Open to the Spirit—one word, four voices—came out of our direct experience as friends doing interfaith work in the community. Meeting and working together at shared social or social justice events, we already enjoyed promoting one another’s projects and good work. When a weekly religion column ended in our local paper, we seized the opportunity and agreed to form a writing team to fill the space with a message that was inclusive and welcoming.
Open to the Spirit--one word, four voices--came out of our direct experience as friends doing interfaith work in the community. Meeting and working together at shared social or social justice events, we already enjoyed promoting one another's projects and good work. When a weekly religion column ended in our local paper, we seized the opportunity and agreed to form a writing team to fill the space with a message that was inclusive and welcoming.
Open to the Spirit—one word, four voices—came out of our direct experience as friends doing interfaith work in the community. Meeting and working together at shared social or social justice events, we already enjoyed promoting one another’s projects and good work. When a weekly religion column ended in our local paper, we seized the opportunity and agreed to form a writing team to fill the space with a message that was inclusive and welcoming.
Through stories of youth using their many voices in and out of school to explore and express their ideas about the world, this book brings to the forefront the reality of lived literacy experiences of adolescents in today’s culture in which literacy practices reflect important cultural messages about the interplay of local and global civic engagement. The focus is on three areas of youth civic engagement and cultural critique: homelessness, violence, and performing adolescence. The authors explore how youth appropriate the arts, media, and literacy as resources and how this enables them to express their identities and engage in social and cultural engagement and critique. The book describes how the youth in the various projects represented entered the public sphere; the claims they made; the ways readers might think about pedagogical engagements, practice, and goals as forms of civic engagement; and implications for critical and arts and media-based literacy pedagogies in schools that forward democratic citizenship in a time when we are losing sight of issues of equity and social justice in our communities and nations.
First-place winner of the Society for Education Studies' 2005 book prize, Education and Conflict is a critical review of education in an international context. Based on the author's extensive research and experience of education in several areas afflicted by conflict, the book explores the relationship between schooling and social conflict and looks at conflict internal to schools. It posits a direct link between the ethos of a school and the attitudes of future citizens towards 'others'. It also looks at the nature and purpose of peace education and war education, and addresses the role of gender and masculinity. In five lucid, vigorously argued sections, the author brings this thought-provoking and original piece of work to life by: * Setting out the terms of the debate, defining conflict and peace and outlining the relevant aspects of complexity theory for education * Exploring the sources of conflict and their relations to schooling in terms of gender/masculinity, pluralism, nationalism and identity * Focusing on the direct education/war interface * Examining educational responses to conflict * Highlighting conflict resolution within the school itself. This is the first time that so many aspects of conflict and education have been brought together in one sustained argument. With its crucial exposure of the currently culpable role of formal schooling in maintaining conflict, this book will be a powerful and essential read for educational policy makers, managers, teachers and researchers dealing with conflict in their own contexts.
This book draws on research in Australia, Canada, UK, and US into the experiences of doctoral students, postdoctoral researchers and new academics. Each chapter develops research-informed implications for policy and practice to support developing academics, and concludes with commentaries by early career academics, developers and administrators.
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