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Nonviolence and Education: Cross-Cultural Pathways (Studies in Curriculum Theory Series)

In current global politics, which positions China as a competitor to American leadership, in-depth understandings of transnational mutual engagement are much needed for cultivating nonviolent relations. Exploring American and Chinese professors’ experiences at the intersection of the individual, society, and history, and weaving the autobiographical and the global, this book furthers understanding of their cross-cultural personal awareness and educational work at universities in both countries. While focusing on life histories, it also draws on both American and Chinese intellectual traditions such as American nonviolence activism, Taoism, and Buddhism to formulate a vision of nonviolence in curriculum studies. Centering cross-cultural education and pedagogy about, for, and through nonviolence, this volume contributes to internationalizing curriculum studies and introduces curriculum theorizing at the level of higher education. Hongyu Wang brings together stories, dialogues, and juxtapositions of cross-cultural pathways and pedagogies in a powerful case for theorizing and performing nonviolence education as visionary work in the internationalization of curriculum studies.

Nonviolence and Education: Cross-Cultural Pathways (Studies in Curriculum Theory Series)

In current global politics, which positions China as a competitor to American leadership, in-depth understandings of transnational mutual engagement are much needed for cultivating nonviolent relations. Exploring American and Chinese professors’ experiences at the intersection of the individual, society, and history, and weaving the autobiographical and the global, this book furthers understanding of their cross-cultural personal awareness and educational work at universities in both countries. While focusing on life histories, it also draws on both American and Chinese intellectual traditions such as American nonviolence activism, Taoism, and Buddhism to formulate a vision of nonviolence in curriculum studies. Centering cross-cultural education and pedagogy about, for, and through nonviolence, this volume contributes to internationalizing curriculum studies and introduces curriculum theorizing at the level of higher education. Hongyu Wang brings together stories, dialogues, and juxtapositions of cross-cultural pathways and pedagogies in a powerful case for theorizing and performing nonviolence education as visionary work in the internationalization of curriculum studies.

Nonviolence in Political Theory

Develops a coherent theory of nonviolent political action in the context of Western political theory.Nonviolent political action has played a significant role in achieving social and political change in the last century, and continues to be a vital feature of many campaigns for democracy, human rights and social justice. Mahatma Gandhi and Martin Luther King were prominent proponents of nonviolence in the twentieth century, but nonviolent political action or civil resistance has also been central to toppling communist regimes in Eastern Europe, for example, and more recently in pro-democracy popular movements in Serbia, Georgia and Ukraine.Questions about the inevitability or not of violence in human affairs are timeless and universal, but the current international situation (such as the 'war on terror' and debates about more robust forms of peacekeeping) require fresh and innovative responses to this perennial topic. This book offers a timely and thorough examination of the relevance of nonviolence to current debates about political action and political thought.

Nonviolence in Political Theory

By scrutinising the philosophical and theoretical assumptions of proponents of nonviolent political action, for example the role of the state, the rule of law and the nature of social and political power, Ian Atack establishes nonviolence as a credible theme within Western political thought.

Nonviolent Resistance: A Philosophical Introduction

We see nonviolent resistance all over today’s world, from Egypt’s Tahrir Square to New York Occupy. Although we think of the last century as one marked by wars and violent conflict, in fact it was just as much a century of nonviolence as the achievements of Mohandas Gandhi and Martin Luther King, Jr. and peaceful protests like the one that removed Ferdinand Marcos from the Philippines clearly demonstrate. But what is nonviolence? What makes a campaign a nonviolent one, and how does it work? What values does it incorporate? In this unique study, Todd May, a philosopher who has himself participated in campaigns of nonviolent resistance, offers the first extended philosophical reflection on the particular and compelling political phenomenon of nonviolence. Drawing on both historical and contemporary examples, he examines the concept and objectives of nonviolence, and considers the different dynamics of nonviolence, from moral jiu-jitsu to nonviolent coercion. May goes on to explore the values that infuse nonviolent activity, especially the respect for dignity and the presupposition of equality, before taking a close-up look at the role of nonviolence in today’s world. Students of politics, peace studies, and philosophy, political activists, and those interested in the shape of current politics will find this book an invaluable source for understanding one of the most prevalent, but least reflected upon, political approaches of our world.

