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For thousands of years India's Dalits were abhorred as "untouchables," denied education and treated as bonded labour. By 1923 Bhimrao Ambedkar broke the taboo, won doctorates abroad and fought for the emancipation of his people. He drafted India's Constitution, led his followers to discard Hinduism for Buddhism. His legend still spreads through poetry and song. In 1997 a statue of Dr. Ambedkar in a Dalit colony in Mumbai was desecrated with footwear. As angry residents gathered, police opened fire killing 10. Vilas Ghogre, a leftist poet, hung himself in protest. Jai Bhim Comrade shot over 14 years, follows the poetry and music of people like Vilas and marks a subaltern tradition of reason that, from the days of the Buddha, has fought superstition and religious bigotry

This article discusses the phenomenon of self-harming or "non-Suicidal Self-In-jury" (nSSI). The International Society for the Study of Self-Injury defines non-sui cidal self-injury as the deliberate, self-inflicted damage of body tissue without suicidal intent and for purposes not socially or culturally sanctioned." The article discusses the cultural and social representations of self-injury, what is implied in it, who engages in it, and for what reasons. A lot can be deduced from interviews with self-harmers who use it to gain control over bad feelings and stress, by hurting their body and participating in risky behaviour. This dangerous activity often has more complicated sides with reference to rituals and spiritual associations to bloodletting, cleansing of all evil and healing, absolution and much wanted peace of mind. Finally, the changes in self-harming discourse and channels of communication are discussed. It has opened up during the last two decades with the arrival of social media. The self-harmers have built their own subcultures with special aesthetics and often preferring theatrical staging or performances instead of verbal expres-sion. These channels can have an uncanny power and influence over young and vulnerable people. The conclusion of the article is that all this requires an informed discussion as a special world, a special angst which is expressing itself in ways that might develop into suicidal behaviour if it is not taken seriously.

This article is written on the occasion of the 500 years anniversary of the Lutheran reformation (siðbót) which started in 1517. The aim is to point out new perspectives worth considering in research on the main implications of the reformation in the political field (siðaskipti) and cultural and / or social field (siðbreyting). In this regard, it is pointed out that in researches of such a complex historical process is inevitable to assume pre-defined pardigms that can serve as prerequisites for the interpretation of the subject. It is also pointed out that, up to present time, a single one-sided paradigm which describes the reformation as a revolution has been assumed in Icelandic studies of the reformation which assumes that the transition from a catholic to a lutheran church in Iceland has been sudden and for more or less political reasons, ie. for the efforts of Christian the III:rd of Denmark to increase his assets, properties and power in the country. The article argues that the relationships between religion and politics was much more complexed at this time than has generally been expected, as well as that Christina the III:rd and his representatives in Iceland considered it as their duties as christians to promote the reformation in the country and in that way respond to the demand of Luther to the christian nobility to rescue the Church on the basis of the gospel. In the article it is assumed that the reformation in Iceland happened in the period 1539-1600 and the development took place on various religious, ecclesial, political and cultural fields. In that way it is meaningful to describe it as a viscous reformation.

This article discusses the "Critical period" in language acquisition – based on the theory that children are born with the natural ability to learn language; an ability that gradually fades or disappears. According to this theory, children who are not privy to normal language stimulation during childhood miss their chance to acquire a language "perfectly".Critical periods do not only exist in language, e.g. children and other young animals need to receive visual stimulation for their vision to develop. The beginning of this article considers difference in opportunities for research, and thereby the state of knowledge concerning the critical period in vision, compared to language acquisition. The difference is based mainly on two factors: on the one hand, animals have been studied to elucidate the critical period in vision – an option that linguists do not have – and, on the other, it is quite common for children to lack visual stimulation, i.e. due to cataracts. It is less common for children to grow up without language stimulation, although stories exist of children that, for one reason or another, were deprived of human interaction during childhood. The author uses this opportunity to provide an account of two such stories, in a more detailed fashion than would be necessary to define the critical period in language acquisition. These are also stories of violence and questionable work methods for the sake of science. This is followed by a discussion of deaf children as, in the past – as well as the present day – it was common for them not to receive appropriate language stimulation from the beginning, i.e. via the use of sign language. The examples are so many that late language acquisition by deaf children can shed light on the critical period in language acquisition.Many have discussed the critical period in language acquisition but emphasis is often placed on that which has remained unlearned. This article asks rather what can be learned and whether language structure can be established despite a late start for the language acquisition process.

