Titlebook: Human Rights in Higher Education; Institutional, Class Lindsey N. Kingston Book 2018 The Editor(s) (if applicable) and The Author(s) 2018 h

Additive

Amanda M. Rosen tr?gt der Eigenlogik p?dagogischer Praxis Rechnung und würdigt die bisherigen Leistungen der Praxis im Feld. Forschung hat in diesem Fall die Aufgabe, p?dagogische Praxis zu reflektieren und zu rekonstruieren. In einer eher programmatisch-normativen Perspektive k?nnen die Selbstbeschreibungen der B

聽(tīng)覺(jué)

FLAT

長(zhǎng)處

Julie Setelevor allem die folgende Frage: Was will und kann ich eigentlich, und zu welchen Berufen passt das?.Auf Basis der Studienergebnisse werden Schlussfolgerungen gezogen und Handlungsempfehlungen formuliert..978-3-658-38590-3978-3-658-38591-0Series ISSN 2662-9895 Series E-ISSN 2662-9909

寬敞

,Introduction—Human Rights in Higher Education: Institutional, Classroom, and Community Approaches t, building community–university partnerships and providing resources for enhanced advocacy and service work. Drawing on the experiences of her colleagues at Webster University (in St. Louis, as well as its campus in Leiden, the Netherlands), Kingston writes that this edited volume offers possibiliti

modest

2946-2711 luding teaching critical criminology to aspiring police officers, facilitating community dialogue through academic conferences, and engaging in social justice work related to access to justice, domestic violenc978-3-030-08250-5978-3-319-91421-3Series ISSN 2946-2711 Series E-ISSN 2946-272X

FLACK

完成才能戰(zhàn)勝

,Introduction—Human Rights in Higher Education: Institutional, Classroom, and Community Approaches tnary review of its vast potential and inherent challenges. The central argument guiding this book is that HRE in higher education requires the intersection of three complementary approaches centering on institutions, classrooms, and communities. First, institutions must not only support curricular o

彈藥

The Ideal of a Human Rights Campusuman rights advocacy—and that university HRE ought to take place on campuses where commitment to social justice is a defining characteristic. Her calls to include HRE in undergraduate programs and throughout campus life have taken on new urgency in the wake of the 2016 U.S. presidential election, in

拾落穗

Social Justice Programs and Just Administrative Practices more just, effective, and anti-discriminatory administrative practices. While faculty members who support these programs have become adept at creating curricular and cocurricular programs to support and enhance interdisciplinary social justice for their students, relatively little attention is paid