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International scientific journal
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This book explores the roles of civil society organisations (CSOs) when engaging in public diplomacy activities and their impact on community development and change. It provides up-to-date analysis of the challenges and constraints facing CSOs involved in diplomatic missions and working with foreign donors. Bringing together case studies from Cameroon, Egypt, Poland, Palestine, Lebanon and Libya, this edited collection reflects on how external calls for proposals in the fields of women’s empowerment, community development, education, training, exchange programmes, democracy, human rights and peacebuilding influence the way civil society organisations contribute, deliver, intervene and position themselves in various societies. It explores the lessons learnt by various CSOs in identifying societal problems, understanding grassroots demands, prioritising development agendas and campaigning for peacebuilding. Grounded in a firm theoretical framework and based on up-to-date empirical research, the book reflects on the leadership shown by civil society organisations in development, politics and business and their impact on community development initiatives and local change process. This book will be an important resource for researchers, policymakers, donors, NGO practitioners and the beneficiaries themselves, within the areas of international development, peacebuilding, civil society, politics and international relations.
Online learning is often criticized for being impersonal and distant; inclusive hospitality is intended to counter these arguments by creating a learning environment that is welcoming, safe, and engaging. This begins with using course design principles that provide a course that is easy to navigate, and provides opportunities for interaction, relationship building, and active learning. Faculty, however, also play a key role in creating this platform for learning. Faculty teaching in an inclusive and hospitable manner are themselves teachable, empathetic, available, and consistent. This book provides a path and set of tools for faculty to welcome, encourage, and instruct their students in a powerful and transformative manner. It encourages them to consider how they might provide their students with the opportunity to be valued as individuals, as well as masters the content of their academic disciplines.
Since the advent of democracy in 1994, South Africa has been engaged in an unprecedented exercise of national soul-searching, torn between the need to lay to rest centuries of racial conflict and the desire to come to terms with its traumatic history. This book asks whether the country has begun to turn the corner on the legacy of collective hurt. To do so it ranges in scope across 350 years of South African history, encompassing the struggle against the apartheid regime, the downfall of white supremacy, the Truth and Reconciliation Commission and the first 25 years of democracy, up to more recent movements, such as #RhodesMustFall, or the inquests into the 2012 Marikana massacre, that point to the persistence of traumatic memory in contemporary society. The authors assembled here set out to analyse the representation of such memory, how it has been woven into narratives, recorded, preserved and questioned, and how issues of individual and collective responsibility have been grafted onto it through the visual arts, literature, political discourse and public action. In focusing on memory along with its derived forms of memorialization, collective memory, nostalgia, or post-memory, our contributors pose a fundamental question: is South Africa finally coming to the end of the post-apartheid transition period? Do the decades of memory work on racial violence and repression examined here hold out hope for the nation to make peace with its past?
Futurists speculate that we are heading towards a ‘singularity,’ where AI will outsmart human beings, and humanity will coalesce into a single, ever-expanding mind for which data is everything. The idea mirrors conceptions of God as everything, singular, and all-knowing. But is this idea of the singularity, or God, good for humanity? Oneness has its attractions. But what space does it leave for individuality and difference? In this book, British-Jewish theologian, Harris Bor, explores these questions by applying approaches to oneness and difference found in the thought of philosophers, Benedict Spinoza (1632–1677) and Martin Heidegger (1889–1976), to the challenges of religious belief and practice in the era of AI. What emerges is a dynamic religion of the everyday capable of balancing all aspects of being, while holding tight to a God who is both singular and wholly other, and which urges us, above all, to stay human.
The staggering rate of environmental pollution and animal abuse despite constant efforts to educate the public and raise awareness challenges the prevailing belief that the absence of serious action is a consequence of a poorly informed public. In recent decades alternative explanations of social and political inaction have emerged, including denialism. Challenging the information-deficit model, denialism proposes that people actively avoid unpleasant information that threatens their established worldviews, lifestyles, and identities. Environmental and Animal Abuse Denial: Averting Our Gaze analyzes how people avoid awareness of climate change, environmental pollution, animal abuse, and the animal industrial complex. The contributors examine the theory of denialism in regards to environmental pollution and animal abuse through a range of disciplines, including social psychology, sociology, anthropology, philosophy, cultural history and law.
Educational Change and the Secondary School Music Curriculum in Aotearoa New Zealand provides a fascinating case study in educational change. The music curriculum has been greatly affected by deep cultural and economic forces such as the growth of popular music's importance in young people's lives, by demands for inclusive and multicultural education, and not least by advances in technology that promise to invigorate all aspects of teaching and learning. This book brings together the work of a number of leading music education scholars and teachers from Aotearoa/New Zealand to both explore these issues and to share case studies of practice: both the positive changes and the unintended consequences. Each chapter focuses on a current issue in music education and the final chapter contains responses from a number of practitioners to the issues raised by the authors, drawing together the practical and theoretical dimensions of the book.