From Peace Education to Peaceful Education

2016 ◽  
pp. 36-51
Author(s):  
Mohamed Walid Lutfy
Keyword(s):  
Peace Education ◽  
Critical Approach ◽  
Religious Background ◽  
Grass Root

This chapter dismantle the various components of peace education. The purpose of which is to analyze closely how peace education progressed along time. Further, how the understanding of peace and education separately influenced the totality of peace education. The article uses critical approach to examine peace education through the various disciplines. The author proposes an idea of grass-root peace; one that all segments of society can enjoy, regardless to their economic or religious background. The chapter explores how to develop peace education that is politically-free and broadly comprehending the various elements that might strengthen peace education programmes. The author explores a structure of peace education that eventually can empower conventional values of peace such as justice as well as modern ones such as innovation.

Sri Lanka: In Peace or in Pieces? A Critical Approach to Peace Education in Sri Lanka

2008 ◽  
Vol 3 (1) ◽  
pp. 19-35 ◽  
Author(s):  
Mieke T.A. Lopes Cardozo
Keyword(s):  
Sri Lanka ◽  
School Environment ◽  
Peace Education ◽  
Critical Approach ◽  
Policy Makers ◽  
Positive Side ◽  
Hands On ◽  
Negative Face ◽  
Education Initiatives

This article seeks to explore the ‘two faces of education’ through a critical analysis of peace education in Sri Lanka. It aims to contribute to the wider debate on the complex role of education in situations of conflict. The article starts with an overview of what peace education is, or should be. This leads to the conclusion that peace education cannot succeed in isolation, and needs to be incorporated in a multilevel process of peacebuilding. Further analysis draws from Bush & Saltarelli's notion of the ‘two faces of education’, combined with Lynn Davies's notion of ‘war education’. These notions help to explain to what extent (peace) education in Sri Lanka contributes to positive or negative conflict, or, in other words, which one of the two ‘faces’ is most prominent. The positive side of education is employed through inter-group encounters, the stimulation of self-esteem and a ‘peaceful school environment’. Through dialogue and understanding, these initiatives stimulate a desegregation of a very segregated school system and society. However, these positive initiatives remain limited. Other, more structural issues, tend to work towards the negative face of education, by fostering segregation, fear and bias rather than counteracting them. These issues form pressing challenges for peace educators and policy makers in Sri Lanka. Critically informed research and evaluation should provide guidelines for well-thought through peace education initiatives, by working towards a combination of critical theory and problem-solving approaches to deliver both critical and hands-on guidelines for further peace education initiatives.

Blood, Bodies, and Borders

2018 ◽  
Author(s):  
Dale Hudson
Keyword(s):  
Middle East ◽  
Transnational Identity ◽  
Critical Approach ◽  
Radical Revision

This chapter compares two films that reinterpret Bram Stoker’s 1897 novel Dracula and its vampire in different ways. Francis Ford Coppola’s Bram Stoker’s Dracula (1992) parodies a nostalgic and orientalist perspective on debates about the place of the Middle East in the formation of US transnational identity and history, whereas Ana Lily Amirpour’s A Girl Walks Home Alone at Night (2014) moves towards this history’s radical revision. Coppola imagines a “vampire ayatollah” during the first US invasion of Iran’s neighbor Iraq; Amirpour, as a feminist hijabi in the sonic space of Tehrangeles. The filmmakers’ familial trajectories underscore Hollywood’s transnational constitution as linked to US policy. The comparison develops a critical approach for how vampires serve as both object and mode of analysis throughout the book. Stoker’s tropes of blood, bodies, and borders map onto US laws concerning race, immigration, and assimilation.

