Peace education as a controversial issue: The ‘Peace Case’

2021 ◽  
Vol 16 (1) ◽  
pp. 49-67
Author(s):  
Gülistan Gürsel-Bilgin
Keyword(s):  
Peace Education ◽  
Teacher Educators ◽  
Final Section ◽  
Historical Context ◽  
Controversial Issue ◽  
Public Schooling ◽  
War And Peace ◽  
Policy Studies ◽  
Shed Light

This qualitative case study examines the Peace Case in its historical context and scrutinizes the complexities. Ms Butera, who became known as the ‘peace teacher’, had to deal with in the aftermath of her remark ‘I honk for peace’ in her classroom. Drawing from the fields of peace education and educational leadership and policy studies, the study aims to shed light to the dominant dynamics in the case, especially those that might be discouraging teachers to integrate the potentially controversial themes related to war and peace into their curricula. To this end, it first discusses peace education as a controversial issue and illustrates several facets of peace education that make it controversial. Following this, an analysis of a post-Garcetti case, which is known as the ‘Peace Case’, is presented. As this analysis sheds light on several implications regarding peace education as a controversial issue and teachers’ freedom of speech in the classroom, these implications are presented for teacher educators in the final section. While scrutinizing the challenging nature of present public schooling through Ms Butera’s struggles, the study uncovers the possibilities of peace education practices even in an oppressive system of schooling through robust teacher education programmes equipping teachers with powerful skills and capabilities required for transformative educators.

scholarly journals Education for Social Change: The Case of Teacher Education in Wales

2021 ◽  
Vol 13 (15) ◽  
pp. 8574
Author(s):  
Rebecca Weicht ◽  
Svanborg R. Jónsdóttir
Keyword(s):  
Teacher Education ◽  
Social Change ◽  
Teacher Educators ◽  
Entrepreneurial Education ◽  
Constructive Learning ◽  
Study Approach ◽  
The University ◽  
Action Competence ◽  
Shed Light

Entrepreneurial education offers valuable opportunities for teachers to foster and enhance creativity and action competence, which are also important for sustainability education. The University of Wales Trinity Saint David (UWTSD) is a leader in the development of entrepreneurial education in teacher education both in Wales and internationally. The objective of this article is to shed light on how an entrepreneurial education approach can help foster social change. The aim of this study is to learn from teacher educators at UWTSD about how they support creativity, innovation, and an enterprising mindset in their learners. A case study approach is applied. By analysing documentary evidence such as module and assignment handbooks, we explore how teacher educators at UWTSD deliver entrepreneurial education for social change. Our findings indicate that UWTSD’s development of entrepreneurial education in teacher training has enabled constructive learning, cultivating creativity and action competence. We provide examples that display how the intentions of the Curriculum for Wales and entrepreneurial education approaches of the UWTSD emerge in practice. These examples show outcomes of the entrepreneurial projects that evince the enactment of social change. The findings also show that the educational policy of Wales supports entrepreneurial education throughout all levels of the educational system.

Studying how to build peace and deal with stereotypes and discrimination in a period of terror and despair: A case study from Israel

2017 ◽  
Vol 12 (1) ◽  
pp. 64-75
Author(s):  
Zehavit Gross
Keyword(s):  
Middle East ◽  
Peace Education ◽  
Power Structure ◽  
Coping Mechanisms ◽  
Theory And Practice ◽  
The Other ◽  
Complex Emotions ◽  
The One ◽  
Shed Light

This paper aims to explore how Palestinian Arab and Jewish university students in Israel, attending a course on conflict resolution, deal with their stereotypical views of the Other and their prejudices, as well as their complex emotions of fear, hate, anxiety, and love during a period of tension and violence. On the one hand, they have a natural desire for professional partnership and friendship with their fellow students. On the other hand, they are attending this class in a Jewish university, in the heart of the Middle East, where acts of terrorism occur almost daily. This violence changes the power structure and the dynamics of their mutual relationships. Through an analysis of a specific case study the paper aims to shed light on how bridging theory and practice can generate a better understanding of complex situations, enabling reflection and developing signposts to improve coping mechanisms within peace education frameworks in times of terror.

