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Over the past five decades, both peace education and human rights
education have emerged distinctly and separately as global fields
of scholarship and practice. Promoted through multiple efforts (the
United Nations, civil society, grassroots educators), both of these
fields consider content, processes, and educational structures that
seek to dismantle various forms of violence, as well as move
towards cultures of peace, justice and human rights. Educating for
Peace and Human Rights Education introduces students and educators
to the challenges and possibilities of implementing peace and human
rights education in diverse global sites. The book untangles the
core concepts that define both fields, unpacking their histories
and conceptual foundations, and presents models and key research
findings to help consider their intersections, convergences, and
divergences. Including an annotated bibliography, the book sets
forth a comprehensive research agenda, allowing emerging and
seasoned scholars the opportunity to situate their research in
conversation with the global fields of peace and human rights
education.
Over the past five decades, both peace education and human rights
education have emerged distinctly and separately as global fields
of scholarship and practice. Promoted through multiple efforts (the
United Nations, civil society, grassroots educators), both of these
fields consider content, processes, and educational structures that
seek to dismantle various forms of violence, as well as move
towards cultures of peace, justice and human rights. Educating for
Peace and Human Rights Education introduces students and educators
to the challenges and possibilities of implementing peace and human
rights education in diverse global sites. The book untangles the
core concepts that define both fields, unpacking their histories
and conceptual foundations, and presents models and key research
findings to help consider their intersections, convergences, and
divergences. Including an annotated bibliography, the book sets
forth a comprehensive research agenda, allowing emerging and
seasoned scholars the opportunity to situate their research in
conversation with the global fields of peace and human rights
education.
'Honorable Mention' 2017 PROSE Award - Education Practice Bringing
together the voices of scholars and practitioners on challenges and
possibilities of implementing peace education in diverse global
sites, this book addresses key questions for students seeking to
deepen their understanding of the field. The book not only
highlights ground-breaking and rich qualitative studies from around
the globe, but also analyses the limits and possibilities of peace
education in diverse contexts of conflict and post-conflict
societies. Contributing authors address how educators and learners
can make meaning of international peace education efforts, how
various forms of peace and violence interact in and around schools,
and how the field of peace education has evolved and grown over the
past four decades.
Critical Small Schools: Beyond Privatization in New York City Urban
Educational Reform features the most current empirical research
about the successes and challenges of the small schools movement
and the implications of such for urban public educational policy.
Situated in a climate of hierarchical reform, many of the
principles of the original small schools movement-which are rooted
in community participation, innovative pedagogies and assessment,
and equity and social justice-have become obscured by an
educational agenda that emphasizes top-down mandates and
standards-based reform. With the increased popularity and the rapid
proliferation of small schools, the emphasis on 'size only' has
resulted in a bifurcation of the small schools movement; on one end
are the small schools which have embraced the democratic,
participatory, and self-governing nature of the original movement,
while on the other end are schools that have simply reduced their
size without rethinking school structures and practices. This book
distinguishes the small schools featured and researched in this
volume from schools that are simply small and labels them "critical
small schools." By documenting the practices that take place in
various critical small schools in New York City, we show how these
schools have narrowed the achievement gap and increased graduation
and college acceptance rates. Although smallness is an essential
feature in the design of these schools, it is certainly not the
only one and this volume illuminates the other elements that
contribute to these schools' successes and shortcomings. Critical
Small Schools also challenges the recent emphasis on charter
schools as a panacea for urban educational reform. By featuring
research about the inner workings of public schools, this volume
challenges this new direction that steers successful school
development away from public education. Moreover, as every site is
fraught with some tension, Critical Small Schools not only offers
glimpses into intellectually vibrant and democratic learning
communities, but also acknowledges that these concepts are not
static and necessitate continual reflection and renewal. At this
pivotal moment in educational reform, this volume provides keen
insight into the challenges and possibilities of the small schools
movement and is indispensable for anyone interested in
comprehensive public school reform.
Critical Small Schools: Beyond Privatization in New York City Urban
Educational Reform features the most current empirical research
about the successes and challenges of the small schools movement
and the implications of such for urban public educational policy.
Situated in a climate of hierarchical reform, many of the
principles of the original small schools movement-which are rooted
in community participation, innovative pedagogies and assessment,
and equity and social justice-have become obscured by an
educational agenda that emphasizes top-down mandates and
standards-based reform. With the increased popularity and the rapid
proliferation of small schools, the emphasis on 'size only' has
resulted in a bifurcation of the small schools movement; on one end
are the small schools which have embraced the democratic,
participatory, and self-governing nature of the original movement,
while on the other end are schools that have simply reduced their
size without rethinking school structures and practices. This book
distinguishes the small schools featured and researched in this
volume from schools that are simply small and labels them "critical
small schools." By documenting the practices that take place in
various critical small schools in New York City, we show how these
schools have narrowed the achievement gap and increased graduation
and college acceptance rates. Although smallness is an essential
feature in the design of these schools, it is certainly not the
only one and this volume illuminates the other elements that
contribute to these schools' successes and shortcomings. Critical
Small Schools also challenges the recent emphasis on charter
schools as a panacea for urban educational reform. By featuring
research about the inner workings of public schools, this volume
challenges this new direction that steers successful school
development away from public education. Moreover, as every site is
fraught with some tension, Critical Small Schools not only offers
glimpses into intellectually vibrant and democratic learning
communities, but also acknowledges that these concepts are not
static and necessitate continual reflection and renewal. At this
pivotal moment in educational reform, this volume provides keen
insight into the challenges and possibilities of the small schools
movement and is indispensable for anyone interested in
comprehensive public school reform.
'Honorable Mention' 2017 PROSE Award - Education Practice Bringing
together the voices of scholars and practitioners on challenges and
possibilities of implementing peace education in diverse global
sites, this book addresses key questions for students seeking to
deepen their understanding of the field. The book not only
highlights ground-breaking and rich qualitative studies from around
the globe, but also analyses the limits and possibilities of peace
education in diverse contexts of conflict and post-conflict
societies. Contributing authors address how educators and learners
can make meaning of international peace education efforts, how
various forms of peace and violence interact in and around schools,
and how the field of peace education has evolved and grown over the
past four decades.
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