Nonviolent Resistance: A Philosophical Introduction

We see nonviolent resistance all over today’s world, from Egypt’s Tahrir Square to New York Occupy. Although we think of the last century as one marked by wars and violent conflict, in fact it was just as much a century of nonviolence as the achievements of Mohandas Gandhi and Martin Luther King, Jr. and peaceful protests like the one that removed Ferdinand Marcos from the Philippines clearly demonstrate. But what is nonviolence? What makes a campaign a nonviolent one, and how does it work? What values does it incorporate? In this unique study, Todd May, a philosopher who has himself participated in campaigns of nonviolent resistance, offers the first extended philosophical reflection on the particular and compelling political phenomenon of nonviolence. Drawing on both historical and contemporary examples, he examines the concept and objectives of nonviolence, and considers the different dynamics of nonviolence, from moral jiu-jitsu to nonviolent coercion. May goes on to explore the values that infuse nonviolent activity, especially the respect for dignity and the presupposition of equality, before taking a close-up look at the role of nonviolence in today’s world. Students of politics, peace studies, and philosophy, political activists, and those interested in the shape of current politics will find this book an invaluable source for understanding one of the most prevalent, but least reflected upon, political approaches of our world.

Nonviolent Resistance as a Philosophy of Life: Gandhi’s Enduring Relevance

What do we mean by nonviolence? What can nonviolence achieve? Are there limits to nonviolence and, if so, what are they? These are the questions the Iranian political philosopher and activist Ramin Jahanbegloo tackles in his journey though the major political advocates of nonviolence during the 20th century. While nonviolent resistance has accompanied human culture from its earliest beginnings, and representations of nonviolence in Eastern religions like Jainism, Buddhism and Hinduism are ubiquitous, it is only in 20th century that it emerged as a major preoccupation of figures such as Gandhi, Martin Luther King Jr., Nelson Mandela, Mother Teresa and Václav Havel. Focusing on examples of their way of thinking in different cultural, geographic and political contexts, from the Indian Independence Movement and US Civil rights and Anti-Apartheid movement to the Velvet Revolution in Czechoslovakia and nonviolent protests in Tunisia, Iran, Serbia and Hong-Kong, Jahanbegloo explores why nonviolence remains relevant as a form of resistance against injustice and oppression around the world.With balanced readings of central players and events, this comparative study of a pivotal form of resistance written by accomplished scholar of Gandhi presents convincing reasons to commit to nonviolence, reminding us why it matters to the development of contemporary political thought.

Nonviolent Resistance as a Philosophy of Life: Gandhi’s Enduring Relevance

What do we mean by nonviolence? What can nonviolence achieve? Are there limits to nonviolence and, if so, what are they? These are the questions the Iranian political philosopher and activist Ramin Jahanbegloo tackles in his journey though the major political advocates of nonviolence during the 20th century. While nonviolent resistance has accompanied human culture from its earliest beginnings, and representations of nonviolence in Eastern religions like Jainism, Buddhism and Hinduism are ubiquitous, it is only in 20th century that it emerged as a major preoccupation of figures such as Gandhi, Martin Luther King Jr., Nelson Mandela, Mother Teresa and Václav Havel. Focusing on examples of their way of thinking in different cultural, geographic and political contexts, from the Indian Independence Movement and US Civil rights and Anti-Apartheid movement to the Velvet Revolution in Czechoslovakia and nonviolent protests in Tunisia, Iran, Serbia and Hong-Kong, Jahanbegloo explores why nonviolence remains relevant as a form of resistance against injustice and oppression around the world.With balanced readings of central players and events, this comparative study of a pivotal form of resistance written by accomplished scholar of Gandhi presents convincing reasons to commit to nonviolence, reminding us why it matters to the development of contemporary political thought.

