Identity versus Peace: Identity Wins

2009 ◽  
Vol 79 (1) ◽  
pp. 74-83 ◽  
Author(s):  
Zvi Bekerman
Keyword(s):  
Ethnic Background ◽  
Religious Practices ◽  
Meaningful Change ◽  
Everyday Practices ◽  
Hebrew School ◽  
Living Together ◽  
Group Identities ◽  
Teachers And Parents ◽  
Peace And Reconciliation

In this essay, Zvi Bekerman reveals the complicated and dynamic negotiation of individual and group identities for communities engaged in peace and reconciliation education. By looking closely at the experiences of students, teachers, and parents at one integrated bilingual Arabic-Hebrew school in Israel, Bekerman finds that while children are often able to reach beyond the boundaries of ethnicity and religion,adults struggle to negotiate their sociohistorical positioning with their goals for peace. Everyday practices—from recognizing the exceptionality of students who participate in religious practices outside of their ethnic background to segregating national ceremonial events—promote static and nationalistic notions of identity that limit the potential of these schools to advance authentic and meaningful change for peace. Bekerman calls on us to teach our students to become artists of design who can help construct new ways of living together.

Never-Ending Learning

2001 ◽  
Author(s):  
Carolyn Goodman Turkanis ◽  
Leslee Bartlett
Keyword(s):  
Community Of Learners ◽  
Time Block ◽  
Grade Levels ◽  
Everyday Practices ◽  
The People ◽  
Working Together ◽  
The Common ◽  
To Come ◽  
Teachers And Parents ◽  
The Way

In the OC, teachers, parents, and administrators continually try to articulate the overarching principles of learning as a community that guide our everyday practices and underlie natural variations across individuals and classrooms. The principles are enacted in varying ways in the specific practices across classrooms, as variations on the theme that makes up the common thread of the philosophy. The everyday practices that support the philosophy vary according to teacher style and experience, classroom grade levels, and the unique interests and needs of members of the classroom community. For example, some years different teachers experiment with the schedules in their classrooms, arranging all literacy activities in one time block or encouraging varying types of activities within any time block. But such variations in everyday practices are still built around the philosophical principle of purposeful learning activities, as all classrooms support literacy learning with classic and current children's literature that is of interest in their class. The specific types of activities vary across the grade levels to adapt to the interests and growing skills of the students. Teachers and parents continually examine how everyday practices in the different classrooms fit with the OC philosophy. The common principles that tie our classes together not only provide coherence to the way we do things but also underlie many of the issues with which we continue to struggle in philosophical discussions. That is natural, since a community of learners is a work in progress. The common philosophy has developed from and is understood by working together and having innumerable discussions about the way we do things. The variations in practices still must remain true to the core principles in order for the school to remain a coherent community of learners. On occasion, differences in interpretation of the philosophy by particular individuals have been great enough to raise concern. At such times, the teachers observe and reflect to come to consensus on how to support the learning of the people involved. With this process, people usually come to understand and embrace the philosophy; sometimes they realize that another learning situation would be more appropriate for them.

scholarly journals Strained Identity: Cultural and Religious Rituals of a Musahar Community

2020 ◽  
Vol 2 (1) ◽  
pp. 128-150
Author(s):  
Bhabani Pokhrel
Keyword(s):  
Life Cycle ◽  
Ethnic Minorities ◽  
Field Observation ◽  
Secondary Data ◽  
Economic Situation ◽  
Religious Practices ◽  
Religious Rituals ◽  
Everyday Practices ◽  
The Everyday

This article portrays the Musahars, untouchable by tradition, as observing their cultural and religious rituals despite strains of change surrounding their identity. One of the diverse ethnic minorities of the Tarai plains of Nepal, the community exhibits a distinct set of characteristics, meriting ethnographic attention. Past studies have looked into their socio-economic situation but their cultural and religious practices, markers of their identity, are less studied. In that context, this paper has done the desk and field reviews of the cultural and religious traits seen in a small Musahar cluster of Province 1. The objectives were to describe the community’s everyday practices, what its members eat and drink, how they observe their life-cycle rituals, their feast and festivals, dresses and ornaments in light of literature, field observation and intensive interviews. The primary and secondary data are used to describe the everyday practices and strains of change in the Musahar identity. Interviews were held with four participants sampled purposively from Ward 1 of Biratnagar Metropolis, in Morang. The findings of this paper are expected to be useful for researchers interested in this particular community as well as for planners and policymakers who seek to bring the downtrodden community into the mainstream of development.

