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Education and Development in Afghanistan
After fifteen years of military interventions since 2003, the current situation in Afghanistan is highly ambivalent and partially contradictory--especially regarding the interplay of development, peace, security, education, and economics. Despite numerous development initiatives, Afghanistan is still confronted with poor security and economic conditions. At the same time, enrollment figures in schools and universities as well as the number of academics have reached a historical peak. This volume investigates the tension between these ambivalent developments. Sociologists and political and cultural scientists along with development workers, educators, and artists from Germany and Afghanistan discuss the idea that education is primary for rebuilding a stable Afghan state and government.
Teaching Peace amidst Conflict and Postcolonialism
In a world where post-conflict and postcolonial countries struggle to heal from the past and meet new challenges, peace education is often neglected and instrumentalized for political agendas. Drawing on case studies from Afghanistan, Bolivia, Burundi, Colombia, Myanmar, Nepal, New Zealand, Northern Ireland, Sri Lanka, and Uruguay, this book shows that cultural and structural violence can, in turn, lead to direct violence. An effective program of peace education responds to these dynamics meeting our urgent problems and opening up new opportunities for peacebuilding. With this direction in mind, this book addresses the practices of peace education from around the world. The fundamental question answered here is: can peace be taught, especially where the scars of war and legacies of colonialism are entrenched in society? Peace education is foundational to a more equitable future where global citizens share a planet in justice, equity, with human security, and all the elements of sustainable, resilient peace. Foremost, it is an essential pillar for societies scarred by violence.
Education and Development in Afghanistan
After years of military interventions, the current situation in Afghanistan is highly ambivalent and partially contradictory - especially regarding the interplay of development, peace, security, education, and economy. Despite numerous initiatives, Afghanistan is still confronted with a poor security and economic condition. At the same time, enrollment numbers in schools and universities as well as the rate of academics reached a historical peak. This volume investigates the tension between these ambivalent developments. Sociologists, political and cultural scientists along with development workers, educators, and artists from Germany and Afghanistan discuss the idea that education is primary for rebuilding a stable Afghan state and government.
Cominternul educațional și deșcolarizarea digitală
Școala clasică, de care România s-a bucurat din 1864 până prin 1995, era un loc unde elevii își cultivau inteligența și discernământul intelectual și moral prin contactul cu tot ce era mai bun din tradiția intelectuală a națiunii și a umanității. Școala corectă politic tinde să fie un loc unde sunt educați și părinții, alături de elevi, în sensul tendințelor progresiste, bazate pe lepădarea de orice patrimoniu clasic și de orice repere stabile. E un loc de unde, sub pretextul educării elevilor, se iradiază ideologie radicală și în familie. Ba, după cum se vede, școala este un loc unde nu elevii, ci profesorii trebuie să învețe mereu, să se lase reeduc...
Bourdieu und die Frankfurter Schule
Das Werk von Pierre Bourdieu zählt ebenso wie das der Frankfurter Schule zu den wichtigsten gesellschaftskritischen Ansätzen. Die gegenseitige Rezeption allerdings ist von Missverständnissen und Abgrenzungskämpfen durchzogen. Die Beiträge in diesem Band versuchen dem zu begegnen, indem sie beide Positionen stärker miteinander vermitteln, als dies bisher geschehen ist. Daraus ergeben sich zugleich neue Perspektiven für eine kritische Gesellschaftstheorie der Gegenwart. Zentrale gemeinsame Bezugspunkte sind die Subjekt- bzw. Habitustheorie, die Analyse von Macht- und Herrschaftsstrukturen sowie die jeweilige Stellung zu politischem Eingreifhandeln und sozialen Bewegungen.
Inklusionsforschung zwischen Normativität und Empirie
The debate in educational science on inclusion is often accused of being normative. The question of the relationship between discipline and normativity, which is not new, thus takes on a new relevance. This conference volume brings together theoretical and methodological contributions on normativity in the scientific discourse, on the normative positioning in the research discourse on inclusion and on the normativity of practice and research.
Fountainhead of Jihad
Drawing upon a wealth of previously unresearched primary sources in many languages, the authors shed much new light on a group frequently described as the most lethal actor in the current Afghan insurgency, and shown here to have been for decades at the centre of a nexus of transnational Islamist militancy, fostering the development of jihadi organisations from Southeast Asia to East Africa. Addressing the abundant new evidence documenting the Haqqani network's pivotal role in the birth and evolution of the global jihadi movement, the book also represents a significant advance in our knowledge of the history of al-Qaeda, fundamentally altering the picture painted by the existing literature on the subject.
Decoding the New Taliban
While the 'New Taliban' looms large in the global media, little is known about how it functions as an organisation. How united is it? Are its structures relatively strong, or surprisingly brittle? Are personal relations and networking based on traditional ties of kin and ethnicity the sum total of its organisational capabilities, or are efforts underway to build more institutionalised chains of command? How united is the New Taliban, and how does it maintain whatever degree of unity it has, given the attrition it has suffered in the field? And to what extent is its leadership able to impose switches in strategy among the rank-andfile, given Afghanistan's difficult geography and poor communic...
Contemporary Apprenticeship Reforms and Reconfigurations
INAP, the International Network on Innovative Apprenticeship has steadily grown to incorporate researchers from all over the world. In 2019 it's 8th international conference hosted by Konstanz University, Germany, points to various issues linked to contemporary apprenticeship reforms and reconfigurations, which indicates the need for apprenticeships to deliver on its promise of workplace skills and for it to evolve and also to change as the world economies develop. Apprenticeship is a model of work and training, which has benefits for many different types of economies and societies. Specific areas of research are represented in Konstanz by the following topics and from different countries' perspectives: - Governance and Stakeholders - Teaching and Learning - Academisation in Apprenticeships - Diversity and Inclusiveness - Internationalisation and Transfer of VET Services - Future Work: New Employment Patterns - Future Work: Industry 4.0 - School to Work Transition and Youth Employment - Modern Fields of TVET Research and Practice