Social revolution: the elusive emergence of an agenda in International Relations

2002 ◽  
Vol 28 (2) ◽  
pp. 271-291 ◽  
Author(s):  
MARYAM H. PANAH
Keyword(s):  
International Relations ◽  
Economic System ◽  
Critical Review ◽  
Final Section ◽  
Historical Context ◽  
Modern World ◽  
Social Revolution ◽  
Review Of The Literature ◽  
Islamic Culture

This article addresses the inadequate analysis of modern social revolutions within orthodox International Relations due both to the historical context and the trajectory of the discipline. A critical review of the literature that has more recently come to acknowledge the relevance of revolutions and revolutionary states to IR reveals a number of enduring shortcomings. The present article suggests an alternative framework for the study of revolutions by conceiving them as rooted in the dynamics of the globally dominant socio-economic system, capitalism. It is argued that the uneven global expansion of this system and its peculiarity contribute to the explanation of revolutionary upheavals in the modern world. This is illustrated in the final section of the article by a case study of the Iranian Revolution of 1979, which also challenges recent explanations of the revolution in terms of ‘Islam’ or ‘Islamic culture’.

The Geography of War and Peace

2004 ◽  
Keyword(s):  
Northern Ireland ◽  
Final Section ◽  
The Political ◽  
Complex World ◽  
War And Peace ◽  
Peace Movements ◽  
Resource Conflicts ◽  
Political Processes ◽  
Post War ◽  
Spatial Rhetoric

Our world of increasing and varied conflicts is confusing and threatening to citizens of all countries, as they try to understand its causes and consequences. However, how and why war occurs, and peace is sustained, cannot be understood without realizing that those who make war and peace must negotiate a complex world political map of sovereign spaces, borders, networks of communication, access to nested geographic scales, and patterns of resource distribution. This book takes advantage of a diversity of geographic perspectives as it analyzes the political processes of war and their spatial expression. Contributors to the volume examine particular manifestations of war in light of nationalism, religion, gender identities, state ideology, border formation, genocide, spatial rhetoric, terrorism, and a variety of resource conflicts. The final section on the geography of peace covers peace movements, diplomacy, the expansion of NATO, and the geography of post-war reconstruction. Case studies of numerous conflicts include Israel and Palestine, Afghanistan, Northern Ireland, Bosnia-Herzogovina, West Africa, and the attacks of September 11, 2001.

scholarly journals Participative decision making in schools in individualist and collectivist cultures: The micro-politics behind distributed leadership

2021 ◽  
pp. 174114322110013
Author(s):  
Mor Hodaya Or ◽  
Izhak Berkovich
Keyword(s):  
Decision Making ◽  
Distributed Leadership ◽  
Multiple Case Study ◽  
Extreme Case ◽  
Public High Schools ◽  
Case Study Method ◽  
Case Selection ◽  
Multiple Case ◽  
Shed Light

Despite the popularity of distributed leadership theory, the investigation of the micro-political aspects of such models have scarcely been explored, and insights on the cultural variety of distributed practices in schools are limited. The present study aimed to explore what micro-political aspects emerge in participative decision making in collectivist and individualist cultures. To this end, a multiple case study method was adopted, focusing on four Israeli public high schools. Schools were chosen to represent an ‘extreme’ case selection rationale: two non-religious urban schools representing individualist cases, and two communal schools in religious kibbutzim representing communal schools. The analysis shed light on three micro-political points of comparison between the prototypes of participative decision making in collectivist and individualist cultures related to control, actors, and stage crafting. The findings and implications are discussed.

The Less Said The Better: Dewey, Neurath, and Mid-Century Theories of Truth

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
John Capps
Keyword(s):  
Historical Context ◽  
Formal Theory ◽  
Theories Of Truth ◽  
Shed Light

Abstract John Dewey’s theory of truth is widely viewed as proposing to substitute “warranted assertibility” for “truth,” a proposal that has faced serious objections since the late 1930s. By examining Dewey’s theory in its historical context – and, in particular, by drawing parallels with Otto Neurath’s concurrent attempts to develop a non-correspondence, non-formal theory of truth – I aim to shed light on Dewey’s underlying objectives. Dewey and Neurath were well-known to each other and, as their writing and correspondence make clear, they took similar paths over the mid-century philosophical terrain. I conclude that Dewey’s account of truth is more principled, and more relevant to historical debates, than it first appears.

scholarly journals “Why Not Nuevo Mexicano Studies?”: Interrogating Latinidades in the Intermountain West, 1528–2020

Genealogy ◽  
2021 ◽  
Vol 5 (3) ◽  
pp. 68
Author(s):  
Ed A. Muñoz
Keyword(s):  
Oral History ◽  
21St Century ◽  
Historical Context ◽  
South Florida ◽  
Intermountain West ◽  
Institutional Processes ◽  
Historical Essay ◽  
Material Conditions ◽  
Group Diversity ◽  
Shed Light