Reflexiones sobre postmodernidad, anomia y crimen

2019 ◽  
pp. 151-186
Keyword(s):  
Social Control ◽  
Social Exclusion ◽  
Criminological Theory ◽  
Critical Approach ◽  
Social Thinking ◽  
Palabras Clave

Resumen: Este artículo va a indagar en los significados del crimen en los tiempos que corren. Lo que se pretende es partir de la observación del crimen para llegar a reflexionar no sólo sobre las condiciones hodiernas de coexistencia de los sujetos sino especialmente sobre su condición misma de existencia. El crimen será pensado en sus interconexiones con la exclusión social. Se va a trabajar con un enfoque crítico de la posmodernidad, que examina su nivel mucho más elevado y profundo de extracción de riqueza y expropiación de los sujetos, reflexionando así sobre su capacidad de alienarlos incluso de sí mismos. Se discutirá sobre la presencia de anomia en la posmodernidad y su instrumentalización para fines de control social. La teoría criminológica de la anomia de RobertK. Merton será analizada y se le propondrá una ampliación de interpretación. Palabras clave: crimen, exclusión social, anomia, posmodernidad, control social. Thinking about postmodernity, anomie and crime Summary:This article will investigate the meanings of crime at present times. From the observation of crime, will be thought about not only the hodiern conditions of coexistence of the subjects but especially about their condition of existence. Crime will be taken into consideration in its interconnections with social exclusion. It will be worked with a critical approach to postmodernism, which examines its much higher and deeper level of extraction of wealth and expropriation of subjects, with the propose to think about its ability to alienate them even from themselves. The presence of anomie in postmodernity and its instrumentalization for purposes of social control will be discussed. The criminological theory of the anomie of Robert K. Merton will be analyzed and an extension of its interpretation will be proposed. Keywords:crime, social exclusion, anomie, postmodernity, social control.

New Grounded Feminist Approach to Islam in Indonesia: A Textual Analysis of Rahima and Fahmina’s Publications

2020 ◽  
Vol 2 (1) ◽  
pp. 25-52
Author(s):  
Nina Nurmila
Keyword(s):  
Migrant Workers ◽  
Textual Analysis ◽  
Dominant Male ◽  
Young Generation ◽  
Feminist Activism ◽  
Government Organizations ◽  
Violent Extremism ◽  
Grass Root ◽  
Grass Root Level ◽  
Nahdlatul Ulama

This article aims to offer a textual analysis of Rahima and Fahmina’s publications. Rahima and Fahmina are two Non-Government Organizations founded in 2000 by a young generation of Nahdlatul Ulama (NU), one of the largest moderate Muslim organizations in Indonesia. There are more similarities than differences between Rahima and Fahmina because the persons involved in the organizations are close friends and, in fact, the same persons even though both are based in two different cities. Since their foundation, both Rahima and Fahmina have published many books and magazines. This article argues that both Rahima dan Fahmina publications offer a new grounded feminist approach to Islam, which counterbalance the dominant male-biased normative approach to Islam in most Muslim societies. These publications are based on their feminist activism and community engagement with the grass-root level of many Nahdlatul Ulama pesantrens (Islamic boarding schools). The topics of their publication cover many current issues such as fiqh of women’s reproductive rights and empowerment, fiqh of the daily life of migrant workers, fiqh of anti-trafficking, prevention of child marriage, violent extremism and religious pluralism. As a result, the progressive nature of their publications negates the existing label of NU as the traditionalist organization.

Recontextualization of Islamic Peace Education

2018 ◽  
Vol 13 (2) ◽  
pp. 183-202
Author(s):  
Siti Rohmah ◽  
M. Syukri Ismail ◽  
Moh. Anas Kholish ◽  
Mona Novita
Keyword(s):  
Human Rights ◽  
Middle East ◽  
Religious Education ◽  
Alternative Model ◽  
Peace Education ◽  
Religious Conflict ◽  
Islamic Education ◽  
Education Environment ◽  
Education Model ◽  
Interreligious Education

Some circles suggest that the phenomenon of intolerance and religious conflict in Indonesia will be reduced by a religious education model dominated by a mono-religious approach. The approach that focuses on deepening the knowledge of all religions is considered to be the cause of the persistence of interfaith stigma and prejudice. However, there are objections from various circles to the concept and application of interreligious education which requires close dialogue and interaction, an appreciative attitude, and openness to adherents of other religions. This article argues that the development of a peaceful and diverse mono-religious education approach is possible. This study employs Mohammed Abu-Nimer's theory as an alternative model of Islamic peace education that is strategic, participatory and practical; it focuses on his experience in conflict areas and in the Islamic education environment, which is often stigmatized conservatively in the Middle East and Africa. This study confirms that monoreligious education provides room for peace education that builds pedagogy of tolerance, diversity and human rights.

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