The aspirations of young Indonesian children

2019 ◽  
Vol 10 (2) ◽  
pp. 202-209
Author(s):  
Yuli Kurniawati Sugiyo Pranoto ◽  
Jianzhong Hong
Keyword(s):  
School Performance ◽  
Ethnic Background ◽  
Future Aspirations ◽  
Purpose Of Education ◽  
The Future ◽  
Ways Of Thinking ◽  
The Government ◽  
Teachers And Parents

This study had as its aim to analyze the thoughts of Javanese–Indonesian and Sundanese–Indonesian children in Indonesia, about their aspirations for the future. In total, 271 Javanese–Indonesian and Sundanese–Indonesian children (aged 4–6) participated. The children were also asked: “what expectations of yours make you happiest?” The results revealed three categories ranging from the most mentioned to the least: aspirations for material issues, expressing doubts about their future aspirations, and wanting to do well in school performance. The results revealed that there was a statistically significant association between children’s ethnic background and their aspirations (χ(1) = 10.089, p = .006). This study offers new ways of thinking in examining young children’s aspirations with regard to ethnicity issues. As aspiring to having successful material issues were the most mentioned by students, as opposed to wanting to do well in school performance, the government should consequently conduct campaigns to build awareness among educators (both teachers and parents) that the purpose of education is to stimulate hopefulness (having aspirations for future).

Who are “the” Salafis?

2017 ◽  
Vol 6 (1) ◽  
pp. 22-51 ◽  
Author(s):  
Sabine Damir-Geilsdorf ◽  
Mira Menzfeld
Keyword(s):  
Case Studies ◽  
Role Model ◽  
Participant Observation ◽  
Religious Practices ◽  
Three Generations ◽  
Everyday Practices ◽  
Definition Of ◽  
Depth Interviews ◽  
Ways Of Life ◽  
Shed Light

This article explores the lifeworlds of so-called Salafi(st)s in North Rhine-Westphalia, Germany, by examining the ways their beliefs impact upon their everyday lives, identities, and religious practices. Based on participant observation, informal talks, and in-depth interviews conducted with persons visiting mosques ascribed to apolitical “puristic Salafism” (salafiyya ʿilmiyya), the article is intended to shed light on their ways of life, convictions, and everyday practices by presenting four case studies. The subjects of our case studies show a highly heterogeneous and individual synthesis of personal guidelines for conducting what they call a “good Muslim life”, according to their translation of the role model of thesalaf ṣāliḥ(“the pious ancestors”, i.e. the first three generations of Muslims) as well as a heterogeneity in their emic identity ascription and definition of what Salafism means to them.

scholarly journals An Analysis of Religious Practices using Paradigm of Malayness in Burgess’ Beds in the East

2015 ◽  
Vol 6 (2) ◽  
pp. 15-19
Author(s):  
Nurhanis Sahiddan ◽  
Mardian Shah Omar . ◽  
Thaharah Hilaluddin .
Keyword(s):  
Foreign Students ◽  
Literary Texts ◽  
Religious Practices ◽  
The Novel ◽  
Beliefs And Practices ◽  
The Third ◽  
Everyday Practices ◽  
The Everyday ◽  
Six Elements

Burgess’ (1917-1993) trilogy of novels, The Malayan Trilogy (1964), is probably one of the most underestimated English literary texts on the Malay World. It has been suggested that the third novel of the trilogy, Beds in the East (1959), depicts the everyday practices of the Muslim Malay characters that go against their religion, Islam, through their conversations with other Muslim Malay characters and nonMuslim characters in the novel. In this study, I utilise one of the elements under the paradigm of Malayness in literature as proposed by Ida, which is Islam. According to this concept, the paradigm of Malayness consists of everyday-defined social realities, or the six elements, the Malay language, Islam, the Malay rulers, adat/culture, ethnicity and identity. From a close textual reading of the novel, my findings show that the Malay characters in the trilogy are portrayed as wayward Muslims in their beliefs and practices. It is hoped that these findings will contribute to the on-going study on Malay Muslims, discourse and the paradigm of Malayness in literature. These findings could also be utilised by foreign students in studying the Malay culture and the Malay language.

scholarly journals Religiosity of the urban community in Kazakhstan

2020 ◽  
Vol 20 (2) ◽  
pp. 323-332
Author(s):  
G. T. Alimbekova ◽  
A. B. Shabdenova ◽  
T. Yu. Lifanova
Keyword(s):  
Religious Identity ◽  
Urban Community ◽  
Human Life ◽  
Complex Model ◽  
Religious Practices ◽  
Religious Revival ◽  
Religious Knowledge ◽  
Religious Consciousness ◽  
Everyday Practices ◽  
Political Preferences

