Suchergebnisse

Die Autorin betrachtet das Problem der Menstruation als ein Hindernis für die Mädchen im Bildungswesen, insbesondere in Afrika südlich der Sahara. Es wird die Wirkung der Menstruation als ein Faktor wachsender Marginalisierung von Mädchen in- und außerhalb des Bildungssystems problematisiert. Es werden Argumente und Gesichtspunkte aus der Anthropologie und der Medizin (wie z.B. Hygiene, Sanitätsbedingungen und Wasserversorgung) herangezogen um zu zeigen, dass relevante Lösungen in einer bildungsorientierten Diskussion zu suchen sind. In diesem Zusammenhang werden auch die Haltungen der sozialen Umgebung gegenüber der Menstruation und den Bedürfnissen pubertierender Mädchen untersucht. Bezug nehmend auf diesbezügliche Differenzen werden erfolgversprechende Strategien aus anderen afrikanischen Ländern als mögliche Lösungsmuster analysiert. (ICG).

This article describes the experiences and perceptions of a small group of Afghan women teachers who have set up a small community school for Afghan children in Montreal. It situates the work that they are doing in the context of knowledge transfer and of social capital building in a diasporic context and discusses this heritage education program in relation to transnational processes of living and learning in multiple sites. The women, who were all teachers in Afghanistan, experienced conflict and a political situation which ultimately forced them to leave their homes; as immigrants to Canada they experience the multiple challenges of individual and family integration. However, as volunteer community teachers, they have strong ideas about the work they do and a strong sense of purpose to it; they use their own professional understandings and skills to transmit the cultural knowledge and language skills which they believe are important for young Afghan Canadians and their families in Montreal. ; L'article décrit les expériences et les perceptions d'un petit groupe d'enseignantes afghanes qui a mis sur pied une petite école communautaire pour les enfants afghans à Montréal. Il situe le travail qu'elles font dans le cadre du transfert de connaissances et de l'investissement social, dans le contexte de la diaspora, et met ce programme d'éducation sur le patrimoine en rapport avec les processus transnationaux de vie et d'apprentissage dans des endroits variés. Les enseignantes, oeuvrant toutes en Afghanistan, vivent des conflits et une situation politique qui finit par les forcer à quitter leur patrie. En tant qu'immigrantes au Canada, elles font face à de nombreux défis relativement à l'intégration individuelle et familiale. Toutefois, comme enseignantes communautaires bénévoles, elles ont une opinion définie sur le travail qu'elles font et visent des buts bien précis. Elles se servent de leurs propres connaissances et compétences professionnelles pour transmettre le savoir culturel et les habiletés langagières ...

Expanding access to education for boys & girls is a critical Millennium Development Goal & peace-building challenge. In southern Sudan, as in other post-conflict societies, many girls remain excluded from schooling opportunities which could help develop the knowledge, skills & attitudes to build a peaceful society. Adapted from the source document.

UN Security Council Resolution 1325 on women, peace & security, passed on 31 October 2000, was the first UNSCR to specifically acknowledge the impacts of conflict, particularly sexual violence, on women & girls. What has it achieved -- & what are its limitations? Adapted from the source document.

Educating children in zones of conflict: an overview and introduction / Karen Mundy and Sarah Dryden-Peterson -- Education and fragile states / Jackie Kirk -- Can education interrupt fragility?: toward the resilient citizen and the adaptable state / Lynn Davies -- Are we all soldiers now?: the dangers of the securitization of education and conflict / Mario Novelli -- Addressing gender disparities in education in contexts of crisis, post-crisis, and state fragility / Jackie Kirk -- Refugee children aspiring toward the future: linking education and livelihoods / Sarah Dryden-Peterson -- Learning for a bright future: schooling, armed conflict, and children's well-being / Rebecca Winthrop and Jackie Kirk -- Understanding the diverse forms of learning valued by children in conflict contexts / Rebecca Winthrop -- The multiple relationships between education and conflict: reflections of Rwandan teachers and students / Elisabeth King -- Alphabet soup: making sense of the emerging global architecture of aid to education in fragile and conflict-affected situations / Peter Buckland -- Aid and education in fragile states / Victoria Turrent -- On the road to resilience: capacity development for educational planning in Afghanistan / Lyndsay Bird ... [et al.] -- "Helping our children will help in the reconstruction of our country": repatriated refugee teachers in post-conflict Sierra Leone and Liberia / Susan Shepler -- Picturing violence: participatory visual methodologies in working with girls to -- Address school and domestic violence in Rwanda / Claudia Mitchell -- From child-friendly schools to child-friendly research methods: lessons learned on child-centered research from UNICEF's learning plus initiative / Stephanie Bengtsson and Lesley Bartlett -- Innovative methods in education in emergencies research: a randomized trial assessing community-based schools in Afghanistan / Dana Burde