scholarly journals What I believe, the fundament of Korean feminist life-giving-and-rearing(生物) politics and education - Chung Ha-gok’s ‘living principle’(生理) and Hannah Arendt’s ‘natality’ -

2014 ◽  
Vol null (39) ◽  
pp. 59-102
Author(s):  
이은선
2021 ◽  
Vol 26 (1) ◽  
pp. 51-71
Author(s):  
Hwansoo Kim

Abstract Kim Iryŏp (Kim Wŏnju, 1896‒1971) was a pioneering feminist and prolific writer who left lay life to become a Buddhist nun. The bifurcation of her life between the secular and religious has generated two separate narratives, with Korean feminist studies focusing on Iryŏp as a revolutionary thinker and Buddhist studies centering on Iryŏp as an influential Buddhist nun. When divided this way, the biography of each career reads more simply. However, by including two significant but unexplored pieces of her history that traverse the two halves of her narrative, Iryŏp emerges as a more complex figure. The first is her forty-five-year relationship with the Buddhist monk Paek Sŏng’uk (1897‒1981). The second is how she extended some of her early feminism into monastic life but said little about the marginalization of nuns in Buddhism’s highly patriarchal system. In both her relationship with Paek and her feminism, Iryŏp drew on the Buddhist teaching of nonself, in which the “big I” is beyond gender. Thus, Iryŏp repositions herself as having attained big I, while Paek remained stuck in “small I.” Yet, while she finds equality with monks through an androgynous big I, none of her writings contest Korean Buddhism’s androcentric institutional structure.


Author(s):  
Verioni Ribeiro Bastos

Diante da estrutura do sistema de ensino brasileiro no qual encontramos a disciplina, Ensino Religioso, constitucionalmente obrigatória no ensino fundamental das escolas públicas até as Ciências das Religiões nas Universidades Federais brasileiras, busco realizar um diálogo com outras trabalhos usando estes como interrogações para questionar o comum tido como natural, ou seja, a presença do religioso na esfera pública. Somado a isto o debate com autores que discutem a realidade francesa e a narração de dois casos extraídos da  observação participante completam a intenção de apresentar um ângulo mais agudo de refletir sobre a realidade brasileira no que concerne a religião, política e educação, como também, como o público e o privado caminham juntos na mentalidade da população do país. A secularização à brasileira anda a passos lentos e o quadro político-social e educacional do Brasil precisa de menos análises do que está posto e questionar por que o que está posto parece normal e se perpetua por gerações e gerações.Palavras-chave: Laicidade: ensino religioso. Política. Brasil. França.AbstractTaking the ideias of some authors we will try to understand the interconnections between religions and public sphere in Brazil and France. In Brazil we get two exemples of the relationship between public sphere and the religion: the presence of Religious Education and the Science Religions in the brazilian federal universities. In other hand we try to understand how in France we can see the relation between the religions and the public sphere thourgh the eyes of some authors who speak about it using two exemples we will show in this text. Completing the intention to present a more acute angle to reflect on the Brazilian reality with regard to religion, politics and education, as well as public and private walk together in the mindset of the country's population. Secularization Brazilian's slow steps and the socio-political framework and Brazil's educational needs less analysis than is post and question why what's post looks normal and perpetuates for generations and generations.Keywords: Secularism: religious education. Politics. Brazil. France.


Author(s):  
Joanna Crow ◽  
Allison Ramay

Mapuche intellectuals and political activists in early- to mid-20th-century Chile both worked within and subverted dominant modernizing and “civilizing” educational discourses. Mapuche women played an important role in the movement to democratize schooling in early-20th-century Chile by publishing articles in little-known Mapuche-run newspapers and advocating for Mapuche education broadly as well as specifically for women. There was also an important transnational dimension of Mapuche political organizing around education rights during this period. These two underexplored but important aspects of indigenous activism in Chile open interesting questions about the intersections between race, gender, and nation in the sphere of education.


1996 ◽  
Vol 4 ◽  
pp. 18
Author(s):  
Dieter Misgeld

A review of Michael W. Apple's Cultural Politics and Education. New York, 1996. Teachers College Press. Columbia University.


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