Religious values as the most important component of the worldview can significantly affect various aspects of human life - from everyday practices to political preferences. The analysis of changes in religiosity shows that in the post-Soviet space, there is a clear tendency of the transition from atheistic attitudes to the religious revival. In the contemporary Kazakhstan society, a complex model of religious identity develops - it combines ideals and norms of religious consciousness with ideas of spirituality and national revival, but the confession values can often only be of an external, declarative nature. According to different studies, in Kazakhstan, the share of believers following religious practices increases. The question is whether people really observe religious rites and traditions and follow religious regulations. The article summarizes the results of the study conducted by the Center for the Study of Public Opinion to assess the religiosity of the Almaty urban community. The survey showed that the share of people who identify themselves as a part of some confession is significant; however, this is not a direct indicator of the increase in the number of true believers seeking to actively follow all religious rules and practices. The article presents the data on the activity of respondents in religious practices, their knowledge and understanding of some religious postulates. The study showed that the religious renaissance among the youth can be accompanied by undeveloped religious consciousness and insufficient religious knowledge, which provides grounds for the dissemination of pseudo-religious ideas including the extremist ones.

scholarly journals Practicing Resistance and the Struggle over Power as Democratic Citizenship

2021 ◽  
Vol 21 (4) ◽  
Author(s):  
Juliane Mora
Keyword(s):  
Public Life ◽  
Democratic Citizenship ◽  
Communication Studies ◽  
Democratic Institutions ◽  
Approaches To Teaching ◽  
Participatory Citizenship ◽  
Living Together ◽  
Group Identities ◽  
Traditional Approaches ◽  
Trump Administration

Teaching democratic citizenship has never been more vital, particularly given the dismissive attitude and direct attempts to undermine democratic institutions exemplified by the Trump administration. In addition, traditional approaches to teaching citizenship foreground the underlying values of self-governance, knowledge of the different branches of government, and the skills for behaving within this system (i.e., voting) but lack a broader intellectual framework to guide those actions (Parker, Teaching democracy: Unity and diversity in public life, 2003). Parker, a critical multicultural educator, argued that this approach has rendered participatory citizenship superfluous and ignores more central concerns, namely, how people can live together justly while honoring their multiple individual and group identities (i.e., gender, race, class, religion, etc.). This essay focuses on the task of living together justly and offers one example of how this might be promoted through the communication studies curriculum.

scholarly journals Teachers and parents as a source of stereotype formation

2008 ◽  
Vol 40 (1) ◽  
pp. 137-151
Author(s):  
Ivana Djeric ◽  
Rajka Studen
Keyword(s):  
Ethnic Background ◽  
Developmental Changes ◽  
Children And Youth ◽  
Cultural Norms ◽  
Educational Context ◽  
Cognitive Level ◽  
Dominant Culture ◽  
The Third ◽  
The Social ◽  
Teachers And Parents

Teachers and parents play an important role in developing and maintaining stereotype beliefs in children and youth, and therefore this paper discusses their role and importance for the development and manifestations of stereotypes in children. Authors' intention is to introduce the readers to the developmental prerequisites of stereotype formation in children and youth, to point out to the ways in which adults exert influence on children's understanding of stereotypes and to discover how stereotypes mediate in the interaction between teachers and parents. Studies imply that the development of stereotype beliefs in children is conditioned by developmental changes on the cognitive level and that the first indications of stereotypes occur in the third, that is, fourth year of life. The first sources of stereotype formation are parents, who, as a model for socialization, promote the social and cultural norms and express certain behavioral patterns which are then "imprinted" in the repertoire of child's behavior. Teachers present an important source of stereotypes, whether we are talking about their roles in carrying over the pattern of the dominant culture or we are dealing with the stereotypical perception of the pupils of different categories (such as, for example, ethnic background, gender). This paper also points out to the categories of pupils that are more sensitive to stereotypes in educational context.

Systems of Oppression in Geriatric Clinical Service Delivery

2021 ◽  
pp. 1-3
Author(s):  
Diane L. Kendall
Keyword(s):  
Higher Education ◽  
Service Delivery ◽  
Clinical Setting ◽  
Service Providers ◽  
Hard Work ◽  
Clinical Service ◽  
Meaningful Change ◽  
Important Work ◽  
Speech Language Pathologists ◽  
Medical Institutions

Purpose The purpose of this article was to extend the concepts of systems of oppression in higher education to the clinical setting where communication and swallowing services are delivered to geriatric persons, and to begin a conversation as to how clinicians can disrupt oppression in their workplace. Conclusions As clinical service providers to geriatric persons, it is imperative to understand systems of oppression to affect meaningful change. As trained speech-language pathologists and audiologists, we hold power and privilege in the medical institutions in which we work and are therefore obligated to do the hard work. Suggestions offered in this article are only the start of this important work.

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