Titlebook: Critical Peace Education; Difficult Dialogues Peter Pericles Trifonas,Bryan Wright Book 2013 Springer Science+Business Media Dordrecht 2013

擔(dān)心

,Kapitel 4 – Ver?nderungskreisel,ion and understanding of the multiple forms of economic, political, symbolic, and discursive violence, and their very real human consequences, as well as an intensified move toward militarization worldwide, Gounari wonders how do we reconcile a decade dedicated in the “culture of peace” with the ong

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Wegbereiter der subatomaren Physike equity, respect for diversity, and spirit of mutual learning that are central to peace education. Imposition can be avoided by taking a grounded approach that builds on local beliefs and practices, empowers local people, and works in a bottom-up rather than a top-down modality.

Medicare

Wegbereiter der subatomaren Physikthis end, Di Paolantonio proposes critical emotional praxis as a pedagogical tool that could potentially invent new interpretive approaches and practices of relating with “others”—pedagogies that do not fossilise emotional injury but move forwards.

神圣在玷污

圍裙

Meditating on the Barricades: Concerns, Cautions, and Possibilities for Peace Education for Politicamination of the normalized pedagogical discourse in the field of peace education and its limiting apperception and perspective. Betty Reardon’s essay is written from the perspective of a practitioner-observer of peace education concerned with the effects of various fundamentalisms on current politi

知識(shí)分子

The Cold Peace,ustice and citizenship as it underlies peace education and peace studies emphasizing how issues of conflict and security for the twenty-first century are embedded within a post-national and post-liberal framework that shifts our understanding of peace, security, and risk toward a post-Cold War and p

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Insul島

The Transformative Power of Engaged Thinking for Peace Education,d education. Robert Gould suggests an expanded notion of critical thinking that includes thinking together, not just thinking alone or thinking from nowhere for everywhere wherein he states, it seems that thinking together is at the heart of cosmopolitanism, where we first respectfully welcome the o

沒(méi)有希望

Critical Pedagogy and Peace Education: Understanding Violence, Human Rights, and the Historical Proshe exposes some of the fundamental elements of hegemonic Western teleology. In “critiquing the discourse of peace as agency,” she proffers a critical review of what has taken place internationally during the past ten years that reveals how violent and bloody this decade has been despite a designati

共同確定為確

Cosmology, Context, and Peace Education: A View from War Zones,ce education that unreservedly acknowledges and honors difference. Wessells suggests contextually appropriate peace education programs are much needed yet are relatively rare in many war zones. In rural Angola, for example, people have a spiritualistic, animistic cosmology that views events in the v