DOAJ (DOAJ: Directory of Open Access Journals), 2022
Radicalization is a complicated phenomenon, which is caused by multiple factors, including poor h... more Radicalization is a complicated phenomenon, which is caused by multiple factors, including poor housing, low education, and unemployment, according to a study by the French Institute of International Relations (Hecker, 2018; Macaluso, 2016). France has a high number of radicalized terrorists, most of whom are homegrown, often with strong cultural ties to former French colonial countries in North Africa (IFRI, 2018). This paper aims to illustrate how social exclusion and marginalization created and perpetuated by the inequalities in the French society and education system (Bourdieu, 1971; Croizet et al, 2019; Goodman 2019; Jetten et al., 2020; Vanten, 2016), may be contributing to the radicalization of many young French citizens. This push factor could be a key precondition for radicalization in many Western societies (Ghosh et al., 2016). While critiquing the French education system, this study insists that schools can and must create a sense of connection with their students and construct resilient and inclusive communities (da Silva, 2017, Ghosh et al., 2017; OECD, 2012). Finally, some pedagogical approaches, especially care in education, are suggested for educational institutions and school agents to effectively build a sense of belonging among young students that would enhance their resilience against radicalization.
Although the phenomenon of student mobility can be traced back to over a thousand years, a remark... more Although the phenomenon of student mobility can be traced back to over a thousand years, a remarkable increase began from 1995 when the World Trade Organization released the General Agreement on Trade in Services, making higher education a tradable commodity. International mobility programs have the potential to provide the environment for global citizenship by empowering students to be resilient and become citizens of the world. Higher education institutions are clamoring to prepare students for living in highly diverse societies, and countries use the soft power of international exchanges to develop goodwill. However, the striking increase in student mobility has suddenly come to a dramatic halt in recent months globally due to the covid-19 pandemic, and the impact on international students has been most severe. In this context, this paper briefly discusses the evolution of student mobility and how it fosters global citizenship.
The emergence of religiously motivated terrorist attacks and the increasing xenophobia expressed ... more The emergence of religiously motivated terrorist attacks and the increasing xenophobia expressed in Europe concern religions in many ways. Questions related to religion also lie at the core of educational aims and practices used to create national cohesion and understanding about different types of values and worldviews. However, despite the topicality of the issue, we have little knowledge about the ways in which young adults experience religions in a secular state. In order to contribute to the discussion regarding the relationships between religion, nationality, security, and education, this study focuses on investigating how politically active young adults experience the role of religions in Finnish society. The qualitative data of this study were collected from young adults (18–30-year-olds) through an online questionnaire distributed through political youth organisations. The content analysis of the responses (altogether 250 respondents) identified five main orientations towar...
Education is a provincial responsibility in Canada, but there is a sharing of expenditure and str... more Education is a provincial responsibility in Canada, but there is a sharing of expenditure and strong support of public education, health and other welfare programs between the provinces and the federal government. Although the federal policy of multiculturalism has been aimed at making Canada a 'just' society, the implementation of this policy in education in English-speaking Canada has been far from satisfactory, and there is great variation among the provinces in educational programs. In Quebec, the federal policy of multiculturalism is ideologically opposed to the vision of French-Que´be´cois nationalism. While the federal policy of intercultural education has made some attempts to integrate immigrant populations, the focus remains on linguistic programs. In facing the dramatic changes driven by internationalization and a globalized economy, Canadians must respond-so the conclusion of the present study-to the urgent need to redefine the meaning of multiculturalism with radical educational programs. Zusammenfassung-Ö FFENTLICHE BILDUNG UND MULTIKULTURELLE POLITIK IN KANADA: DER SONDERFALL QUEBEC-Bildung fa¨llt in Kanada in den Verantwortungsbereich der Provinzen, aber die Provinzen und die Bundesregierung teilen sich die Kosten und die intensive Unterstu¨tzung der o¨ffentlichen Bildung, des Gesundheitswesens und anderer Fu¨rsorgeprogramme. Obgleich die Bundespolitik der Multikulturalita¨t sich zum