐cultural communication have become more common. Those designing conflict resolution (CR) curricula must carefully consider purpose, audience, and outcomes. This paper provides a framework for reflection, offers some guidelines for writing and implementing CR curricula, and includes examples of current elementary and secondary programs and practices.

"Often provided in special schools and classes, special education has grown rapidly for decades. In contrast, since 2006, 106 countries around the world have ratified the UN-Convention on the Rights of People with Disabilities, which mandates inclusive education, from early childhood to lifelong learning. A contemporary paradox found in many societies is that both school segregation and inclusive education are on the rise. The interdependencies between special education, general education and other institutions along with vested professional interests have thus far hindered the transformations needed to realize inclusive education for all." (author's abstract)

PurposeThe UN proclamation of 2005–2014 as the decade of education for sustainable development has been instrumental in creating awareness and driving higher education institutions (HEIs) in integrating sustainability into their system. The purpose of this paper is to explore and encapsulate practices adopted by universities and colleges across the globe in integrating sustainability in education (here refers to curriculum and pedagogy), research, campus operations and outreach programs.Design/methodology/approachThe review analyzed 229 peer-reviewed research studies in the time period 2005–2018 selected from 44 journals. The literature review was done in phases. The first phase was the selection of the database, the second phase was refining the database by eliminating irrelevant studies and the last phase was distributing selected studies on the basis of the journal, year and country of publication, research paradigm, sustainability integration in higher education, teaching techniques adopted by HEIs and research focus in publications.FindingsThis study contributes to the literature review of sustainability in higher education. From the literature review, it is evident that sustainability has made inroads into HEIs, but only a few universities have been successful in implementing it holistically, integrating all the triple bottom line dimensions in balance.Practical implicationsThe study has practical implications for HEIs planning to integrate sustainability into teaching and learning and other aspects of educational practices. The findings and the examples of successful implementation of sustainable education by institutions around the world would help universities and colleges in formulating policies, strategies and practices that would promote sustainability on campuses.Originality/valueThe literature reviews on sustainability in higher education so far have focused either on curricula, pedagogical approaches, assessment and reporting or barriers and solutions. This study attempts to offer a comprehensive view of the initiatives adopted by the institutions in incorporating sustainability in education, research, campus operations and outreach programs.

Education update including websites and notable journal articles.

After WW II, the great clash between the concepts of a largely private market based world, and a world of centrist socialism seemed to have been won by the forces of State Socialism in a variety of forms from the total absolute centrist dictatorship in the Soviet Union and China to more moderate versions such as those in Sweden, France, Italy or India.The leadership in both China and India both believed that centrist authority and control was vital in managing their vast, chaotic countries, and both felt that this centrist control should be exercised by a small self chosen elite. In China, that elite took the form of a Chinese Communist Party (CCP) dictatorship under Mao Zedong, who could only see the world in terms of enormous revolutionary conflict.In India, the elite were more benign and not as militant. Power was held as a matter of "right" by a combination of Socialist theorists and economists and high caste Brahmins who never doubted their own correctness. [1] This elitism led to a set of negative attitudes about the education of the masses, some of which still persist. First, starting with the period of British rule, education of any kind was simply not seen as a role of governments, except possibly at the lowest levels, and this attitude was shared by the British themselves and by the senior figures in Indian government and society.

The Persian tradition of Euclid'sElementsis closely connected with the Arabic transmission of the work in Iran, Central Asia and India. This tradition has multiple starting points. Naīr al-Dīnūsī's Arabic edition had a profound impact, but it was one of several Arabic versions that served as the basis for Persian translations. At the institutional level both the Arabic and the Persian traditions flourished in different spaces—at the courts, in themadrasa, and in the sphere of collectors. Emphasizing the continued importance of court patronage, this paper explores the specifics of spatial and temporal coordinates in the transmission and transformation of Euclid'sElementsin Islamic Iran.

This article analyses the relationship between the politics of education and language, and armed conflict and ongoing peace process in Myanmar. It discusses the state education system, which since the military coup of 1962 has promoted the idea of the country based on the language and culture of the Bamar (Burman) majority community, and the school systems developed by ethnic armed groups which oppose the military government. Ethnic opposition education regimes have developed mother tongue-based school systems. In some cases, the Mon for example, these broadly follow the government curriculum, while being locally owned and delivered in ethnic languages; in others, such as the Karen, the local education system diverges significantly from the Myanmar government curriculum, making it difficult for students to transition between the two systems. This article explores the consequences of these developments, and how reforms in Myanmar since 2011 - including the peace process, which remains incomplete and contested - have opened the space for educational reform, and the possible "convergence" of state and non-state education regimes. Ethnic nationality communities remain determined to conserve and reproduce their own languages and cultures, adopting positions in relation to language and education which reflect broader state-society relations in Myanmar, and in particular ethnic politicians' demands for a federal political settlement to decades of armed conflict. The article concludes that sustainable resolution to Myanmar's protracted state-society conflict is unlikely to be achieved until elites can negotiate agreement on ethnic language and teaching policies. (Contemp Southeast Asia/GIGA)