Suchergebnisse

Chapter 1. Major Discourses of Cultural Identities (Joseph Zajda) -- Chapter 2. The Evolution of Canadian Identity as Reflected Through the Ontario Secondary School Curriculum (Suzanne Majhanovich) -- Chapter 3. The Globalization of Human Rights for a Global Citizenship: New Challenges (José Noronha Rodrigues) -- Chapter 4. Adult Studies as a Leisure Activity: From Exigency and Choice (Nitza Davidovitch et al.)- Chapter 5. The Discursive Construction of National Identity in Prescribed History Textbooks (Joseph Zajda) -- Chapter 6. Canada's Response to the Syrian Refugee Crisis. Easing the Transition to Integration (Suzanne Majhanovich) -- Chapter 7. The Impact of Social Networks on Student Motivation and Achievement (Sharon Tzur, et al.) -- Chapter 8. Contributing Factors to Refugee Children's Education and Academic Performance (Nina Maadad, et al.) -- Chapter 9.Global Dialogues on Inclusive Education: A Retrospective and Comparative Analysis of the Salamanca Statement, Article 24, and General Comment #4 (Margaret Winzer and Kas Mazurek) -- Chapter 10. Research Trends in Discourses of Globalisation and Cultural Identity (Joseph Zajda). .

The concept of professional identity is attributed to both personal and group levels. The school counseling profession lack clear definition jeopardized the development of counselors' professional identity. Therefore, the aim of the present study was to elucidate school counseling professional
identity by testing the relation between personal and group professional identity in various related aspects. To examine, a total of 161 school counselors filled out questionnaires to assess personal and group professional identity along with seniority, job satisfaction, work commitment and
self-efficacy. Results showed that seniority, work commitment and self-efficacy affect the counselor's personal and group professional identity. However, the job satisfaction was associated only with the personal identity. Additionally, correlations between job satisfaction and job commitment,
and personal and group professional identity were found to differ, respectively. In conclusion, there is a clear distinction between personal and group professional identity, which may explain the uncertainty of school counseling professional identity. Finally, recommendations to school counseling
profession are discussed for implications of our results to other professions.

Under-representation of minority groups in the academy reflects inequality and lack of social mobilization. The Druze in Israel are a small minority, but they have a unique place in society because they have been serving in the IDF almost since its formation. The IDF maintains an academic
reserve track, where young men and women complete their studies and then serve an extra number of years as professionals. Through in-depth interviews with 30 Druze participants and graduates, this study examines the effects of the academic reserve track on Druze young men, seeking to learn
its impact on their future.

This book examines dominant discourses in multiculturalism and cultural identity globally. It critiques dominant discourses and debates pertaining to multiculturalism and cultural identity, set against the current backdrop of growing social stratification and unequal access to quality education. It addresses current discourses concerning globalisation, ideologies and the state, as well as approaches to constructing national, ethnic and religious identities in the global culture. It explores the ambivalent and problematic connections between the state, globalisation, and the construction of cultural identity. The book also explores conceptual frameworks and methodological approaches applicable to research on the state, globalisation, multiculturalism and identity politics. Drawing on diverse paradigms, ranging from critical theory to globalisation, the book, by focusing on globalisation, ideology and cultural identity, critically examines recent research dealing with cultural diversity and its impact of identity politics. Given the need for a multiple perspective approach, the authors, who have diverse backgrounds and hail from different countries and regions, offer a wealth of insights, contributing to a more holistic understanding of the nexus between multiculturalism and national identity. With contributions from key scholars worldwide, the book should be required reading for a broad spectrum of users, including policy-makers, academics, graduate students, education policy researchers, administrators, and practitioners.

This study explores postcards written in the Lodz Ghetto, which serve as a source of knowledge about their historical context. The postcards, by their very nature, reflect the social, demographic, and psychological processes among the ghetto inhabitants during their years of forced
habitation. Postcards were found to be a primary source of information and an outstanding historical testament to that which occurred, moment by moment, at the time they were written. The study charts them by means of two extensive catalogues: The first is the "Catalogue of years",
which examines the historical events in the Lodz Ghetto from 1940-1945, as they appear in "The Chronicle of the Lodz Ghetto" versus their reflection or lack of reflection in the postcards. The second catalogue is the "Catalogue of postcards", which presents a wide and
detailed review of all the topics emerging from the postcards, relating to events in the ghetto by the chronological order in which they were written and sent, as a point of departure for their analysis. It is evident from the research findings that the postcards constitute, on one hand, an
authentic and reliable source of information, while on the other they also present personal aspects, as much as permitted and possible. As a result, and through that written on them, it is possible to glean additional primary information on events in the ghetto in those days, in addition to
the testimonies provided by letters and diaries. In this study, the life and conduct of the ghetto inhabitants are revealed through the most concise means ‐ the postcard, where that inscribed exposes us to human conduct conveying feelings, concerns, longing that emerged together with
the need for the human existence and survival of people, their family, and community, in grave and fateful times. The research findings might have practical implications for commemoration of the Holocaust, for teaching, guidance, and learning, and for exposing mediators of the Holocaust to
this unique cognitive, emotional, and ethical authentic source of knowledge. The postcards serve as an educational tool for preserving and imparting historical memory.

The challenge of becoming integrated in the workforce is relevant for all graduates of the system of higher education, but it is particularly meaningful for those with ASD. Integration in the labor market has a wide impact, beyond the financial aspect, and the impact may be social,
psychological, physiological, or other. The research literature found that the employer's attitudes and perceptions of people with disabilities and their manner of employment are significant factors for successful integration of people with disabilities in the workforce. The current
study explored the attitudes of students who may in the future be employers of high-functioning individuals with ASD or who may work with them. The premise was that current-day young people have more tolerance for diversity and containment of different populations in society and hence more
social responsibility. The research findings indicate that students' level of education has an impact on their positive attitudes to the employment of high-functioning individuals with ASD. In addition, two major fundamental causes underlying the success of students with ASD were found:
the social importance of integrating people with autism and how they are treated by their employer. In addition, the students noted that lacking strong desire by people with ASD to becoming integrated in the labor market and willingness to suffer many difficulties when starting work and less
at later stages, the desire of society and of the workplaces will not suffice. The research findings illuminate the potential employment options of college graduates on the autistic spectrum and their integration in the labor market as a function of the attitudes of employers who graduated
from these institutions. The current research findings indicate a low association between the level of familiarity with people with ASD and attitudes toward the integration of people on the spectrum in the workforce, in contrast to previous findings. The question is: How can leaders of academic
institutions act to arouse awareness of importance of integration in work market for the weaker in society among their graduates in a world where containment and equal opportunities are high values in society in general and in academic institutions in particular? Another direction that arose
is that together with the meaningful development of technology use in workplaces, academic institutions must direct students with ASD to various studies of technology on different levels so that they will be able to occupy suitable jobs.