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- This is the first book in the history of the World Yearbook of
Education series that has specifically looked at race. - Taking a
global perspective it critically examines how racial formation
across all educational settings. - It offers an important
contribution to discussions of racialization across contexts and
provides the field a robust foundation for future critical inquiry
and engagement with the themes of race, racialization, inequality,
and education.
- This is the first book in the history of the World Yearbook of
Education series that has specifically looked at race. - Taking a
global perspective it critically examines how racial formation
across all educational settings. - It offers an important
contribution to discussions of racialization across contexts and
provides the field a robust foundation for future critical inquiry
and engagement with the themes of race, racialization, inequality,
and 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.
This one-of-a-kind collection of chapters takes the reader on a
tour to explore innovative practices from classrooms, schools,
districts, communities, and faraway places in the world. Each of
the chapters-organized under six headings-tells an authentic,
compelling story of a pioneering and successful initiative that
breaks the traditional mold of instructional delivery and
time-honored school organization. Breaking the Mold of School
Instruction and Organization guides readers through examples of
education initiatives which go beyond traditional classroom
restraints to achieve surprising success.
Over the past seven decades, human rights education has blossomed
into a global movement. A field of scholarship that utilizes
teaching and learning processes, human rights education addresses
basic rights and broadens the respect for the dignity and freedom
of all peoples. Since the founding of the United Nations and the
adoption of the Universal Declaration of Human Rights in 1948,
human rights education has worked toward ensuring that schools and
non-formal educational spaces become sites of promise and equity.
Bringing together the voices of leaders and researchers deeply
engaged in understanding the politics and possibilities of human
rights education as a field of inquiry, Monisha Bajaj's Human
Rights Education shapes our understanding of the practices and
processes of the discipline and demonstrates the ways in which it
has evolved into a meaningful constellation of scholarship, policy,
curricular reform, and pedagogy. Contributions by pioneers in the
field, as well as emerging scholars, constitute this foundational
textbook, which charts the field's rise, outlines its conceptual
frameworks and models, and offers case studies from Africa, Asia,
Latin America, Europe, the Middle East, and the United States. The
volume analyzes how human rights education has been locally
tailored to diverse contexts and looks at the tensions and triumphs
of such efforts. Historicizing human rights education while
offering concrete grounding for those who seek entry into this
dynamic field of scholarship and practice, Human Rights Education
is essential reading for students, educators, researchers,
advocates, activists, practitioners, and policy makers.
Contributors: Monisha Bajaj, Ben Cislaghi, Nancy Flowers, Melissa
Leigh Gibson, Diane Gillespie, Carl A. Grant, Tracey Holland, Megan
Jensen, Peter G. Kirchschlaeger, Gerald Mackie, J. Paul Martin, Sam
Mejias, Chrissie Monaghan, Audrey Osler, Oren Pizmony-Levy, Susan
Garnett Russell, Carol Anne Spreen, David Suarez, Felisa Tibbitts,
Rachel Wahl, Chalank Yahya, Michalinos Zembylas.
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.
In tracing the origins of the modern human-rights movement,
historians typically point to two periods: the 1940s, in which
decade the Universal Declaration of Human Rights (UDHR) was
ratified by the United Nations General Assembly; and the 1970s,
during which numerous human rights nongovernmental organizations
(NGOs), most notably Amnesty International and Medecins Sans
Frontieres, came into existence. It was also in the 1970s, Sarita
Cargas observes, when the first classes in international human
rights began to be taught in law schools and university political
science departments in the United States. Cargas argues that the
time has come for human rights to be acknowledged as an academic
discipline. She notes that human rights has proven to be a relevant
field to scholars and students in political science and
international relations and law for over half a century. It has
become of interest to anthropology, history, sociology, and
religious studies, as well as a requirement even in social work and
education programs. However, despite its interdisciplinary nature,
Cargas demonstrates that human rights meets the criteria that
define an academic discipline in that it possesses a canon of
literature, a shared set of concerns, a community of scholars, and
a methodology. In an analysis of human rights curricula in
Australia, Canada, the United Kingdom, and the United States,
Cargas identifies an informal consensus on the epistemological
foundations of human rights, including familiarity with human
rights law; knowledge of major actors including the United Nations,
governments, NGOS, and multinational corporations; and, most
crucially, awareness and advocacy of the rights and freedoms
detailed in the articles of the UDHR. The second half of the book
offers practical recommendations for creating a human rights major
or designing courses at the university level in the United States.
'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.
The rise of peace education both in scholarship and in practice has
yielded numerous documents, websites, and publications with often
divergent perspectives on what the field is, does, and means. The
Encyclopedia of Peace Education provides a comprehensive overview
of the scholarly developments in the field to date, so as to
provide a common denominator for the various actors involved in
advancing peace education internationally. Thus, this edited volume
serves as an essential reference guide that traces the history and
emergence of the field, highlights foundational concepts,
contextualizes peace education practice across international and
disciplinary borders, and suggests new directions for peace
educators. From core conceptual perspectives to the moral and
spiritual foundations of the field to the role of the United
Nations, the Encyclopedia grounds peace education in a solid
theoretical and practical framework through the writings of the
field's most renowned scholars. This volume will target
undergraduate and graduate students as well as scholars and
practitioners working in international and non-governmental
organizations in the field of peace education.
