Holocaust Education in the 21st Century: Curriculum, Policy and Practice

2015 ◽  
pp. 3-15
Author(s):  
E. Doyle Stevick ◽  
Zehavit Gross
Keyword(s):  
21St Century ◽  
Curriculum Policy ◽  
Policy And Practice ◽  
Holocaust Education

scholarly journals The Humanitarian-Development-Peace Nexus: Solving Rubik’s Cube in Policy and Practice

2020 ◽  
Vol 3 (1) ◽  
pp. 129
Author(s):  
Diego A. Cimino
Keyword(s):  
21St Century ◽  
Policy Making ◽  
Policy And Practice ◽  
International Policy ◽  
Rubik's Cube ◽  
Rubik’S Cube

Historically, the 20’s of each of the last centuries proved to be challenging years, where moments of historical opportunities were followed by daunting global difficulties. The 20’s of this 21st Century clearly followed the same historical destiny, with still an uncertain ending. Even before the Covid-19 pandemic, the geopolitical, economic, social and environmental complexities of today’s world appeared as inter-connected as ever before. The aim of this paper is to analyze most discussed nexuses in the international policy-making space, the so called “Humanitarian-Development-Peace Nexus” or “Triple-Nexus”, referred to the gradual coordination, cooperation, integration and interaction of humanitarian, development and peace actions and actors at all levels.

Shifts in policy and practice in early childhood curriculum priorities in Aotearoa-New Zealand: Entanglements of possibility and risk

2020 ◽  
Vol 18 (6) ◽  
pp. 739-756
Author(s):  
Maggie Haggerty ◽  
Judith Loveridge ◽  
Sophie Alcock
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Curriculum ◽  
Policy Reforms ◽  
Curriculum Policy ◽  
Policy And Practice ◽  
National Education ◽  
Aotearoa New Zealand ◽  
National Education Policy ◽  
Recent Policy

Recent policy developments in the early childhood (EC) care and education sector in Aotearoa-New Zealand have seen a shift in focus from children and play to learners and learning. While few would argue against learning as priority this article raises pressing questions about the ‘intended’ and ‘(un)intended’ consequences of this turn. We analyse national education policy reforms that have served to promote the construction of child-as-learner-subject, alongside moves internationally toward the learnerfication of EC services (Biesta, 2010). As a particular focus, we examine the legacy EC curriculum policy has drawn on from indigenous Māori discourses, as a complex entanglement of both possibility and risk. We focus also on how, in this policy context, an intermix of ‘old’ and ‘new’ curriculum priorities was playing out in one EC setting and how teachers sought to navigate the complex entanglement this effected in practice. On the basis of our analyses, we argue that the problem is not with learning as priority, but with the (school-referenced) narrowing of curriculum, the prioritising of homogenised predetermined outcomes and the ways in which children (parents and teachers) are being positioned in these particular constructions of learners and learning.

Supporting Family Strengths: Orienting Policy and Practice toward the 21st Century

1995 ◽  
Vol 76 (3) ◽  
pp. 141-149 ◽  
Author(s):  
Ann Weick ◽  
Dennis Saleebey
Keyword(s):  
Public Policy ◽  
21St Century ◽  
Treatment Strategies ◽  
Family Treatment ◽  
Community Life ◽  
Family Strengths ◽  
Policy And Practice ◽  
Cultural Challenges ◽  
Self Sufficiency ◽  
Support Family

Families today are under siege as they try to respond to economic, social, and cultural challenges beyond their control. The myths of economic self-sufficiency and psychological normalcy have engendered, in both public policy and family treatment, strategies that isolate, punish, and pathologize families. To move beyond these myths, it is necessary to draw more generous definitions of what constitutes family by placing families within the nurturing membrane of community life and actively seeking to support family strengths through imaginative and innovative policies and empowering practices.

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