Nora verläßt ihr Puppenheim: Autorinnen des 20. Jahrhunderts und ihr Beitrag zur ästhetischen Innovation. Dokumentation eines Symposiums am 2. und 3. Dezember 1999, Universität-GHS Siegen

Die aus Biologie und Kulturgeschichte folgende Andersartigkeit der sozialen, politischen, ökonomischen, kulturellen und intellektuellen Erfahrungswelt weiblicher Autoren lässt andere Imaginationen und andere formalästhetische Ausdrucksformen erwarten als bei ihren männlichen Kollegen. Hinzu kommt, dass die weibliche Schreibpraxis immer auch in Beziehung zu der von Männern regierten normalen", sich geschlechtsindifferent gerierenden Literaturtradition einer Gesellschaft gesehen werden muss. Diese binäre Rückbindung stellt weibliche Autoren in ein doppeltes Spannungsfeld von Anpassung und subversivem Aufbruch: Sie können tradierte Vorstellungen vom Platz der Geschlechter in der Gesellschaft akzeptieren oder dagegen rebellieren, und sie können die von männlichen Autoren etablierten Modelle literarischen Schreibens für ihre eigene Schreibpraxis affirmativ übernehmen oder subversiv dagegen anschreiben. Ästhetisch innovative weibliche Schreibpraxis experimentiert sowohl mit kollektiv geteilten Wirklichkeitskonstruktionen als auch mit literarischen Ausdrucksformen. Höhepunkte so verstandener Innovation werden u.a. repräsentiert von Ingeborg Bachmann, Antonia Byatt, Marguerite Duras, Elfriede Jelinek, Brigitte Kronauer, Irmtraud Morgner, Erika Pedretti, Nathalie Sarraute, Ginka Steinwachs, Christa Wolf, Virginia Woolf. Der Band dokumentiert ein Symposium, das auf Einladung der Herausgeberin an der Universität-Gesamthochschule Siegen stattfand.

Norbert Elias and the Sociology of Education (Social Theory and Methodology in Education Research)

This is the first book to apply the sociology of Norbert Elias to the field of sociology of education, offering fruitful lines of research developed from the application of Elias's theoretical framework. Beginning by introducing Elias' theory to those who are unfamiliar with it, Lybeck goes on to explore ways his work can be applied to areas of education research including widening participation, education and the state and the development of knowledge. Topics discussed in detail include: the relationship between social control and self-control; the difference between involvement and detachment in research; and the concept of game-models to explain unintended consequences in education policy. Lybeck also situates Elias's thought alongside other key thinkers including Bourdieu, Foucault and Abbott, whose theories have been widely applied in education research. An Eliasian or 'figurational' sociology of education points to more historical, processual and post-critical approaches to education studies. As the first book to open up Elias' work to researchers and students in education, a range of familiar topics including identity, decolonization and globalization can be seen in a new light.

Norbert Elias and the Sociology of Education (Social Theory and Methodology in Education Research)

This is the first book to apply the sociology of Norbert Elias to the field of sociology of education, offering fruitful lines of research developed from the application of Elias's theoretical framework. Beginning by introducing Elias' theory to those who are unfamiliar with it, Lybeck goes on to explore ways his work can be applied to areas of education research including widening participation, education and the state and the development of knowledge. Topics discussed in detail include: the relationship between social control and self-control; the difference between involvement and detachment in research; and the concept of game-models to explain unintended consequences in education policy. Lybeck also situates Elias's thought alongside other key thinkers including Bourdieu, Foucault and Abbott, whose theories have been widely applied in education research. An Eliasian or 'figurational' sociology of education points to more historical, processual and post-critical approaches to education studies. As the first book to open up Elias' work to researchers and students in education, a range of familiar topics including identity, decolonization and globalization can be seen in a new light.

Norbert Wiener 1894–1964 (Vita Mathematica #5)

Nordic Childhoods in the Digital Age: Insights into Contemporary Research on Communication, Learning and Education (Perspectives on Education in the Digital Age)

This book adds to the international research literature on contemporary Nordic childhoods in the context of fast evolving technologies. Bringing together researchers from Finland, Norway, Sweden, Denmark and Iceland, it addresses pressing issues around children’s communication, learning and education in the digital age. The volume sheds light on cultural values, educational policies and conceptions of children and childhood, and child-media relationships inherent in Nordic societies. Chapters investigate both formal education and everyday informal spaces as research sites. The book argues for the importance of understanding local cultures, values and communication practices that make up contemporary digital childhoods and extends current discourses on children’s screen time to bring in new insights about the nature of children’s digital engagement. This book will appeal to researchers, scholars, post graduate students and policy makers in the fields of childhood education, educational technology and communication. It will also be of interest to those studying and teaching in communication studies, learning and educational sciences at a higher level.

