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eastern Parisian district, this middle-class convert expressed his feelings in a rather brutal fashion: Robert [Abdullah, his adopted Muslim name]: Islam has brought me a sense of genuine life. Before that I was a living dead, and my only goal was to become rich. The more I worked, the less I could be
shaping. For Voelker, the individual must be taught to consider the social bearing of his conduct, to suppress his anti-social impulses, NEUMANN 52 and must be socially motivated (p. 1). Here, social education develops a sense of social solidarity and strengthening of social coherence. This emphasis
matter of bringing death into play in the field of sovereignty, but of distributing the living in the domain of value and utility. Its task is to take charge of life that needs a continuous regulatory and corrective mechanism.”23 As Foucault insists, the logic of biopower is dialectical, productive
other institutions in society within the context of teaching and learning? Are socialization, assimilation and passivity all we desire of our institutions? Are we so uncomfortable and wary of our “way of life” that we can’t even trust ourselves? What good is a society that won’t question itself
motivated by power. He teaches us to look inward to examine our own pre-conceived notions to “contest oppressive forms of power” to seek multiple perspectives that champion marginalized voices. JOHN DEWEY I believe that education, therefore, is a process of living and not a preparation for future
proceed from fundamentalism to extremism, radicalism, and terrorism ( Moghaddam, 2005 ). However, in daily life it is nearly impossible even for individuals—let alone for a group or a community—to be aware of whether and when they have started climbing this staircase, and which step has already been
adopted by the Expert Council of German Foundations on Integration and Migration: Integration is a measurable participation of people with and without migration experiences in the main domains of social life, such as pre-school education, school and vocational education, access to the labour market
staff had to conform to MSF ’s cultural and professional standards, alienating them from other community members (p. 366); (2) salaries for ex-patriates, whose life of displacement was considered a sacrifice for humanitarian good, were higher than for national staff; (3) despite national staff being
attitudes that would provide the basis for sustainable living (Postman, 1997; Smith & Reynolds, 1990; Laney, 1990). Summarising a substantial number of published analyses (Lautensach, 2003), the deficiencies of the current educational outcomes include a lack of the life skills required for a sustainable
Indigenous student centres provided much of the physical support a learner needs for success. These challenges are affecting students’ ability to learn and to remain motivated in these demanding times. Specifically, of Indigenous learners, 89% reported experiencing mental health strain related to the