This book provides an overview and analysis of current tensions, debates and key issues within OECD nations, particularly Australia, the USA, Canada and the UK, with regard to where education is and should be going. Using a broad historical analysis, it investigates ideas and visions about the future that are increasingly evoked to support arguments about the imminent demise of the dominant modern educational model. Focusing neither on prediction nor prescription, this text suggests the goal is an analysis of the ways in which the notion of the future circulates in contemporary discourse. Five specific discourses are explored: globalisation; new information and communications technologies; feminist; indigenous; and spiritual. The book demonstrates the connections between particular approaches to time, visions of the future, and educational visions and practices. The author asserts that every approach to educational change is inherently based on an underlying image of the future.
An investigation into the long-term impact of transgenerational trauma and the possibilities for healing, this book explores the links between personal histories and world events and helps us to understand life’s dualities: violence and peace, self and other, stability and change, slavery and freedom. Author Ivana Milojevic asks How does violence change us? Is it possible to change the inner landscape of one’s thinking in the midst of pain and suffering? and If this is our past, how might our future be different? Oscillating between two voices, Milojevic journeys between the personal (“breathing in”), which describes her experience of violence; while the second academic voice (“breathing out”) tries to make sense of it. The rhythm created by inhaling and exhaling reflects not only what we take from the world but also what we give back to it. Breathing is an inquiry into alternative futures as Milojevic explores a range of possibilities, both for each of us personally, and for the world.
A report written by Ivana Nizich based in part on testimony gathered by Helsinki Watch representatives who visited Bosnia-Hercegovina, Croatia, and Yugoslavia on Mar. 19-Apr. 28, 1992 and May 29-June 19, 1992 and who visited Serbian-run detention camps in Bosnia in August 1992.
With its focus on the advanced topics and procedures employed in this specialized field, Massachusetts General Hospital Manual of Cardiovascular Critical Care provides practical, must-know information to all practitioners caring for the increasing population of critical care patients with severely compromised cardiovascular function. Drs. Aranya Bagchi, David M. Dudzinski, Jonathan Ludmir, Ivana Nikolic, and Kenneth T. Shelton lead a multidisciplinary team of authors who expertly cover cardiology, cardiac surgery, anesthesia, and mechanical circulatory support topics for all ICU clinicians who focus on cardiovascular care.
An investigation into the long-term impact of transgenerational trauma and the possibilities for healing, this book explores the links between personal histories and world events and helps us to understand life’s dualities: violence and peace, self and other, stability and change, slavery and freedom. Author Ivana Milojevic asks How does violence change us? Is it possible to change the inner landscape of one’s thinking in the midst of pain and suffering? and If this is our past, how might our future be different? Oscillating between two voices, Milojevic journeys between the personal (“breathing in”), which describes her experience of violence; while the second academic voice (“breathing out”) tries to make sense of it. The rhythm created by inhaling and exhaling reflects not only what we take from the world but also what we give back to it. Breathing is an inquiry into alternative futures as Milojevic explores a range of possibilities, both for each of us personally, and for the world.
This book provides an overview and analysis of current tensions, debates and key issues within OECD nations, particularly Australia, the USA, Canada and the UK, with regard to where education is and should be going. Using a broad historical analysis, it investigates ideas and visions about the future that are increasingly evoked to support arguments about the imminent demise of the dominant modern educational model. Focusing neither on prediction nor prescription, this text suggests the goal is an analysis of the ways in which the notion of the future circulates in contemporary discourse. Five specific discourses are explored: globalisation; new information and communications technologies; feminist; indigenous; and spiritual. The book demonstrates the connections between particular approaches to time, visions of the future, and educational visions and practices. The author asserts that every approach to educational change is inherently based on an underlying image of the future.
Proceedings of of post-graduate student conference. Topics include: Leadership and educational futures; Culture; Gender, ethics and inclusion and Language acquisition.
Racism in education is one of the key issues facing schools, communities and the nation. Racism is about the exercise of power by individuals, groups and communities against each other. Whatever form it takes, racism has great potential to hurt and to harm. This book tells a series of stories from 11 very different government and non-government schools in Queensland. These stories show the positive measures that are being taken in schools to promote harmony, respect, understanding and fairness between school members, and with people in the community. The stories offer a simple lesson: solutions to racism must be local solutions. They must be culturally appropriate and relevant to specific communities. There is no single solution. However, this book shows that, through a mixture of strategies, students, teachers, schools and communities can make a difference, influencing the school and community culture and improving the educational outcomes and life chances of students of diverse backgrounds.
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