Nordic Childhoods in the Digital Age: Insights into Contemporary Research on Communication, Learning and Education (Perspectives on Education in the Digital Age)

This book adds to the international research literature on contemporary Nordic childhoods in the context of fast evolving technologies. Bringing together researchers from Finland, Norway, Sweden, Denmark and Iceland, it addresses pressing issues around children’s communication, learning and education in the digital age. The volume sheds light on cultural values, educational policies and conceptions of children and childhood, and child-media relationships inherent in Nordic societies. Chapters investigate both formal education and everyday informal spaces as research sites. The book argues for the importance of understanding local cultures, values and communication practices that make up contemporary digital childhoods and extends current discourses on children’s screen time to bring in new insights about the nature of children’s digital engagement. This book will appeal to researchers, scholars, post graduate students and policy makers in the fields of childhood education, educational technology and communication. It will also be of interest to those studying and teaching in communication studies, learning and educational sciences at a higher level.

The Nordic Education Model: 'A School for All' Encounters Neo-Liberal Policy (Policy Implications of Research in Education #1)

This book presents a detailed analysis of the educational model in Nordic European countries. It describes the traditional idea of education for all, which can be characterized by the right for every child to have an education of equal quality in a common school for all pupils regardless of social class, abilities, gender, or ethnicity. Against this background, The Nordic Education Model traces the rise of neo-liberal policies that have been enacted by those who believe the School for All ideology does not produce the knowledge and skills that students need to succeed in an increasingly competitive and global marketplace. It examines the conflict between these two ideas and shows how neo-liberal technologies affect the Nordic model in different ways.The authors also show how social technologies are being interpreted in different ways in actual school practices. This process of translating national regulations into internal sense builds on the values in the culture to which they are introduced. In the end, this book reveals that a Nordic model can constitute a delicate balance between traditional values, institutionalized practices, and contemporary, neo-liberal forms of governance and policies. It may be argued from a new institutional perspective that the main structures of the Nordic educational model will sustain as long as the deeply rooted Nordic culture survives in the globalised society.

The Nordic Education Model in Context: Historical Developments and Current Renegotiations (Studies in Curriculum Theory Series)

Tracing historical and cultural factors which gave rise to the Nordic Education Model, this volume explores why Northern European education policy has become an international benchmark for schooling. The text explains the historical connection between a Nordic ideal of democracy and schooling, and indicates how values of equality, welfare, justice, and individualism might be successfully integrated in national school systems and curricula around the world. The volume also highlights recent debates around the longevity of the Nordic model and explores the risks and challenges posed by international policy and assessment agendas. Exploring how Nordic education polices successfully merge social equity with academic excellence, the book combines cultural, historical, sociological and philosophical analysis with a deep exploration of curriculum and teaching. This book will be of great interest to researchers, scholars, and postgraduates working across the fields of curriculum, comparative education, cultural studies and history and philosophy of education and education policy.

The Nordic Education Model in Context: Historical Developments and Current Renegotiations (Studies in Curriculum Theory Series)

Tracing historical and cultural factors which gave rise to the Nordic Education Model, this volume explores why Northern European education policy has become an international benchmark for schooling. The text explains the historical connection between a Nordic ideal of democracy and schooling, and indicates how values of equality, welfare, justice, and individualism might be successfully integrated in national school systems and curricula around the world. The volume also highlights recent debates around the longevity of the Nordic model and explores the risks and challenges posed by international policy and assessment agendas. Exploring how Nordic education polices successfully merge social equity with academic excellence, the book combines cultural, historical, sociological and philosophical analysis with a deep exploration of curriculum and teaching. This book will be of great interest to researchers, scholars, and postgraduates working across the fields of curriculum, comparative education, cultural studies and history and philosophy of education and education policy.

