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 aliving 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,
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
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
I believe that education, therefore, is a process of living and not a preparation
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
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
South Africa witnessed a change in the hues and contours that once defined the South African education landscape. This change was embedded in the South African Schools Act of 1996 , which aimed to transform the education system to become ‘a key allocator of life chances as an important vehicle for
severely limited what can occur in schools in the name or teaching and learning.
A bland and boring social studies has thus emerged (Hursh and Ross, 2000;
Popular culture can counter this negative trend. If we are truly interested in kids
being motivated to learn and apply this