Lorenzo Milani S Culture Of Peace

Researchers, activists, and educators draw inspiration from the radical thought of Lorenzo Milani to invite readers to explore the intricacies, logistics, ethics and pedagogy of conflict and peace as played out in a number of domains, including religion, education, gender, sexuality, democracy, art, sociology and philosophy.

In an age where official and sponsored violence are becoming normalised and conceived of as legitimate tools of peace keeping, a number of leading academics and activists represented in Pedagogy, Politics and Philosophy of Peace interrogate and resist the intensification of the militarisation of civil life and of international relations. Coming from different areas of study, the contributors to this volume discuss peace and critical peace education from a range of perspectives. The nature of peace, myths related to peace, the logistics of peace and peacemaking as well as the relation of peace and pedagogy in the broadest meaning of the term constitute the main themes of the book. The common thread that binds the chapters together is the distinction between genuine/authentic and false peace and the importance of critical reflection on actions that contribute to genuine peace.

Using auto-ethnography, Taieb narrates the journey of developing a educational philosophy from and for the Kayble of Algeria and undertakes to write the sociological foundations of an Kayble education system.

Winner of the American Educational Studies Association 2016 Critics' Choice Book Award Youth Gangs, Racism, and Schooling examines the formation of Vietnamese American youth gangs in Southern California. Lam addresses the particularities of racism, violence, and schooling in an era of anti-youth legislation and frames gang members as post-colonial subjects, offering an alternative analysis toward humanization and decolonization.

Featuring in-depth examinations of concepts of knowing, learning, and education from a range of cultures worldwide, this book offers a rich theory of indigenous concepts of education, their relation to Western concepts, and their potential for creating education that articulates the aspirations of communities and fosters humanity for all learners.

How have Malta and Cyprus - both EU members – transitioned from colonial island states to independent democracies? With the assistance of primary documentation this book traces the difficult path of these two states to becoming independent liberal democracies by using the pathway of democratization through decolonization. Using socio-economic and political data, analysed through the microscope of political science and international relations theories, Isabelle Calleja Ragonesi charts the progress of the two islands in the context of a number of four distinct phases. Firstly decolonization, independence and achieving the status of procedural democracies; secondly post-colonial independence consolidating democracy and regime breakdown; thirdly sovereign nation-state status and second attempts at consolidating democracy and finally attempting to reach substantive democracy status and EU membership. The study of these two states is contextualized within the context of democratization in Southern Europe and the cases of Malta and Cyprus provide new insights on the region for scholars of political science and international institutions.

In the first book on Aztec dance in the United States, Ernesto Colín combines cultural anthropology, educational theory, and postcolonial theory to create an innovative, interdisciplinary, long-term ethnography of an Aztec dance circle and makes a case for the use of the metaphor of palimpsest as an ethnographic research tool.

Explores 'peace communication' among children in Israel-Palestine to assess structural outcomes for peace, and illuminate causes for conflict intractability.