The rise of peace education both in scholarship and in practice has
yielded numerous documents, websites, and publications with often
divergent perspectives on what the field is, does, and means. The
Encyclopedia of Peace Education provides a comprehensive overview
of the scholarly developments in the field to date, so as to
provide a common denominator for the various actors involved in
advancing peace education internationally. Thus, this edited volume
serves as an essential reference guide that traces the history and
emergence of the field, highlights foundational concepts,
contextualizes peace education practice across international and
disciplinary borders, and suggests new directions for peace
educators. From core conceptual perspectives to the moral and
spiritual foundations of the field to the role of the United
Nations, the Encyclopedia grounds peace education in a solid
theoretical and practical framework through the writings of the
field's most renowned scholars. This volume will target
undergraduate and graduate students as well as scholars and
practitioners working in international and non-governmental
organizations in the field of peace 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.
This focused, original work examines human rights education in
India and offers key insights into larger international educational
policy discussions. "Schooling for Social Change" offers fresh
perspectives on the emerging field of human rights education in
India. 60 years after independence, the Indian schooling system
remains unequal. Building on over a year of fieldwork, including
interviews and focus groups with policymakers, educators, parents
and students, Monisha Bajaj examines different understandings of
human rights education at the levels of policy, pedagogy and
practice. She provides an in-depth study of the origins and effects
of the Institute of Human Rights Education, a non-governmental
program that operates in over 4,000 schools in India. This
enlightening book offers an instructive case study of how
international mandates and grassroots activism can work together.
Bajaj shows how the Institute of Human Rights Education has gained
significant momentum for school-based adoption, textbook reform,
and policy changes in a nation-state still struggling to ensure
universal access to education. "Schooling for Social Change"
provides a wealth of analysis from the frontlines of education
reform and will be of interest to all those working in
international and comparative education, human rights, and South
Asian development.
This one-of-a-kind collection of chapters takes the reader on a
tour to explore innovative practices from classrooms, schools,
districts, communities, and faraway places in the world. Each of
the chapters-organized under six headings-tells an authentic,
compelling story of a pioneering and successful initiative that
breaks the traditional mold of instructional delivery and
time-honored school organization. Breaking the Mold of School
Instruction and Organization guides readers through examples of
education initiatives which go beyond traditional classroom
restraints to achieve surprising success.
This important book offers strategies, models, and concrete ideas
for better serving newcomer immigrant and refugee youth in U.S.
schools, with a focus on grades 6-12. The authors present 20
strategies grouped under three categories: (1) classroom and
instructional design, (2) school design, and (3) extracurricular,
community, and alumni partnerships. Each chapter provides
research-based information, classroom examples, tips for
implementing each strategy, and additional resources. Readers will
find engaging profiles of schools, students, and alumni
interspersed throughout the book, offering both varied perspectives
and practical advice. Humanizing Education for Immigrant and
Refugee Youth will assist today's educators, school leaders,
policymakers, and scholars interested in the holistic success and
well-being of immigrant and refugee students.Book Features:
Practical strategies for educators and school leaders are rooted in
empirical research and classroom narratives from across the United
States. Multiple, real-life examples are used to illustrate each
strategy. Each chapter concludes with a brief summary and
recommended resources. School and student profiles demonstrate what
the strategies look like in practice, as well as their benefits for
students. Diverse perspectives are presented by researchers,
classroom teachers, school leaders, and newcomer students.
This important book offers strategies, models, and concrete ideas
for better serving newcomer immigrant and refugee youth in U.S.
schools, with a focus on grades 6–12. The authors present 20
strategies grouped under three categories: (1) classroom and
instructional design, (2) school design, and (3) extracurricular,
community, and alumni partnerships. Each chapter provides
research-based information, classroom examples, tips for
implementing each strategy, and additional resources. Readers will
find engaging profiles of schools, students, and alumni
interspersed throughout the book, offering both varied perspectives
and practical advice. Humanizing Education for Immigrant and
Refugee Youth will assist today's educators, school leaders,
policymakers, and scholars interested in the holistic success and
well-being of immigrant and refugee students.Book Features:
Practical strategies for educators and school leaders are rooted in
empirical research and classroom narratives from across the United
States. Multiple, real-life examples are used to illustrate each
strategy. Each chapter concludes with a brief summary and
recommended resources. School and student profiles demonstrate what
the strategies look like in practice, as well as their benefits for
students. Diverse perspectives are presented by researchers,
classroom teachers, school leaders, and newcomer students.
This title is the winner of the 2012 Jackie Kirk Outstanding Book
Award from the Comparative and International Education Society.
Schooling for Social Change offers fresh perspectives on the
emerging field of human rights education in India. 60 years after
independence, the Indian schooling system remains unequal. Building
on over a year of fieldwork, including interviews and focus groups
with policymakers, educators, parents and students, Monisha Bajaj
examines different understandings of human rights education at the
levels of policy, pedagogy and practice. She provides an in-depth
study of the origins and effects of the Institute of Human Rights
Education, a non-governmental program that operates in over 4,000
schools in India. Thisenlightening book offers an instructive case
study of how international mandates and grassroots activism can
work together. Bajaj shows how the Institute of Human Rights
Education has gained significant momentum for school-based
adoption, textbook reform, and policy changes in a nation-state
still struggling to ensure universal access to education. Schooling
for Social Change provides a wealth of analysis from the frontlines
of education reform and will be of interest to all those working in
international and comparative education, human rights, and South
Asian development.
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