Suchergebnisse

This article describes aspects of the relocation of schools from the Jewish settlements in the Gaza Strip ( Gush Katif) after implementation of the disengagement plan in summer 2005. The study describes "successful" and "unsuccessful" relocated schools in the eyes of parents and the impact of the schools' new geographical positioning on the parents' discourse. Parents from successful rural schools in the periphery mainly emphasized the schools' attainment of educational—ideological goals, whereas parents from a semiurban school located close to the center mainly emphasized learning achievements. Although both groups underwent the same trauma of disengagement, the parents from successful rural schools expressed a more segregated tendency, whereas parents from the semiurban school expressed a more integrated and multicultural tendency. The semiurban school located close to the center serves as a mediator between the particularistic and universalistic concepts of the refugees from Gush Katif and as a means to normalization and integration within general society.

This book brings together new thinking on education's complex and evolving role in conflict and fragility. The changing nature of conflict, from inter- to intra-state, and with shifting geopolitical power balances, demands a reconceptualization of where education is positioned. Claims that education on its own can be an agent of conflict transformation are disputed. Deliberate attempts at peace education are not without critics and controversies. This collection aims to generate new realism from empirical and reflective accounts in a variety of countries and political contexts, as well as provide innovative methodological approaches to the study of education and conflict. The particular distinctiveness of the volume is the emphasis on 'contested'—it includes the debates and disagreements on the many faces of education in conflict, as well as material on teaching controversial issues in fragile contexts. Crucially, it underscores how education itself exists within highly contested projects of state, nation and region building. As well as overview comparative chapters, the collection encompasses a range of specific contexts, geographically and educationally—Algeria, Canada, El Salvador, Israel, Kenya, Mexico, Morocco, Nepal, Tunisia, UK and US, with settings that include schools, higher education and refugee camps. Focuses range from analyses of education in historical conflicts to contemporary issues such as post Arab Spring transformations. Perennial concerns about religion, colonialism, protest, integration, cohesion, emergencies, globalization and narrative are given new slants.Yet in spite of the debates, a cross-cutting consensus emerges as the crucial need for critical pedagogy and critical theory if education is to make any mark at all on conflict and fragility

The aim of this study is to test changes in ethnic identity from two points of view, focusing on Marcia's identity status model and the ethnic identity literature. Based on 135 participants who completed the Multigroup Ethnic Identity Measure (MEIM) questionnaires at two-time intervals, stability was found at the mean level, while stability, progression and regression were found at the individual level. Transitions from moratorium into achievement were found more than to diffusion and status changes derived mainly following changes in the commitment component. In line with Erikson's theory, the results highlight the effect of the sociocultural context on the identity formation process and the need to examine changes in identity formation processes over time, both at the mean level and the individual level. These findings could be relevant to other countries that are going through similar processes of demographic changes in which the minority challenges the hegemony of the majority.

Intro -- Acknowledgments -- Contents -- 1 Introduction -- 1.1 Introduction -- 1.2 The Challenges: A Rapidly Changing World and Decline in Religious Practice -- 1.2.1 Major Societal Changes -- 1.2.2 Multiple Religious Discourses -- 1.3 Secularisation and the Decline in Affiliation to a Specific Faith Community -- 1.4 Growing Religious Diversity in Australia -- 1.5 Methodology -- 1.5.1 Background -- 1.5.2 Research Population and Bronfenbrenner's Ecological Theory -- 1.5.3 Tools -- 1.5.4 Procedure -- 1.5.5 Analysis -- 1.5.6 Limitations -- References -- Part IThe Australian Background -- 2 Historical Background and Structure of SRE in Australia -- 2.1 Religious Education in the State Context -- 2.2 Religious Education: The Colonial Period -- 2.3 The "Right of Entry" System -- 2.4 State Aid to Government Schools -- 2.5 Initial Challenges to Right of Entry Classes -- References -- 3 Current Challenges for SRE -- 3.1 The Australian Academic Debate -- 3.2 Organisation and Scope of SRE/RI -- 3.2.1 The New South Wales 2015 Review -- 3.2.2 Implementation -- 3.2.3 Teacher Accreditation, Professional Development and Evaluation -- 3.2.4 Curricular Content -- 3.2.5 New Modes and Patterns of Delivery Using Technology -- 3.2.6 Complaints Procedures and Protocols -- 3.2.7 Registration of SRE Boards, Associations and Committees -- 3.3 The Department of Education's Response -- 3.4 Findings -- 3.4.1 Advantages of SRE/RI -- 3.4.2 Parental Choice -- 3.4.3 Challenges of SRE/RI Organisational Structure -- 3.4.4 Teaching in an Age Appropriate Fashion -- 3.4.5 Time Allocation -- 3.4.6 Problems of Discipline and Lack of Professional Training -- 3.4.7 Essentialist, Authoritarian Teaching Styles -- 3.4.8 Accreditation Process -- 3.4.9 Reasons for Opposition -- 3.5 Discussion -- 3.5.1 Advantages of SRE/RI and Christian Privilege -- 3.5.2 Importance of Choice.

This volume represents the most comprehensive collection ever produced of empirical research on Holocaust education around the world. It comes at a critical time, as the world observes the 70th anniversary of the liberation of Auschwitz. We are now at a turning point, as the generations that witnessed and survived the Shoah are slowly passing on. Governments are charged with ensuring that this defining event of the 20th century takes its rightful place in the schooling and the historical consciousness of their peoples. The policies and practices of Holocaust education around the world are as diverse as the countries that grapple with its history and its meaning. Educators around the globe struggle to reconcile national histories and memories with the international realities of the Holocaust and its implications for the present. These efforts take place at a time when scholarship about the Holocaust itself has made great strides. In this book, these issues are framed by some of the leading voices in the field, including Elie Wiesel and Yehuda Bauer, and then explored by many distinguished scholars who represent a wide range of expertise. Holocaust education is of such significance, so rich in meaning, so powerful in content, and so diverse in practice that the need for extensive, high-quality empirical research is critical. Th is book provides exactly that..

AbstractThis study examines relationships between community coherence and collective efficiency, and civic engagement, and the role of community resilience within such relationships, as seen in youth council frameworks. The participants included a group of 223 members of youth councils in Israel and a group of 568 non‐members, aged 14–18. The quantitative research tool comprised the Civic Engagement questionnaire; Conjoint Community Resiliency Assessment Measure; Sence of Community Coherence Questionnaire; and Collective Efficacy Questionnaire. Positive relationships were found between community coherence and collective efficiency, and civic engagement for both groups, yet community resilience was only a mediating factor in this relationship for the non‐member group.