| 000 | 03279nam a22004095i 4500 | ||
|---|---|---|---|
| 001 | 978-94-6300-010-9 | ||
| 003 | DE-He213 | ||
| 005 | 20161006171553.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 150617s2015 ne | s |||| 0|eng d | ||
| 020 |
_a9789463000109 _9978-94-6300-010-9 |
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| 024 | 7 |
_a10.1007/978-94-6300-010-9 _2doi |
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| 050 | 4 | _aL1-991 | |
| 072 | 7 |
_aJN _2bicssc |
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| 072 | 7 |
_aEDU000000 _2bisacsh |
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| 082 | 0 | 4 |
_a370 _223 |
| 245 | 1 | 4 |
_aThe Contested Role of Education in Conflict and Fragility _h[electronic resource] / _cedited by Zehavit Gross, Lynn Davies. |
| 264 | 1 |
_aRotterdam : _bSensePublishers : _bImprint: SensePublishers, _c2015. |
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| 300 |
_aVIII, 266 p. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 347 |
_atext file _bPDF _2rda |
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| 490 | 1 | _aThe World Council of Comparative Education Societies, Distinguished Contributors | |
| 520 | _a"This book brings together new thinking on education’s complex and evolving role in conflict and fragility. The changing nature of conflict, from inter- to intra-state, and with shifting geopolitical power balances, demands a reconceptualization of where education is positioned. Claims that education on its own can be an agent of conflict transformation are disputed. Deliberate attempts at peace education are not without critics and controversies. This collection aims to generate new realism from empirical and reflective accounts in a variety of countries and political contexts, as well as provide innovative methodological approaches to the study of education and conflict. The particular distinctiveness of the volume is the emphasis on ‘contested’ – it includes the debates and disagreements on the many faces of education in conflict, as well as material on teaching controversial issues in fragile contexts. Crucially, it underscores how education itself exists within highly contested projects of state, nation and region building. As well as overview comparative chapters, the collection encompasses a range of specific contexts, geographically and educationally – Algeria, Canada, El Salvador, Israel, Kenya, Mexico, Morocco, Nepal, Tunisia, UK and US, with settings that include schools, higher education and refugee camps. Focuses range from analyses of education in historical conflicts to contemporary issues such as post Arab Spring transformations. Perennial concerns about religion, colonialism, protest, integration, cohesion, emergencies, globalization and narrative are given new slants. Yet in spite of the debates, a cross-cutting consensus emerges as the crucial need for critical pedagogy and critical theory if education is to make any mark at all on conflict and fragility. ". | ||
| 650 | 0 | _aEducation. | |
| 650 | 1 | 4 | _aEducation. |
| 650 | 2 | 4 | _aEducation, general. |
| 700 | 1 |
_aGross, Zehavit. _eeditor. |
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| 700 | 1 |
_aDavies, Lynn. _eeditor. |
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| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer eBooks | |
| 830 | 0 | _aThe World Council of Comparative Education Societies, Distinguished Contributors | |
| 856 | 4 | 0 | _uhttp://dx.doi.org/10.1007/978-94-6300-010-9 |
| 912 | _aZDB-2-SHU | ||
| 999 |
_c226746 _d226746 |
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