Ziel gesetzt hat, Kanada zu einer 'gerechten' Gesellschaft zu machen, ist die Realisierung dieser Politik in der Bildung des englischsprachigen Teils Kanadas alles andere als befriedigend; ferner sind die Bildungsprogramme der Provinzen sehr verschieden. In Quebec sieht sich die Bundespolitik des Multikulturalismus ideologisch der Vision eines franzo¨sischsprachigen Nationalismus ausgesetzt. Wa¨hrend die Bundespolitik interkultureller Bildung einige Versuche unternommen hat, die Einwanderer zu integrieren, lag ihr Hauptaugenmerk auf die Sprachprogramme. Da sich die Kanadier mit den dramatischen Vera¨nderungen konfrontiert sehen, die durch Internationalisierung und eine globalisierte Ö konomie hervorgerufen werden, mu¨ssen sie-so die Schlussfolgerung der vorliegenden Studie-auf das dringende Bedu¨rfnis reagieren, die Bedeutung des Multikulturalismus mit Hilfe radikaler Bildungsprogramme neu zu bestimmen. Re´sume´-É DUCATION PUBLIQUE ET POLITIQUE MULTICULTURELLE AU CANADA : LE CAS SPÉ CIFIQUE DU QUÉ BEC-L'e´ducation est la respon-sabilite´des provinces au Canada, mais il y a un partage des de´penses et une forte aide de l'e´ducation publique, de la sante´et d'autres programmes d'aides sociales entre les provinces et le gouvernement fe´de´ral. Bien que la politique fe´de´rale du pluralisme culturel ait eu pour but de faire du Canada une socie´te´< juste >, l'application de cette politique a`l'e´ducation au Canada anglophone est loin d'avoir e´te´satisfaisante et il y a une grande variation entre les provinces en ce qui concerne les programmes
Ronald F. Price. MARX AND EDUCATION IN RUSSIA AND CHINA. Totowa, New Jersey: Rowman and Littlefie... more Ronald F. Price. MARX AND EDUCATION IN RUSSIA AND CHINA. Totowa, New Jersey: Rowman and Littlefield, 1977. 376 pp. $29.95.
Abstracts/Résumés Violent religious extremism is a global concern today. As governments prepare t... more Abstracts/Résumés Violent religious extremism is a global concern today. As governments prepare their counter-terrorism policies, many focus solely on reactive measures such as military action and surveillance measures – hard power – that are responsive to individuals who are already radicalized. This paper argues that education should be incorporated into such policies as a preventive measure that not only makes students resilient citizens but can also address the psychological, emotional and intellectual appeal of narratives – soft power – that terrorists purport. In doing so, states can counter soft power with the use of soft power in a concerted effort among government departments, social institutions and communities. Our paper clarifies the complexities among fundamentalism, extremism, radicalism and terrorism, and summarizes a variety of push and pull factors that trigger radicalization; it offers as well specific pedagogical recommendations for the Canadian educational system to consider. Aujourd’hui, l’extrémisme religieux violent est une préoccupation à l’échelle internationale. Alors que certains gouvernements préparent leurs politiques antiterroristes, plusieurs autres ne se concentrent que sur des mesures réactives telles que les actions militaires et les mesures de surveillance accrue – hard power – visant particulièrement les personnes qui sont déjà radicalisées. Cet article souligne que l’éducation devrait être intégrée dans ces politiques comme une mesure préventive qui ne rend pas seulement les étudiants citoyens résilients, mais qui peut aussi s’attaquer au discours attrayant sur le plan psychologique, émotionnel et intellectuel – soft power – alimentés par les terroristes. Ce faisant, les États, à travers une action concertée entre les ministères, les institutions et les communautés, peuvent contrer le soft power en utilisant le soft power. Notre article explique les différences complexes entre le fondamentalisme, l’extrémisme, le radicalisme et le terrorisme, et met l’accent sur les différents facteurs qui déclenchent la radicalization. Il propose également des recommandations pédagogiques adaptées au système éducatif canadien.
While women have made many advances, their inferior status to men continues to be a global phenom... more While women have made many advances, their inferior status to men continues to be a global phenomenon. At a time of unprecedented economic growth, India is experiencing a dramatic intensification of violence against women and the majority of girls are still not getting equal educational opportunity. In one of the most important steps for the empowerment of women, the Indian government gave constitutional status to village-level councils or Panchayati Raj institutions and reserved 33% of the seats in Panchayats for women. In addition, women were organized into Self-help Groups to mark the beginning of a major process of empowering women, although not much attention was paid to women's formal education. Our aim was to explore the impact of these measures on women's empowerment in the states of West Bengal and Mizoram. In general, we found that affirmative action does ensure that larger numbers of women enter politics but it does not ensure that the women participate in politic...
