scholarly journals Cities of Refuge: Harassing Nation-States’ Legal Systems for a More Inclusive Religious Stance

2015 ◽  
Vol 18 ◽  
pp. 85-97
Author(s):  
Calvyn Clarence Du Toit
Keyword(s):  
Public Schools ◽  
Complexity Theory ◽  
Religious Freedom ◽  
Religious Diversity ◽  
New School ◽  
School Year ◽  
European Nation ◽  
Nation States ◽  
Religious Extremism ◽  
The Media

On 2 September 2004, at the start of the new school year in France, a law was enacted banning all religious symbols and garb in public schools. The media interpreted this law as focused on the khimar (headscarves) that Muslim girls wear as part of hijab (modesty). On 14 September 2010, a ban on covering one's face in public followed. Such legal action, limiting religious freedom, is gaining traction among European nation-states partly due to their inability to deal with religious diversity in a constructive way, partly fuelled by a fear of religious extremism. According to the developing study of complexity theory in philosophy, however, dealing with religious diversity in such a way will only lead to a larger rift between nation-states and religious extremists; decreasing the meaningfulness and limiting the resilience of societies. This paper, attempts to track ways around such limiting legal moves by revisiting Derrida’s 1996 speech at the International Parliament of Writers published as On Cosmopolitanism. Employing an idea from Derrida’s address and supplementing it with one from Žižek, I will show how cities might become spaces that challenge austere and protective legal measures, enacted against religions, by European nation-states.

The Toledo Guiding Principles on Teaching about Religion and Beliefs in Public Schools

2008 ◽  
Vol 19 (3) ◽  
pp. 229-239
Author(s):  
Silvio Ferrari ◽  
Simona Santoro ◽  
Cole Durham Jr.
Keyword(s):  
Public Schools ◽  
Religious Freedom ◽  
Religious Diversity ◽  
Freedom Of Religion ◽  
Conflict Prevention ◽  
Mutual Respect ◽  
Educational Approach ◽  
Guiding Principles ◽  
Teaching About Religion

AbstractIn line with the OSCE's conflict prevention role and its commitments to fostering a culture of mutual respect and understanding, the ODIHR published the Toledo Guiding Principles on Teaching about Religions and Beliefs in Public Schools. The Toledo Guiding Principles have been prepared in order to contribute to an improved understanding of the world's religious diversity. Their rationale is based on two core principles: first, that there is positive value in teaching that emphasizes respect for everyone's right to freedom of religion or belief, and second, that teaching about religions and beliefs can reduce harmful misunderstandings and stereotypes. The primary purpose of the Toledo Guiding Principles is to assist OSCE participating States whenever they choose to promote the study and knowledge about religions and beliefs in schools, particularly as a tool to enhance religious freedom. The Principles focus solely on the educational approach that seeks to provide teaching about different religions and beliefs.

scholarly journals Christianity and Tolerance: A Genealogy of European Identity

2008 ◽  
Vol 4 (2) ◽  
Author(s):  
Daniel Augenstein
Keyword(s):  
European Union ◽  
Religious Diversity ◽  
European Identity ◽  
Religious Tolerance ◽  
The European Union ◽  
Intractable Conflict ◽  
European Nation ◽  
Nation States ◽  
European Culture ◽  
Over Time

In the process of European constitutionalisation, the European Union continues to struggle for an identity that can generate widespread support amongst its peoples. Against this background it has been suggested by some that a European identity should embrace the Christian values that underpin Europe’s national traditions and cultures. In this paper I shall argue that, instead of relying on a communitarian vision of a ‘Christian Europe’, a European identity should build on a culture of religious tolerance. A European culture of religious tolerance draws on the enduring of difference and the acknowledgement of persisting and intractable conflict as essential experiences of Europe’s Christian past. Thus understood, tolerance lies at the roots of a European identity. At the same time, and through the conditional inclusion of religious diversity in the European Nation-States, a European culture of religious tolerance creates over time new commonalities between Europe’s religiously permeated national traditions. Thus understood, tolerance only brings about the conditions for the development of a supranational European identity that amounts to more than (the sum of) its national counterparts.

Are Charter School Students Harder to Educate? Evidence From Washington, D.C.