The Nordic Model of Social Democracy

Social Democracy has long been prominent in Nordic politics through the dominant parties and ideological hegemony of the centre-left. This book explores the growth of social democracy and the policy dilemmas that social democrats face today. It breaks new ground by relating recent literature on social democracy in Europe to Scandinavia.

Nordic Nationalism and Right-Wing Populist Politics: Imperial Relationships and National Sentiments

Based on a constructivist approach, this book offers a comparative analysis into the causes of nationalist populist politics in each of the five Nordic independent nation states. Behind the social liberal façade of the economically successful, welfare-orientated Nordic states, right-wing populism has found support in the region. Such parties emerged first in Denmark and Norway in the 1970s, before becoming prominent in Sweden and Finland after the turn of the millennium and in Iceland in the wake of the financial crisis of 2008, when populist parties surged throughout the Nordics. The author traces these Nationalist trails of thoughts back to the National Socialistic movements of the 1920s and 1930s (the respective Nordic version Nazi parties) and before, to the birth of the Nordic nation states in the nineteenth century following the failure of integration. Since then, as the book argues, separate nationalisms have grown strong in each of the countries. This study will appeal to students and scholars as well as wider audiences interested in European Politics, Nordic Politics, Nationalism, and Populism.

Nordic Social Pedagogical Approach to Early Years (International Perspectives on Early Childhood Education and Development #15)

This book studies the major characteristics of the social pedagogical approach to early childhood education and care. It does so by investigating the distinctive elements of the Nordic approach and tradition. The cultural, educational, and ideological structures and values within the Nordic tradition indicate a strong “social pedagogical” rather than “early education” emphasis. The Nordic tradition applies a social learning approach that emphasizes play, relationships and outdoor life, and presumes that learning takes place through children’s participation in social interaction and processes. Set against this background, the book examines the characteristics of the pedagogue and the important features that develop through the Nordic approach. It compares children educated in the Nordic tradition with those educated in the French-English and Anglo-American tradition. It explores quality in relation to how children can enjoy childhood, and at the same time become able to actively participate in society and develop the social and cognitive skills and competences that individuals require to do well in society.

Nordic Superintendents: Agents in a Broken Chain (Educational Governance Research #2)

This book analyses the superintendent position and relations and shows how the well-known policy umbrella, the New Public Management (NPM), is being adapted to national contexts. School superintendents are civil servants at the heart of the governance of municipal education. Educational governance in the Nordic countries - Denmark, Finland, Norway and Sweden - is currently undergoing comprehensive restructuring and reconceptualisation at the hands of national governments influenced by transnational agencies. Our analyses of the superintendent position and relations show that the well-known policy umbrella, the New Public Management (NPM), is moving towards focusing on soft governance and social technologies as the preferred means of influences. Thus we rename it New Public Governance (NPG).

Nordrhein-Westfälische Initiativen für Chancengleichheit im Bildungswesen im Spiegel empirischer Forschung (Forschungsberichte des Landes Nordrhein-Westfalen #3217)

Es gibt nur wenige Wissenschaftler in der Bundesrepublik Deutschland, die sich mit der Frage nach dem Verhältnis von Quantität und Qualität in unserem Bildungswesen so kompetent befassen können, wie Prof. Dr. Josef Hitpaß das getan hat. Die beiden vorliegenden Arbeiten, die er kurz vor seinem plötzlichen Tod am 4. 12. 1986 abge­ schlossen hat, sind ein weiterer Beleg für diese Kompetenz. Beide Arbeiten beleuchten - kritisch-konstruktiv, wie seine Haltung stets war - auf empirischer Basis die Er­ gebnisse nordrhein-westfälischer Initiativen zu mehr Chancengerechtigkeit im Bildungswesen. Die Arbeit "Abitur- und Studierfähigkeit von Oberstufen­ schülern mit ungleicher schulischer Vorbildung" befaßt sich mit den Konsequenzen aus der 1974 in Nordrhein-Westfalen geschaffenen Möglichkeit, im Zuge der Bemühungen um eine größere Durchlässigkeit im dreigliedrigen Schulsystem sowohl Haupt- als auch Realschülern - beim Vorliegen bestimmter leistungsbezogener Voraussetzungen - den Ein­ tritt in die gymnasiale Oberstufe zu eröffnen. Der Autor schreibt: "Diese Chance muß (te) deshalb als mit einem besonderen Risiko behaftet angesehen werden, weil Haupt­ schüler und Realschüler den grundständigen Gymnasiasten gegenüber mit ungleichen Lernvoraussetzungen formaler und materialer Art in die Oberstufe übergehen". Die zwei­ stufige Untersuchung, die sich insgesamt auf den Unter­ suchungszeitraum von 1977 bis 1986 erstreckt, prüft den Erfolg dieser nordrhein-westfälischen Reformmaßnahme am Maßstab der Erfolgsquoten im Abitur, der dabei erreichten Durchschnittsnoten, des Studienwahlverhaltens und der damit verbundenen Motivationsstruktur, der Einschätzung der Funktionstüchtigkeit des Kurssystems und schließlich der Bewährung im Studium.