This chapter will touch on the significant role of education in developing resilient, ethical, an... more This chapter will touch on the significant role of education in developing resilient, ethical, and critical global-minded citizens who work toward sustainable peace and social cohesion in an interdependent world. It will focus on one of the many aspects that education must confront and effectively address, namely, the increasing population diversity in Western societies. It will stress the need for humanistic education (along with the essential skills for economic security), benefitting majority groups in society as much as minority students. It will briefly touch on a few Southern philosophies that can guide non-violent, whole-child, and inclusive education which focus on resilience and social cohesion. The chapter reflects the evolution of my critical understanding of education and diversity for social cohesion over the years, based on Canada’s federal policy and Act on Multiculturalism which is recognized in its Constitution. Recently, I have been involved in the broader issue of education’s responsibility in developing resilient citizens in the area of education and security.
The International Education Journal: Comparative Perspectives, 2020
The concept of Southern Theory is a response to Northern sociological theory, which is considered... more The concept of Southern Theory is a response to Northern sociological theory, which is considered to be incomplete because it does not consider global dynamics, which would include the life-experiences of people of the South and the impact of socio-cultural changes brought about by colonialism and globalization. Raewyn Connell introduced the term Southern Theory to emphasize the intellectual power and political relevance of social thought emanating from formerly colonized countries. The term Southern Theory can be confusing, overarching theories that incorporate new ideas that would represent the experiences of unequal development are imperative in a globalized world. The ideas of non-violence and moral togetherness that Gandhi represented are discussed in this paper along with his education experiments and theories. Being radical, his educational ideas were not accepted in India after independence because the country needed to “catch-up” with the development of industrialized count...
is more important, if there can be any comparison, for the women of a nation to be educated-than ... more is more important, if there can be any comparison, for the women of a nation to be educated-than its men. One of the truest measures of a nation's advancement is the state of its women ... "
Joseph DiBona. ONE TEACHER ONE SCHOOL. New Delhi: Biblia Impex Priv. Ltd., 1983. 306 pp. Rs 150/-... more Joseph DiBona. ONE TEACHER ONE SCHOOL. New Delhi: Biblia Impex Priv. Ltd., 1983. 306 pp. Rs 150/-. Dharampal. THE BEAUTIFUL TREE: INDIGENOUS INDIAN EDUCATION IN THE EIGHTEENTH CENTURY. New Delhi: Biblia Impex Priv. Ltd., 1983. 436 pp. Rs 250/-.
This engaging exploration of the relationships between children, parents, and children's consumer... more This engaging exploration of the relationships between children, parents, and children's consumer products will appeal to anyone interested in children's socialization in the United States, as well as parenting practices, race, class, and/or consumer culture. Pugh uses her ethnographic research with African American and white families of different economic statuses in the Oakland, California area to illuminate the meanings parents and children of different races and classes bring to their practices of consumption.
Re-bordering is an aspect of globalization. Borders have become impervious to national, political... more Re-bordering is an aspect of globalization. Borders have become impervious to national, political and even cultural boundaries. All regions of the world are permeable to political, economic, cultural, social, environmental and epidemic factors. People’s identities and identifications are no longer seen as being stable and fixed, but rather- they are constantly in a state of flux. Canada is a country of immigrants and the last census (2006) put the number of visible minority people at 16.20% of a population of nearly 34 million people (Statistics Canada, 2007). Canada is known as a country with a broad immigration policy and one of the top destinations for immigrants. Canada is also seen as a leader in refugee protection and ranks first among the G8 major industrialized countries in the number of refugee status claimants per capita of its population. In 2001, the Immigration Act of 1976 was replaced by the Immigration and Refugee Protection Act (IRPA) (Bill-11), at which point Canada...
All rights reserved. No part of this book may be reproduced in any form or by any electronic or m... more All rights reserved. No part of this book may be reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems, without written permission from the publisher, except by a reviewer who may quote passages in a review.
