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Author: Zehavit Gross
Publisher: Springer
ISBN: 9463000100
Category : Education
Languages : en
Pages : 259
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Book Description
"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. "
Author: Zehavit Gross
Publisher: Springer
ISBN: 9463000100
Category : Education
Languages : en
Pages : 259
Get Book Here
Book Description
"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. "
Author: Lynn Davies
Publisher: Routledge
ISBN: 1134408978
Category : Education
Languages : en
Pages : 260
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Book Description
First-place winner of the Society for Education Studies' 2005 book prize, Education and Conflict is a critical review of education in an international context. Based on the author's extensive research and experience of education in several areas afflicted by conflict, the book explores the relationship between schooling and social conflict and looks at conflict internal to schools. It posits a direct link between the ethos of a school and the attitudes of future citizens towards 'others'. It also looks at the nature and purpose of peace education and war education, and addresses the role of gender and masculinity. In five lucid, vigorously argued sections, the author brings this thought-provoking and original piece of work to life by: * Setting out the terms of the debate, defining conflict and peace and outlining the relevant aspects of complexity theory for education * Exploring the sources of conflict and their relations to schooling in terms of gender/masculinity, pluralism, nationalism and identity * Focusing on the direct education/war interface * Examining educational responses to conflict * Highlighting conflict resolution within the school itself. This is the first time that so many aspects of conflict and education have been brought together in one sustained argument. With its crucial exposure of the currently culpable role of formal schooling in maintaining conflict, this book will be a powerful and essential read for educational policy makers, managers, teachers and researchers dealing with conflict in their own contexts.
Author: Stephanie E.L. Bengtsson
Publisher: Routledge
ISBN: 1351390872
Category : Education
Languages : en
Pages : 183
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Book Description
The Role of Education in Enabling the Sustainable Development Agenda explores the relationship between education and other key sectors of development in the context of the new global Sustainable Development Goals (SDG) agenda. While it is widely understood that there is a positive relationship between education and other dimensions of development, and populations around the world show a clear desire for more and better education, education remains an under-financed and under-prioritised sector within development. When education does make it onto the agenda, investment is usually diverted towards increasing access to formal schooling, without focusing on the intrinsic value of education as a tool for development within the international development community more broadly. The authors explore these tensions through a review of literature from a range of disciplines, providing a clearer picture of the relationship between education and other development sectors. The book challenges silo-thinking in the SDGs by exploring how achieving the SDG education targets can be expected to support or hinder progress towards other targets, and vice-versa. Drawing on examples from both low and high income countries, the book demonstrates how ‘good’ education functions as an ‘enabling right’, impacting positively on many other areas. The book’s scope ranges across education and development studies, economics, geography, sociology and environmental studies, and will be of interest to any researchers and students with an interest in education and the SDGs.
Author: Council of Europe
Publisher: Council of Europe
ISBN: 928718447X
Category : Political Science
Languages : en
Pages : 80
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Book Description
A tool for school leaders and senior managers for handling controversy and teaching controversial issues in schools. Controversy and controversial issues are at the centre of our democratic societies. This means that learning how to deal with such issues must also be at the heart of an effective education for democratic citizenship and human rights education (EDC/HRE). The publication aims to help strengthen the managing of controversial issues at whole-school level. This will benefit young people and also help contribute to more effective Education for Democratic Citizenship and Human Rights Education (EDC/HRE), and the protection and strengthening of our democratic societies.
Author: Mary Hayden
Publisher: SAGE
ISBN: 1473943493
Category : Education
Languages : en
Pages : 1053
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Book Description
The landscape of international education has changed significantly in the last ten years and our understanding of concepts such as ‘international’, ′global′ and ‘multicultural’ are being re-evaluated. Fully updated and revised, and now including new contributions from research in South East Asia, the Middle East, China, Japan, Australasia, and North America, the new edition of this handbook analyses the origins, interpretations and contributions of international education and explores key contemporary developments, including: internationalism in the context of teaching and learning leadership, standards and quality in institutions and systems of education the promotion of internationalism in national systems This important collection of research is an essential resource for anyone involved in the practice and academic study of international education, including researchers and teachers in universities, governmental and private curriculum development agencies, examination authorities, administrators and teachers in schools.