Norm Contestation: Insights into Non-Conformity with Armed Conflict Norms (SpringerBriefs in Political Science)

This Brief uses the theory of norm contestation as a model for understanding variation in norm-related behavior in international relations. While most typical approaches to understanding norms view norms as stable structures and actor responses to them as unquestioned, in a global political climate where departures from expected behavior may occur, a more nuanced model is needed. By using a norm contestation framework that highlights norm fluidity and actor agency, this book expands the discussion, providing insight into divergent interpretations of norm violation and compliance and the dynamic nature of norms. The first two chapters introduce the norm contestation model, explain how it contributes to the literature on norm violations, and discuss the reasons for the cases discussed. Chapters Three and Four provide detailed case studies of the mechanisms of norm contestation as they apply to the civilian immunity and non-intervention norms. Chapter Five concludes by reconnecting the norm contestation model to the case studies and describing how it can be applied to norms other than those regulating armed conflict. It also discusses policy implications and avenues for future research. As such, this book will appeal to students and researchers working broadly on issues related to international relations theory, armed conflict, security studies, humanitarianism, human rights, international law, and global governance. It will also be of interest to policy-makers and practitioners interested in influencing the normative behavior of actors in diverse arenas.

Norm Contestation, Sovereignty and: Debunking Liberal Anti-Politics (Norm Research in International Relations)

Grappling specifically with the norm of sovereignty as responsibility, the book seeks to advance a critical constructivist understanding of norm development in international society, as opposed to the conventional – or liberal – constructivist (mis)understanding that still dominates the debate. Against this backdrop, the book delves into the institutionalization of sovereignty as responsibility within the lived practice of the International Criminal Court (ICC). More to the point, the proposed exploration intends to revive questions about the power-laden nature of the normative fabric of international society, its dis-symmetries, and its outright hierarchies, in order to devise an original framework to operationalize research on how – institutional – practice impinges on norm development. To this end, the book resorts to an original creole vocabulary, which combines the contributions of post-positivist constructivist scholars with the legacy of key post-modernist thinkers such as Michel Foucault and Jacques Derrida, as well as critical approaches to International (Criminal) Law and Post-Colonial Studies. The book will appeal to scholars of international relations and international law, in addition to critical scholars more broadly, as well as to practitioners in the fields of human rights and international justice interested in normative theory and the implementation and contestation of international social norms.

The Norm Of Belief

John Gibbons presents an original account of epistemic normativity. Belief seems to come with a built-in set of standards or norms. One task is to say where these standards come from. But the more basic task is to say what those standards are. In some sense, beliefs are supposed to be true. Perhaps they're supposed to constitute knowledge. And in some sense, they really ought to be reasonable. Which, if any of these is the fundamental norm of belief? The Norm of Belief argues against the teleological or instrumentalist conception of rationality that sees being reasonable as a means to our more objective aims, either knowledge or truth. And it tries to explain both the norms of knowledge and of truth in terms of the fundamental norm, the one that tells you to be reasonable. But the importance of being reasonable is not explained in terms of what it will get you, or what you think it will get you, or what it would get you if only things were different. The requirement to be reasonable comes from the very idea of what a genuine requirement is. That is where the built-in standards governing belief come from, and that is what they are.