DOAJ (DOAJ: Directory of Open Access Journals), 2022
Radicalization is a complicated phenomenon, which is caused by multiple factors, including poor h... more Radicalization is a complicated phenomenon, which is caused by multiple factors, including poor housing, low education, and unemployment, according to a study by the French Institute of International Relations (Hecker, 2018; Macaluso, 2016). France has a high number of radicalized terrorists, most of whom are homegrown, often with strong cultural ties to former French colonial countries in North Africa (IFRI, 2018). This paper aims to illustrate how social exclusion and marginalization created and perpetuated by the inequalities in the French society and education system (Bourdieu, 1971; Croizet et al, 2019; Goodman 2019; Jetten et al., 2020; Vanten, 2016), may be contributing to the radicalization of many young French citizens. This push factor could be a key precondition for radicalization in many Western societies (Ghosh et al., 2016). While critiquing the French education system, this study insists that schools can and must create a sense of connection with their students and construct resilient and inclusive communities (da Silva, 2017, Ghosh et al., 2017; OECD, 2012). Finally, some pedagogical approaches, especially care in education, are suggested for educational institutions and school agents to effectively build a sense of belonging among young students that would enhance their resilience against radicalization.
Although the phenomenon of student mobility can be traced back to over a thousand years, a remark... more Although the phenomenon of student mobility can be traced back to over a thousand years, a remarkable increase began from 1995 when the World Trade Organization released the General Agreement on Trade in Services, making higher education a tradable commodity. International mobility programs have the potential to provide the environment for global citizenship by empowering students to be resilient and become citizens of the world. Higher education institutions are clamoring to prepare students for living in highly diverse societies, and countries use the soft power of international exchanges to develop goodwill. However, the striking increase in student mobility has suddenly come to a dramatic halt in recent months globally due to the covid-19 pandemic, and the impact on international students has been most severe. In this context, this paper briefly discusses the evolution of student mobility and how it fosters global citizenship.
The emergence of religiously motivated terrorist attacks and the increasing xenophobia expressed ... more The emergence of religiously motivated terrorist attacks and the increasing xenophobia expressed in Europe concern religions in many ways. Questions related to religion also lie at the core of educational aims and practices used to create national cohesion and understanding about different types of values and worldviews. However, despite the topicality of the issue, we have little knowledge about the ways in which young adults experience religions in a secular state. In order to contribute to the discussion regarding the relationships between religion, nationality, security, and education, this study focuses on investigating how politically active young adults experience the role of religions in Finnish society. The qualitative data of this study were collected from young adults (18–30-year-olds) through an online questionnaire distributed through political youth organisations. The content analysis of the responses (altogether 250 respondents) identified five main orientations towar...
Education is a provincial responsibility in Canada, but there is a sharing of expenditure and str... more Education is a provincial responsibility in Canada, but there is a sharing of expenditure and strong support of public education, health and other welfare programs between the provinces and the federal government. Although the federal policy of multiculturalism has been aimed at making Canada a 'just' society, the implementation of this policy in education in English-speaking Canada has been far from satisfactory, and there is great variation among the provinces in educational programs. In Quebec, the federal policy of multiculturalism is ideologically opposed to the vision of French-Que´be´cois nationalism. While the federal policy of intercultural education has made some attempts to integrate immigrant populations, the focus remains on linguistic programs. In facing the dramatic changes driven by internationalization and a globalized economy, Canadians must respond-so the conclusion of the present study-to the urgent need to redefine the meaning of multiculturalism with radical educational programs. Zusammenfassung-Ö FFENTLICHE BILDUNG UND MULTIKULTURELLE POLITIK IN KANADA: DER SONDERFALL QUEBEC-Bildung fa¨llt in Kanada in den Verantwortungsbereich der Provinzen, aber die Provinzen und die Bundesregierung teilen sich die Kosten und die intensive Unterstu¨tzung der o¨ffentlichen Bildung, des Gesundheitswesens und anderer Fu¨rsorgeprogramme. Obgleich die Bundespolitik der Multikulturalita¨t sich zum