Author: Martin Thomas
Publisher: Oxford University Press
ISBN: 0192636634
Category : History
Languages : en
Pages : 867
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Book Description
The lethality of conflicts between insurgent groups and counter-insurgent security forces has risen markedly since the Second World War just as those of conventional, or inter-state wars have declined. For several decades, conflicts within states rather than between them have been the prevalent form of organised political violence worldwide. Recent conflicts in Afghanistan, Iraq, and Syria have fired interest in colonial experiences of rebellion, while current western interventions in sub-Saharan Africa have prompted accusations of 'militarist humanitarianism'. Yet, despite mounting interest in counter-insurgency and empire, comparative investigation of colonial responses to insurrection and civil disorder is sparse. Some scholars have written of a 'golden age of counter-insurgency', which began with Britain's declaration of a Malayan Emergency in 1948 and ended with the withdrawal of US ground troops from Vietnam in 1973. It is with this period, if not with any presumed 'golden age' that this volume is concerned. This Handbook connects ideas about contested decolonization and the insurgencies that inspired it with an analysis of patterns and singularities in the conflicts that precipitated the collapse of overseas empires. It attempts a systematic study of the global effects of organized anti-colonial violence in Asia and Africa. The objective is to reconceptualize late colonial violence in the European overseas empires by exploring its distinctive character and the globalizing processes underpinning it.
Author: Arnim Langer
Publisher: Oxford University Press
ISBN: 0191074535
Category : Business & Economics
Languages : en
Pages : 497
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Book Description
Countries emerging from civil war or protracted violence often face the daunting challenge of rebuilding their economy while simultaneously creating the political and social conditions for a stable peace. The implicit assumption in the international community that rapid political democratisation along with economic liberalisation holds the key to sustainable peace is belied by the experiences of countries such as Iraq and Afghanistan. Often, the challenges of post-conflict reconstruction revolve around the timing and sequencing of different reform that may have contradictory implications. Drawing on a range of thematic studies and empirical cases, this book examines how post-conflict reconstruction policies can be better sequenced in order to promote sustainable peace. The book provides evidence that many reforms that are often thought to be imperative in post-conflict societies may be better considered as long-term objectives, and that the immediate imperative for such societies should be 'people-centred' policies.
Author: Elizabeth Anderson Worden
Publisher: Taylor & Francis
ISBN: 1000831825
Category : Education
Languages : en
Pages : 164
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Book Description
This book examines the possibilities and realities of promoting citizenship, peace, and reconciliation through schooling in divided and post conflict societies. With specific attention to the case of Northern Ireland and the Local and Global Citizenship (LGC) initiative, the book investigates the faltering progress to develop and teach school curricula aimed at promoting citizenship as well as peace, tolerance, and mutual understanding. Following an overview of the scholarship on citizenship education, the author provides a broad social and political historical context within which to understand the educational reforms and changes that have taken place in Northern Ireland, highlighting various education initiatives of the 1970s, 1980s, and 1990s that sought to foster understanding of "the other" and promote reconciliation. The book’s focus then shifts to the implementation of LGC, which began in 2007. Despite initially strong political support and a considerable investment in terms of financial and human resources, LGC has had limited impact. The book analyzes the obstacles impeding its success, which include marginalization within the curriculum and competing conceptions of the purpose of education. A concluding chapter reflects upon what we can learn from LGC’s implementation and highlights innovative recent initiatives to bring the young people of Northern Ireland together. This book will appeal to scholars and students of education studies with interests in citizenship education, peace studies, educational policy, and curricula and practice.
Author: M. Fernanda Astiz
Publisher: Springer
ISBN: 9463006540
Category : Education
Languages : en
Pages : 163
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Book Description
The book examines how the understanding of the global and the local has changed in response to ongoing reconfigurations between the state and society. It also emphasizes the importance of schooling as an institution both within and across national contexts, a holistic approach that helps us move beyond a conglomeration of isolated local events to pay attention to global trends. In this regard, the book underscores the richness of contextual factors that may create opportunities for innovation, or may serve as constraints in the implementation process. As a whole, the book brings new questions about globalization and the imperatives of education policy and implementation.
Author: Imtiaz A. Hussain
Publisher: Springer Nature
ISBN: 9811911975
Category : Political Science
Languages : en
Pages : 331
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Book Description
This book presents thirteen chapters which probe the “tales less told” and “pathways less traveled” in refugee camp living. Rohingya camps in Bangladesh since August 2017 supply these “tales” and “pathways”. They dwell upon/reflect camp violence, sexual/gender discrimination, intersectionality, justice, the sudden COVID camp entry, human security, children education, innovation, and relocation plans. Built largely upon field trips, these narratives interestingly interweave with both theoretical threads (hypotheses) and tapestries (net-effects), feeding into the security-driven pulls of political realism, or disseminating from humanitarian-driven socioeconomic pushes, but mostly combining them. Post-ethnic cleansing and post-exodus windows open up a murky future for Rohingya and global refugees. We learn of positive offshoots (of camp innovations exposing civil society relevance) and negative (like human and sex trafficking beyond Bangladeshi and Myanmar borders), as of navigating (a) local–global linkages of every dynamic and (b) fast-moving current circumstances against stoic historical leftovers.
