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Author: Gearoid Millar
Publisher: Springer
ISBN: 3319655639
Category : Political Science
Languages : en
Pages : 291
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Book Description
This volume calls for an empirical extension of the “local turn” within peace research. Building on insights from conflict transformation, gender studies, critical International Relations and Anthropology, the contributions critique existing peace research methods as affirming unequal power, marginalizing local communities, and stripping the peace kept of substantive agency and voice. By incorporating scholars from these various fields the volume pushes for more locally grounded, ethnographic and potentially participatory approaches. While recognizing that any Ethnographic Peace Research (EPR) agenda must incorporate a variety of methodologies, the volume nonetheless paves a clear path for the much needed empirical turn within the local turn literature.
Author: Gearoid Millar
Publisher: Springer
ISBN: 3319655639
Category : Political Science
Languages : en
Pages : 291
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Book Description
This volume calls for an empirical extension of the “local turn” within peace research. Building on insights from conflict transformation, gender studies, critical International Relations and Anthropology, the contributions critique existing peace research methods as affirming unequal power, marginalizing local communities, and stripping the peace kept of substantive agency and voice. By incorporating scholars from these various fields the volume pushes for more locally grounded, ethnographic and potentially participatory approaches. While recognizing that any Ethnographic Peace Research (EPR) agenda must incorporate a variety of methodologies, the volume nonetheless paves a clear path for the much needed empirical turn within the local turn literature.
Author: University of Michigan. School of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 546
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Book Description
Author: William Ayers
Publisher: Routledge
ISBN: 1135596131
Category : Education
Languages : en
Pages : 1095
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Book Description
The Handbook of Social Justice in Education, a comprehensive and up-to-date review of the field, addresses, from multiple perspectives, education theory, research, and practice in historical and ideological context, with an emphasis on social movements for justice. Each of the nine sections explores a primary theme of social justice and education: Historical and Theoretical Perspectives International Perspectives on Social Justice in Education Race and Ethnicity, Language and Identity: Seeking Social Justice in Education Gender, Sexuality and Social Justice in Education Bodies, Disability and the Fight for Social Justice in Education Youth and Social Justice in Education Globalization: Local and World Issues in Education The Politics of Social Justice Meets Practice: Teacher Education and School Change Classrooms, Pedagogy, and Practicing Justice. Timely and essential, this is a must-have volume for researchers, professionals, and students across the fields of educational foundations, multicultural/diversity education, educational policy, and curriculum and instruction.
Author: Annick T.R. Wibben
Publisher: Routledge
ISBN: 100005375X
Category : Education
Languages : en
Pages : 294
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Book Description
This comprehensive volume on teaching peace and war demonstrates that our choice of pedagogy, or the way we structure a curriculum, must be attentive to context. Pedagogical strategies that work with one class may not work in another, whether over time or across space and different types of institutions, regardless of the field of study. This book offers insight on how to address these issues. The chapters contain valuable information on specific lessons learned and creative pedagogies developed, as well as exercises and tools that facilitate delivery in specific classrooms. The authors address a wide range of challenges related to broader questions on what teachers are trying to achieve when teaching about peace and war, including reflections on the teacher’s role as a facilitator of knowledge creation. This collection offers a valuable reference for scholars and instructors on structuring peace and war curricula in different global contexts and pedagogical strategies for a variety of classrooms. The chapters in this book were originally published in the journal Peace Review.
Author: Huffman, Stephanie
Publisher: IGI Global
ISBN: 1609601130
Category : Education
Languages : en
Pages : 347
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Book Description
"This book targets pressing needs in distance education by connecting theory and practice, addressing emerging leadership issues, and identifying best practices in teaching and learning"--Provided by publisher.
Author: Susan F. Hirsch
Publisher: Edward Elgar Publishing
ISBN: 180088530X
Category : Political Science
Languages : en
Pages : 251
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Book Description
This insightful book guides instructors on how to introduce undergraduate and postgraduate students to the interdisciplinary work of Peace and Conflict Studies (PACS). Mindful that many students come to PACS with a desire to create positive social change, Susan F. Hirsch and Agnieszka Paczyńska highlight engaged learning as a key method to PACS pedagogy and emphasise the need to teach theory with an inclusive and decolonialist approach. The book offers both new and experienced instructors concrete advice regarding structuring assignments, designing classroom-based engaged learning activities and highlighting reflective practice and ethics.