Ziel gesetzt hat, Kanada zu einer 'gerechten' Gesellschaft zu machen, ist die Realisierung dieser Politik in der Bildung des englischsprachigen Teils Kanadas alles andere als befriedigend; ferner sind die Bildungsprogramme der Provinzen sehr verschieden. In Quebec sieht sich die Bundespolitik des Multikulturalismus ideologisch der Vision eines franzo¨sischsprachigen Nationalismus ausgesetzt. Wa¨hrend die Bundespolitik interkultureller Bildung einige Versuche unternommen hat, die Einwanderer zu integrieren, lag ihr Hauptaugenmerk auf die Sprachprogramme. Da sich die Kanadier mit den dramatischen Vera¨nderungen konfrontiert sehen, die durch Internationalisierung und eine globalisierte Ö konomie hervorgerufen werden, mu¨ssen sie-so die Schlussfolgerung der vorliegenden Studie-auf das dringende Bedu¨rfnis reagieren, die Bedeutung des Multikulturalismus mit Hilfe radikaler Bildungsprogramme neu zu bestimmen. Re´sume´-É DUCATION PUBLIQUE ET POLITIQUE MULTICULTURELLE AU CANADA : LE CAS SPÉ CIFIQUE DU QUÉ BEC-L'e´ducation est la respon-sabilite´des provinces au Canada, mais il y a un partage des de´penses et une forte aide de l'e´ducation publique, de la sante´et d'autres programmes d'aides sociales entre les provinces et le gouvernement fe´de´ral. Bien que la politique fe´de´rale du pluralisme culturel ait eu pour but de faire du Canada une socie´te´< juste >, l'application de cette politique a`l'e´ducation au Canada anglophone est loin d'avoir e´te´satisfaisante et il y a une grande variation entre les provinces en ce qui concerne les programmes
Ronald F. Price. MARX AND EDUCATION IN RUSSIA AND CHINA. Totowa, New Jersey: Rowman and Littlefie... more Ronald F. Price. MARX AND EDUCATION IN RUSSIA AND CHINA. Totowa, New Jersey: Rowman and Littlefield, 1977. 376 pp. $29.95.
Abstracts/Résumés Violent religious extremism is a global concern today. As governments prepare t... more Abstracts/Résumés Violent religious extremism is a global concern today. As governments prepare their counter-terrorism policies, many focus solely on reactive measures such as military action and surveillance measures – hard power – that are responsive to individuals who are already radicalized. This paper argues that education should be incorporated into such policies as a preventive measure that not only makes students resilient citizens but can also address the psychological, emotional and intellectual appeal of narratives – soft power – that terrorists purport. In doing so, states can counter soft power with the use of soft power in a concerted effort among government departments, social institutions and communities. Our paper clarifies the complexities among fundamentalism, extremism, radicalism and terrorism, and summarizes a variety of push and pull factors that trigger radicalization; it offers as well specific pedagogical recommendations for the Canadian educational system to consider. Aujourd’hui, l’extrémisme religieux violent est une préoccupation à l’échelle internationale. Alors que certains gouvernements préparent leurs politiques antiterroristes, plusieurs autres ne se concentrent que sur des mesures réactives telles que les actions militaires et les mesures de surveillance accrue – hard power – visant particulièrement les personnes qui sont déjà radicalisées. Cet article souligne que l’éducation devrait être intégrée dans ces politiques comme une mesure préventive qui ne rend pas seulement les étudiants citoyens résilients, mais qui peut aussi s’attaquer au discours attrayant sur le plan psychologique, émotionnel et intellectuel – soft power – alimentés par les terroristes. Ce faisant, les États, à travers une action concertée entre les ministères, les institutions et les communautés, peuvent contrer le soft power en utilisant le soft power. Notre article explique les différences complexes entre le fondamentalisme, l’extrémisme, le radicalisme et le terrorisme, et met l’accent sur les différents facteurs qui déclenchent la radicalization. Il propose également des recommandations pédagogiques adaptées au système éducatif canadien.
While women have made many advances, their inferior status to men continues to be a global phenom... more While women have made many advances, their inferior status to men continues to be a global phenomenon. At a time of unprecedented economic growth, India is experiencing a dramatic intensification of violence against women and the majority of girls are still not getting equal educational opportunity. In one of the most important steps for the empowerment of women, the Indian government gave constitutional status to village-level councils or Panchayati Raj institutions and reserved 33% of the seats in Panchayats for women. In addition, women were organized into Self-help Groups to mark the beginning of a major process of empowering women, although not much attention was paid to women's formal education. Our aim was to explore the impact of these measures on women's empowerment in the states of West Bengal and Mizoram. In general, we found that affirmative action does ensure that larger numbers of women enter politics but it does not ensure that the women participate in politic...
