This collection of peace education efforts in conflict and post-conflict societies brings together an international group of scholars to offer the very latest theoretical and pedagogical developments.
In this book, Block critically examines the political and social critique now directed at the teaching profession, and to look at some ethical positions the teacher regularly and already takes in the course of her daily life in the classroom.
Arising from the legacies of the twentieth century - unprecedented worldwide migration, unrelenting global conflict and warring, unchecked materialist consumption, and unconscionable environmental degradation - are important questions about the toll of loss such changes exact, individually and collectively.
This book demonstrates how processes of globalization (economic, cultural, socio-political) are creating new possibilities and inequities and are thereby creating corresponding roles for adult education and learning in the South (Africa, Asia, South America) that are embedded in multiple political, economic and cultural projects for social change.
Rather than measure the actions of their subjects by reference to either universal rationality or cultural relativism, contributors in this volume describe ordinary people as they value human relationships and reason through the commonplace contradictions of their local way of life in a global age.
This collection brings together pedagogical memoirs on significant topics regarding teaching race in college, including student resistance, whiteness, professor identity, and curricula.
In three congregations, representing three distinct social locations, Howell goes beneath the surface to argue that even with these Western forms, these Filipino Baptists are actively constructing themselves and the locality itself in terms of this global faith they have made their own.
This book tells the stories of eleven remarkable people in the Islamic world, from a religious musician in Pakistan who sings the sufferings of the saints and hopes to bring reconciliation to his country, to the son of one of the greatest Shi'ite scholars of Iraq who was murdered trying to restore peace in his city.
This collection highlights the experiences of an international group of educators as they explore the art of teaching, the philosophy of learning, and the tensions of working across socially constructed borders.
Analyzes diverse contemporary reactions to the depiction of the Holocaust and other cultural traumas in museums, movies, television shows, classroom discussions, and bestselling books.
In the first book in their series on Marxism and Education, Rikowski and Green use Marxist theory to examine the dialectic between race and power in education.
Drawing on indigenous belief systems and recent work in critical 'race' studies and multicultural-feminist theory, Keating provides detailed step-by-step suggestions, based on her own teaching experiences, designed to anticipate and change students' resistance to social-justice issues.
This collection on peace education includes contributions from an international group of scholars representing a wide variety of geographical conflict areas and exemplifying the multiple venues of peace educational labour.
By the end of the Twentieth century, formal schooling - once the privilege of male elites - had become accessible to women, the working class and some ethnic minorities.
Retheorizing Religion in Nepal is an engaging and thought-provoking study of Religion in South Asia, with important insights for the study of religion and culture more broadly conceived.
This book contributes to an understanding of the complex relationship of gender and language alongside religion and religious life as experienced by various religious groups around the world.
This book highlights stories of the most important 13 ground-based observatories and 14 space probes in human history, leading readers through each significant step of human's astronomical observation journey.
The transformation of the Turkish state is examined here in the context of globalized frames of neo-liberal capitalism and contemporary schemas of Islamic politics.
From 1996-2000, thirty minority teenagers (African American, Chinese American, Puerto Rican American, and Dominican American) were interviewed every year for four years to investigate how their experiences in high school shaped their social relationships.
Eick explores the history of a comprehensive high school from the world views of its assorted student body, confronting issues of race, ethnicity, class, gender, nationality, and religion.
In a unique effort, this book brings together, for the first time, scholarly analyses by eminent researchers of the historical, social, legal, and cultural influences on the young newcomers' lives as well as reports by practitioners in major aid organizations about the concrete work that their organizations have been carrying out.
This collection makes a unique contribution towards the amplification of indigenous knowledge and learning by adopting an inter/trans-disciplinary approach to the subject that considers a variety of spaces of engagement around knowledge in Asia and Africa.
The continuing gap in achievement between traditionally underserved students (students of color, English learners, and poor children) and their middle-class white peers, however, has provoked questions of the effectiveness of current mathematics teaching practices for meeting the needs of these students.
In light of the growing phenomenon of Islamic schools in the United States and Europe, this compelling study outlines whether these schools share similar traits with other religious schools, while posing new challenges to education policy.
In this book, the contributors challenge dominant discourses and practices in the fields of early childhood and middle grades education that are based on the last century's grand developmental theories.
While featuring field-based examples in multiple disciplines, including political science, anthropology, communication, psychology, sociology, law and teacher training, this book presents real cases of conflict work.
The authors argue that women gamers, too often ignored as gamers, are in many respects leading the way in this trend towards design, cultural production, new learning communities, and the combination of technical proficiency with emotional and social intelligence.
Through the ethnography of a Catholic community in Northeast Brazil, Maya Mayblin offers a vivid and provocative rethink of gendered portrayals of Catholic life.
Stiles utilizes in-depth ethnographic study of judicial reasoning and litigant activity in Islamic family court in Zanzibar, Tanzania to draw new and important conclusions on how people understand and use Islamic legal ideas in marital disputes.
This book follows a group of teachers who worked to create a program that supported their students' native languages and funds of knowledge, finding that structures within the school and discourses from other teachers, administrators, and the nation/community both constrained/enabled the teachers to create an equitable learning environment.
Drawing primarily from critical traditions in social and educational research, this book frames contemporary issues and several conceptual, theoretical-analytical and onto-epistemic approaches towards the development and practice of PAR (Participatory Action Research) in multiple educational spaces and initiatives for socio-cultural change.