Author: Emma Mc Cluskey
Publisher: Routledge
ISBN: 1000516857
Category : Political Science
Languages : en
Pages : 169
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Book Description
This interdisciplinary book analyses different contexts where security concerns have an impact on institutional or everyday practices and routines in the lives of ordinary people. Creating a dialogue between the fields of International Relations, Peace and Conflict Studies, Sociolinguistics, Education and Anthropology, this book addresses core themes associated with conflict and security – peacebuilding, refugee settlement, nationalism, surveillance and sousveillance – and examines them as they manifest in everyday spaces and practices. Seven empirical studies are presented that bring ethnographic and/or close-up interactional lenses to practices of security in schools, refugee centres, care homes, city streets and roadsides. Drawing on fieldwork and data from Cyprus, Bosnia-Herzegovina, Sweden, Germany and the US, the chapters explore what notions of suspicion, peace, conflict and threat mean and how they are manifested in people’s lived experiences. This book will be of much interest to students of Critical Security Studies, Anthropology, Sociology, Sociolinguistics and International Relations in general.
Author:
Publisher: BRILL
ISBN: 9004706798
Category : Education
Languages : en
Pages : 250
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Book Description
In this book, emotional teaching-learning is explored as it is cultivated based on teachers’ and learners’ attraction to reasonableness and emotions and can give rise to a plausible form of decoloniality or decolonisation in and through education. It is argued that when the latter manifests, the democratic transformation of education might ensue. Put differently, decoloniality and/or decolonisation of education is a substantive way to look at the democratisation and, by implication, transformation of education and schooling. Readers are invited to engage with the meanings espoused throughout this book in the quest to cultivate a genuinely decolonial form of education in universities and schools, where values education should be enacted reasonably and emotively in such educational institutions. Teachers and learners cannot remain silent when oppressive and hegemonic forces of modernity continue to guide educational practices in institutions. Contributors are: Ahoud Alasfour, N’Dri Thérèse Assié-Lumumba, Emiliano Bosio, José Brás, Juan Carlos Rodriguez Camacho, Michael Cottrell, Lucimar Dantas, Amanda Fiore, Carla Galego, Maria Neves Gonçalves, Logan Govender, Beatriz Koppe, Sibonokuhle Ndlovu, Phefumula Nyoni, Adaobiagu Nnemdi Obiagu, Peter Oyewole, Theresa A. Papp, Martyn Reynolds, Kabini Sanga, V. Sucharita, Yusef Waghid and Emnet Tadesse Woldegiorgis.
Author: Samuel Fassbinder
Publisher: Springer Science & Business Media
ISBN: 9462091013
Category : Education
Languages : en
Pages : 249
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Book Description
This is the academic Age of the Neoliberal Arts. Campuses—as places characterized by democratic debate and controversy, wide ranges of opinion typical of vibrant public spheres, and service to the larger society—are everywhere being creatively destroyed in order to accord with market and military models befitting the academic-industrial complex. While it has become increasingly clear that facilitating the sustainability movement is the great 21st century educational challenge at hand, this book asserts that it is both a dangerous and criminal development today that sustainability in higher education has come to be defined by the complex-friendly “green campus” initiatives of science, technology, engineering and management programs. By contrast, Greening the Academy: Ecopedagogy Through the Liberal Arts takes the standpoints of those working for environmental and ecological justice in order to critique the unsustainable disciplinary limitations within the humanities and social sciences, as well as provide tactical reconstructive openings toward an empowered liberal arts for sustainability. Greening the Academy thus hopes to speak back with a collective demand that sustainability education be defined as a critical and moral vocation comprised of the diverse types of humanistic study that will benefit the well-being of our emerging planetary community and its numerous common locales.
Author: Timothy J. Scrase
Publisher: Routledge
ISBN: 1000525422
Category : Education
Languages : en
Pages : 121
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Book Description
First Published in 1997. In much of the comparative education literature, questions of educational inequality and lack of educational opportunity in the developing world stand as perplexing, complex, and difficult problems. Yet, while inequality in education remains one of the most researched and written about topics in the discipline, the question of social justice and its relationship to education remains implicit. This volume aims to reverse this trend・ to make the issue of social justice, both in theory and practice, central and explicit.