While there has been an explosion of scholarly interest in the historical and contemporary social, economic, and political status of U.S. Latinx individuals and communities, the majority focuses on traditional Southwestern U.S., Northeastern U.S., and South Florida rural/urban enclaves. Recent “New Destinations” research, however, documents the turn of the 21st century Latinx experiences in non-traditional white/black, and rural/urban Latinx regional enclaves. This socio-historical essay adds to and challenges emerging literature with a nearly five-century old delineation of Latinidad in the Intermountain West, a region often overlooked in the construction of Latina/o identity. Selected interviews from the Spanish-Speaking Peoples in Utah Oral History and Wyoming’s La Cultura Hispanic Heritage Oral History projects shed light on Latinidad and the adoption of Latinx labels in the region during the latter third of the 20th century centering historical context, material conditions, sociodemographic characteristics, and institutional processes in this decision. Findings point to important implications for the future of Latinidad in light of the region’s Latinx renaissance at the turn of the 21st century. The region’s increased Latino proportional presence, ethnic group diversity, and socioeconomic variability poses challenges to the region’s long-established Hispano/Nuevo Mexicano Latinidad.

scholarly journals Towards DC Energy Efficient Homes

2021 ◽  
Vol 11 (13) ◽  
pp. 6005
Author(s):  
Daniel Villanueva ◽  
Moisés Cordeiro-Costas ◽  
Andrés E. Feijóo-Lorenzo ◽  
Antonio Fernández-Otero ◽  
Edelmiro Miguez-García
Keyword(s):  
Energy Efficiency ◽  
Electric Vehicles ◽  
Energy Efficient ◽  
Electricity Consumption ◽  
Real Data ◽  
Mean Values ◽  
Led Lighting ◽  
Shed Light

The aim of this paper is to shed light on the question regarding whether the integration of an electric battery as a part of a domestic installation may increase its energy efficiency in comparison with a conventional case. When a battery is included in such an installation, two types of electrical conversion must be considered, i.e., AC/DC and DC/AC, and hence the corresponding losses due to these converters must not be forgotten when performing the analysis. The efficiency of the whole system can be increased if one of the mentioned converters is avoided or simply when its dimensioning is reduced. Possible ways to achieve this goal can be: to use electric vehicles as DC suppliers, the use of as many DC home devices as possible, and LED lighting or charging devices based on renewables. With all this in mind, several scenarios are proposed here in order to have a look at all possibilities concerning AC and DC powering. With the aim of checking these scenarios using real data, a case study is analyzed by operating with electricity consumption mean values.

scholarly journals Becoming a Crorepati: From Glocal TV Game to Grobal Fiction

2020 ◽  
Vol 73 (3) ◽  
pp. 497-520
Author(s):  
Nicola Pozza
Keyword(s):  
Effective Means ◽  
The Novel ◽  
Cultural Products ◽  
Slumdog Millionaire ◽  
Interactive Nature ◽  
Tv Show ◽  
Shed Light ◽  
The Way

AbstractNumerous studies have dealt with the process of globalization and its various cultural products. Three such cultural products illustrate this process: Vikas Swarup’s novel Q and A (2005), the TV quiz show Kaun banega crorepati? (Who Wants to Be a Millionaire?), and Danny Boyle’s film Slumdog Millionaire (2008). The novel, the TV show and the film have so far been studied separately. Juxtaposing and comparing Q and A, Kaun banega crorepati, and Slumdog Millionaire provides an effective means to shed light on the dialogic and interactive nature of the process of globalization. It is argued through this case study that an analysis of their place of production, language and content, helps clarify the derivative concepts of “glocalization” and “grobalization” with regard to the way(s) contemporary cultural products respond to globalization.

Linguistic Evidence for ‘Romanization’: Continuity and Change in Romano-British Onomastics: A Study of the Epigraphic Record with Particular Reference to Bath

Britannia ◽  
2007 ◽  
Vol 38 ◽  
pp. 35-61 ◽  
Author(s):  
Alex Mullen
Keyword(s):  
Online Database ◽  
Personal Names ◽  
Archaeological Material ◽  
Continuity And Change ◽  
Introductory Section ◽  
Literary Sources ◽  
Linguistic Evidence ◽  
Roman Culture ◽  
Shed Light

Based on a new online database of Celtic personal names, this research demonstrates how the study of Romano-British onomastics can shed light on the complexities of linguistic and cultural contacts, complementing archaeological material and literary sources. After an introductory section on methodology, Part One analyses naming formulae and expressions of filiation as evidence for both continuity and change dependent on social and geographical factors. Confusion and contamination between the Latin and Celtic systems proved much less common than on the Continent, where earlier contact with Roman culture and the written tradition for Continental Celtic occasionally facilitated an unusual form of syncretism. Part Two examines the naming formulae attested at Roman Bath and the mechanisms by which Celts adopted Latin names. The case-study of Bath relates continuity and change in both naming formulae and nomenclature to an acceptance of, or resistance to, ‘Romanization’ in Britain.

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