2005 ◽  
Vol 27 (4) ◽  
pp. 365-380 ◽  
Author(s):  
Jack Buckley ◽  
Mark Schneider
Keyword(s):  
Public Schools ◽  
Charter School ◽  
School Students ◽  
Public School Students ◽  
Individual Level ◽  
School Year ◽  
Traditional Public Schools ◽  
Policy Analysts ◽  
The Media ◽  
Using Data

One point of debate in the recent controversy in the media and among policy analysts over the academic achievement of charter school students is whether the charter students are in some way harder to educate than their counterparts enrolled in traditional public schools. This article examines this question using data from the 2002–2003 school year in Washington, D.C. It begins by examining a simple binomial model of the proportion of students in key demographic and programmatic categories linked to educability. It then turns to the estimation of a more theoretically appropriate mixture model that assumes two latent categories of charter schools. It concludes with an analysis that moves beyond simple demographic/programmatic factors to consider measures of educability using individual-level survey data from charter and traditional public school students. Overall, there is mixed evidence of differences in the educability of students in the two sectors.

Heads Up New School Year: Here I Come!

ASHA Leader ◽  
2018 ◽  
Vol 23 (8) ◽  
pp. 36-37
Author(s):  
Stacey Ellison Glasgow
Keyword(s):  
New School ◽  
School Year

scholarly journals “A Superior Kind of Working Woman”: The Contested Meaning of Vocational Education for Girls in Progressive Era Chicago

2021 ◽  
Vol 20 (3) ◽  
pp. 392-410
Author(s):  
Ruby Oram
Keyword(s):  
Public Schools ◽  
Vocational Education ◽  
Progressive Era ◽  
Female Students ◽  
Male Students ◽  
School Officials ◽  
History Of Capitalism ◽  
New School ◽  
Club Women ◽  
History Of

AbstractProgressive Era school officials transformed public education in American cities by teaching male students trades like foundry, carpentry, and mechanics in classrooms outfitted like factories. Historians have demonstrated how this “vocational education movement” was championed by male administrators and business leaders anxious to train the next generation of expert tradesmen. But women also hoped vocational education could prepare female students for industrial careers. In the early twentieth century, members of the National Women’s Trade Union League demanded that public schools open trade programs to female students and teach future working women the history of capitalism and the philosophy of collective bargaining. Their ambitious goals were tempered by some middle-class reformers and club women who argued vocational programs should also prepare female students for homemaking and motherhood. This article uses Chicago as a case study to explore how Progressive Era women competed and collaborated to reform vocational education for girls, and how female students responded to new school programs designed to prepare them for work both in and outside the home.

Turning Outwards or Turning Inwards? The Russian Orthodox Church Challenged by Fundamentalism

2007 ◽  
Vol 35 (5) ◽  
pp. 853-879 ◽  
Author(s):  
Philip Walters
Keyword(s):  
Public Schools ◽  
Perceived Threat ◽  
Russian Orthodox ◽  
Social Stability ◽  
Traditional Religion ◽  
Russian Orthodox Church ◽  
The Public ◽  
Traditional Religions ◽  
Religious Extremism ◽  
Peace And Reconciliation

The 1997 Russian law on religion recognizes Orthodoxy, Islam, Judaism, and Buddhism as the “traditional religions” of Russia. These religions see themselves as having an important role to play in achieving social stability, and particularly in overcoming religious “extremism” and the perceived threat it poses to society. “Traditional'” religions stand shoulder to shoulder, explaining that the values they champion tend towards the creation and preservation of peace and reconciliation in society, and that, moreover, these are shared values, common to all “traditional'‘ religions. Indeed, the primary criterion for identifying a “traditional'” religion in Russia today may be that it is “noncompetitive” with other religions. The Moscow Patriarchate rejects the idea, for example, that Orthodox Christians should proselytize among Muslims. The fact that each religion sees itself as having possession of the “truth” does not endanger the cooperation, harmony and mutual respect among the traditional religions in Russia at the level of official and institutional interaction. Regarding the controversy over the school textbook, Foundations of Orthodox Culture, which human rights activists accused of constituting pro-Orthodox propaganda, an Orthodox priest and a Muslim chief mufti filed a joint claim against those who initiated the case, and a Protestant leader came out in support of the use of the textbook in the public schools.

scholarly journals ERICA: use of screens and consumption of meals and snacks by Brazilian adolescents