This chapter will touch on the significant role of education in developing resilient, ethical, an... more This chapter will touch on the significant role of education in developing resilient, ethical, and critical global-minded citizens who work toward sustainable peace and social cohesion in an interdependent world. It will focus on one of the many aspects that education must confront and effectively address, namely, the increasing population diversity in Western societies. It will stress the need for humanistic education (along with the essential skills for economic security), benefitting majority groups in society as much as minority students. It will briefly touch on a few Southern philosophies that can guide non-violent, whole-child, and inclusive education which focus on resilience and social cohesion. The chapter reflects the evolution of my critical understanding of education and diversity for social cohesion over the years, based on Canada’s federal policy and Act on Multiculturalism which is recognized in its Constitution. Recently, I have been involved in the broader issue of education’s responsibility in developing resilient citizens in the area of education and security.
The International Education Journal: Comparative Perspectives, 2020
The concept of Southern Theory is a response to Northern sociological theory, which is considered... more The concept of Southern Theory is a response to Northern sociological theory, which is considered to be incomplete because it does not consider global dynamics, which would include the life-experiences of people of the South and the impact of socio-cultural changes brought about by colonialism and globalization. Raewyn Connell introduced the term Southern Theory to emphasize the intellectual power and political relevance of social thought emanating from formerly colonized countries. The term Southern Theory can be confusing, overarching theories that incorporate new ideas that would represent the experiences of unequal development are imperative in a globalized world. The ideas of non-violence and moral togetherness that Gandhi represented are discussed in this paper along with his education experiments and theories. Being radical, his educational ideas were not accepted in India after independence because the country needed to “catch-up” with the development of industrialized count...
is more important, if there can be any comparison, for the women of a nation to be educated-than ... more is more important, if there can be any comparison, for the women of a nation to be educated-than its men. One of the truest measures of a nation's advancement is the state of its women ... "
Joseph DiBona. ONE TEACHER ONE SCHOOL. New Delhi: Biblia Impex Priv. Ltd., 1983. 306 pp. Rs 150/-... more Joseph DiBona. ONE TEACHER ONE SCHOOL. New Delhi: Biblia Impex Priv. Ltd., 1983. 306 pp. Rs 150/-. Dharampal. THE BEAUTIFUL TREE: INDIGENOUS INDIAN EDUCATION IN THE EIGHTEENTH CENTURY. New Delhi: Biblia Impex Priv. Ltd., 1983. 436 pp. Rs 250/-.
This engaging exploration of the relationships between children, parents, and children's consumer... more This engaging exploration of the relationships between children, parents, and children's consumer products will appeal to anyone interested in children's socialization in the United States, as well as parenting practices, race, class, and/or consumer culture. Pugh uses her ethnographic research with African American and white families of different economic statuses in the Oakland, California area to illuminate the meanings parents and children of different races and classes bring to their practices of consumption.
Re-bordering is an aspect of globalization. Borders have become impervious to national, political... more Re-bordering is an aspect of globalization. Borders have become impervious to national, political and even cultural boundaries. All regions of the world are permeable to political, economic, cultural, social, environmental and epidemic factors. People’s identities and identifications are no longer seen as being stable and fixed, but rather- they are constantly in a state of flux. Canada is a country of immigrants and the last census (2006) put the number of visible minority people at 16.20% of a population of nearly 34 million people (Statistics Canada, 2007). Canada is known as a country with a broad immigration policy and one of the top destinations for immigrants. Canada is also seen as a leader in refugee protection and ranks first among the G8 major industrialized countries in the number of refugee status claimants per capita of its population. In 2001, the Immigration Act of 1976 was replaced by the Immigration and Refugee Protection Act (IRPA) (Bill-11), at which point Canada...
All rights reserved. No part of this book may be reproduced in any form or by any electronic or m... more All rights reserved. No part of this book may be reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems, without written permission from the publisher, except by a reviewer who may quote passages in a review.
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