Eitt af meginmarkmiðum núgildandi aðalnámskrár (Mennta- og menningarmálaráðuneytið, 2011/2013) er að búa nemendur undir þátttöku í lýðræðislegu samfélagi. Samkvæmt þessu á grunnskólinn að vera sá staður sem veitir nemendum svigrúm til að öðlast reynslu af lýðræðislegu starfi og vera þátttakendur í því. Markmið þessarar rannsóknar var að kanna mögulegar breytingar á viðhorfum nemenda í þessum efnum yfir fimm ára tímabil, 2010 til 2015. Tveir hópar nemenda í 6.–10. bekk (Nalls = 627) voru spurðir um afstöðu sína til lýðræðis og lýðræðisþátttöku með fimm ára millibili. Rannsóknin var gerð í samvinnu við tíu skóla sem söfnuðu gögnum við reglubundið sjálfsmat. Niðurstöður sýna að viðhorf nemenda til lýðræðis í grunnskólum á Íslandi og lýðræðisþátttaka virðist hafa tekið mjög litlum breytingum á framangreindu tímabili. Engar breytingar var að finna á því sem kallað hefur verið frjálslynd lýðræðissjónarmið, svo sem tjáningarfrelsi og samkeppni í skólastofunni. Aftur á móti mátti greina smávægilega jákvæða breytingu á viðhorfum til þess sem kallað hefur verið samstarfslýðræði, þ.e. til þátttöku og samvinnu. Mikilvægi lýðræðisþátttöku að mati nemendanna virtist dala lítillega yfir þetta fimm ára tímabil. Niðurstöðurnar voru bornar saman við danska rannsókn frá árinu 2001 sem þessi rannsókn tók mið af. Enginn afgerandi munur fannst á viðhorfum dönsku og íslensku ungmennanna. Þó virtust frjálslynd lýðræðissjónarmið vera traustari hjá dönsku ungmennunum. ; The Icelandic national curriculum guide for compulsory schools published in 2011 specially emphasized the importance of preparing students for active participation in a democratic society: "It is expected that children and youth learn democracy by learning about democracy in a democracy" (Mennta- og menningarmálaráðuneytið, p. 19). Democracy was furthermore emphasized as one of six fundamental pillars of the Icelandic education system together with literacy, sustainability, health and welfare, human rights, equality, and creativity. Accordingly, knowledge about changes in attitudes towards democracy and democratic participation since the introduction of this new conception in 2011 is of importance. The increased emphasis on issues related to democracy introduced in the Icelandic national curriculum guide for compulsory schools were to be fully implemented in 2013. Studies on how Icelandic students are prepared for an active participation in the constantly changing democratic society are few and far between. Therefore, the results of this study can be considered of importance for education stakeholders such as teachers, parents, students, and scholars. The theoretical model used in the study is based on the works of Danish researchers (Jacobsen, Jensen, Madsen, Sylvestersen, & Vincent, 2004), where democratic perspectives in a Western tradition are conceived as liberal democracy (e.g., emphasizing the rights of the individual) and republican democracy (e.g., emphasizing solidarity). According to the model, both perspectives need to be in place for a democracy to function, and it is in the tension between these two perspectives a democratic process becomes active. The goal of this study is to contribute to an increased theoretical and empirical knowledge about democratic processes and democratic participation in public schools. The research was intended to detect possible changes in the responses of children to questions related to liberal and republican democracy after the full implementation of the Icelandic national curriculum guide from 2011. The goals of the study were approached by asking two groups of children in Grades 6 through 10 (Ntotal = 627) about their attitudes towards democracy and democratic participation in the classroom. The first data collection was conducted in 2010 and the second data collection was conducted in 2015. The study was conducted in collaboration with 10 schools that carried out the data collection as a part of their own internal evaluation. The results show that attitudes towards democracy and democratic participation over the above depicted period had changed remotely during the five-year period. No changes were found in attitudes related to a liberal democracy. A slight positive change was detected regarding opportunities for participation and collaboration in a republican democracy. However, the importance of democratic participation showed a slight decline during this five-year period. According to the model of Jacobsen et. al. (2004) one of the prerequisites for liberal democracy is individuality. A comparison with Danish result from 2001 showed that about 61% of the Danish adolescents indicated that it was very important to "be the way they are" but only 47% of the Icelandic adolescents responded the same way in 2015. These results were in accordance with other manifestations of liberal democracy in the survey, which seemed stronger among the Danish adolescents. The limited change in the attitudes of adolescents towards democracy and democratic participation raises questions about whether compulsory schools had the resources to implement the changes in policy recommended by the 2011 national curriculum guide. More research is needed to explore what was done in schools to increase democracy in the classroom during the 2011-2013 implementation period. Furthermore, it is important to conduct further research to identify efficient ways for teachers and school administrators to meet the policy recommendation for an increased emphasis of democracy in Icelandic classrooms. Finally, comparison with results from other countries give reason to conduct more research on manifestations of liberal democracy (e.g., opportunities for an open and democratic discussion; respect for individuality) among Icelandic adolescents. ; Peer Reviewed