2016 ◽  
Vol 50 (suppl 1) ◽  
Author(s):  
Juliana Souza Oliveira ◽  
Laura Augusta Barufaldi ◽  
Gabriela de Azevedo Abreu ◽  
Vanessa Sá Leal ◽  
Gisela Soares Brunken ◽  
...  
Keyword(s):  
Public Schools ◽  
Video Game ◽  
Private School ◽  
School Students ◽  
Male Adolescents ◽  
Complex Sampling ◽  
Range Type ◽  
Complex Sampling Design ◽  
The Media ◽  
Age Range

ABSTRACT OBJECTIVE To describe the length of exposure to screens and the prevalence of consumption of meals and snacks by Brazilian adolescents in front of screens. METHODS We evaluated 74,589 12 to 17-year old adolescents from 1,247 schools in 124 Brazilian municipalities. A self-administered questionnaire was used. Its segment regarding nutrition contained questions about using TV, computers, and video game systems, having meals while watching TV, and consuming snacks in front of screens. Consumption of meals and snacks in front of screens was analyzed according to the following variables: geographical region, gender, age range, type of school (public or private), and school shift. The prevalences and their respective 95% confidence intervals were estimated under a complex sampling design. RESULTS A great deal of the adolescents (73.5%, 95%CI 72.3-74.7) reported spending two or more hours a day in front of screens. That habit was more frequent among male adolescents, private school students, morning shift students, and students from Brazil’s South region. More than half of the adolescents (56.6%, 95%CI 55.4-57.8) reported almost always or always having meals in front of TV, and 39.6% (95%CI 38.8-40.5) of them said they consumed snacks in front of screens exactly as often. Both situations were the most prevalent ones among the girls, who attended public schools and were from Brazil’s Midwest region. CONCLUSIONS Length of exposure to screens and consumption of meals and snacks almost always or always in front of screens are high among Brazilian adolescents. It is necessary to develop strategies aiming to reduce the length of screen use, considering the media reality that children and adolescents have been experiencing from earlier and earlier ages. That context must therefore be analyzed in an indissociable way.

Role with the Punches: The Construction and Representation of Amir Khan as a Role Model for Multiethnic Britain

2007 ◽  
Vol 55 (3) ◽  
pp. 611-631 ◽  
Author(s):  
Daniel Burdsey
Keyword(s):  
Critical Discourse Analysis ◽  
Role Model ◽  
Olympic Games ◽  
Diversity Management ◽  
Critical Discourse ◽  
Positive Role ◽  
Religious Extremism ◽  
The Media ◽  
Silver Medal ◽  
London Bombings

This article examines the rapid rise to fame of teenage British Asian boxer Amir Khan following his silver medal at the 2004 Olympic Games, and provides a critical discourse analysis of the way that he was subsequently constructed and represented by politicians and the media as a role model for multiethnic Britain. The analysis demonstrates that in the periods directly after both the 2004 Olympic Games and the 7 July 2005 London bombings, the majority of discourses about, and representations of, Khan were inextricably related to contemporary debates around multiculturalism, national identity, and religious extremism and/or deviance amongst young British Muslim men. This article argues that despite the ostensibly positive portrayals of Khan as an individual, a broader, more critical reading of these texts uncovers how they actually reproduce the contradictions and problems inherent to New Labour's policies on citizenship, community cohesion, the ‘war on terror’ and ‘diversity management’. The article concludes that the almost ubiquitous configuration of Khan as a positive role model is in danger of obscuring the continued existence of discourses and practices of racism and social exclusion in contemporary Britain.

Hypermobility and Educational Outcomes: The Case of St. Louis

2016 ◽  
Vol 53 (6) ◽  
pp. 774-805 ◽  
Author(s):  
Molly W. Metzger ◽  
Patrick J. Fowler ◽  
Todd Swanstrom
Keyword(s):  
Urban Education ◽  
Public Schools ◽  
Low Income ◽  
Educational Outcomes ◽  
Urban Neighborhoods ◽  
High Rate ◽  
School Mobility ◽  
Mobility Rate ◽  
School Year

The school mobility rate in St. Louis Public Schools was 40% in 2011-2012, meaning that nearly half of students exited or entered a given school midway through the school year. This alarmingly high rate of churning across schools is accompanied by high neighborhood turnover, particularly within low-income, urban neighborhoods. This constant, disruptive change presents a serious and fundamental challenge for urban education. In this article, we summarize the literature linking mobility to educational outcomes, examine the causes of hypermobility in the case study of St. Louis, describe some of the current approaches to this challenge, and propose additional policy and program solutions.

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