Social Foundations of Education

While many educators acknowledge the challenges of a curriculum shaped by test preparation, implementing meaningful new teaching strategies can be difficult. Active Learning presents an examination of innovative, interactive teaching strategies that were successful in engaging urban students who struggled with classroom learning. Drawing on rich ethnographic data, the book proposes participatory action research (PAR) as a viable approach to teaching and learning that supports the development of multiple literacies in writing, reading, research and oral communication. As Wright argues, in connecting learning to authentic purposes and real-world consequences, participatory action research can serve as a model for meaningful urban school reform.

Üç semavi dinin kutsal mekânı, Müslümanların ilk kıblesi Kudüs hakkında ne biliyoruz?
Uğrunda mücadeleler verilen ve asırlarca farklı hâkimiyetler altında kalan Kudüs tarih boyunca hep “Halilullah” şehri olarak saygı görmüştür. Mukaddes belde Kudüs, İslam Tarihi boyunca ama özellikle Osmanlı asırlarında bütün dinlerin bir arada yaşayabildiği bir barış adası olmuştur.
Bugün Filistin meselesi sürekli dünya gündeminde yüz yıldır çözüme kavuşturulamıyor. Bu kavganın sebebi bütün dinler nazarında mukaddes sayılan Kudüs’ün ve Mescid-i Aksâ’nın bu topraklar üzerinde yer almasıdır.
Elinizdeki kitap, dünyanın göz bebeği olan Kudüs’ün tarihine ve önemine ışık tutmak amacıyla kaleme alındı. Kudüs’ün tarih sahnesine çıktığı zamanlardan günümüze kadar olan serüveni ve semavi dinler için taşıdığı önemi bütüncül bir bakış açısıyla 100 soruda (başlıkta) anlatıldı. Tarihi süreklilik gözetilerek seçilen sorular cevaplanırken olay örgülerinin arka planı ve sonrasında ortaya çıkan durumlar akıcı bir dille aktarıldı. Eserde verilen soruların cevapları titiz bir çalışmanın ürünü olarak ortaya konuldu. Kitap, güvenilir kaynaklara ve arşiv belgelerine ve onlara dayalı yapılan akademik çalışmalara müracaat edilerek yazıldı.
Elinizdeki kitap, Kudüs okumaları yapacaklar için ilk başvuru kitabı; Kudüs'e seyahat edecekler için de bir tarihi rehber olarak hazırlandı.

In her review of my book, Weili Zhao sheds a new light on what it means to study like a communist, particularly by focusing on the concept of the encounter and the dao movement. In this response, I build on her insights by proposing that the binary and the planar be heterogeneously blocked together. Rather than critical pedagogy, critical education , liberal education, and postmodern education, we need to see pedagogy and politics as hanging together in a confrontational negotiation.

This study aimed at strategies for making use of safe school initiatives (SSI) for the security of Nigerian education. The paper therefore examined the concepts and types of safe school initiatives, the methods of initiative involvement, the menace of the insecurity in Nigerian educational institutions and the strategies for making use of the Safe School Initiatives to provide lasting solution to the persistent security challenges in the different Nigerian institutions. Suggestions and conclusions were made on the methods of adopting Safe School Initiatives for sustainability and national security in Nigerian Educational institutions.

The design of bored piles in Malaysia is usually based on the results of the standard
penetration test. It is important to predict the geotechnical capacity of a designed bored pile
through the multilayer soil strata. The back-analysis of a test pile is a reliable means of
obtaining the range for the ultimate skin factor (K su) and the ultimate end-bearing factor (K
bu). In this research, two case histories of maintained load tests on single bored piles (PTP-1
and 2) under full-scale static load (up to twice designed load) are examined. ..

Since the overthrow of Saddam Hussein in 2003, Iraq has been in need of a new education system that reestablishes the country to its former prominent seat as a center of learning. Due to the wars with neighboring countries as well as the Gulf War, the Hussein regime severely reduced the country’s education budget to support war efforts. Re-energizing the country’s educational system will require a clearly defined curriculum with performance standards, supported by newly defined sociocultural values that creates a framework towards building successful schools. Considering Iraq’s need to adopt a world policy model in reforming the country’s various infrastructures, the Iraq Ministry of Education must also establish a more efficient and effective accountability system.

In this article the author shares a critical reflection of his work as a teacher educator over the last five years teaching in both public and private universities in the U.S. Midwest. The author reflects on his work in a class called “Diversity in Education” over the course of two semesters as a way to trace the genealogy of a course that has emancipatory intent. The implications (tensions and contradictions) for this type of course in teacher education are discussed as are why critical pedagogical approaches and liberatory ways of thinking and knowing are fundamentally essential to and ethically necessary in teacher preparation. The author concludes by offering a pedagogy of resilience and radical hope that is fundamentally premised on the idea that intellectual work is meant to be liberationist, and the desire to connect teacher education to a larger political struggle.

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This article examines to what extent, if any, educational policy documents cite or support the inclusion of the social foundations of education (SFE) within teacher preparation when discussing how to enhance "teacher quality." A review of ten major educational policy reports over the last two years reveals an almost complete lack of attention to SFE. These reports span the political spectrum and boast a who's who of top educational scholars and policymakers. The attention that is given (when it is given at all) is perfunctory and almost always attendant to multicultural code words of "diversity" and "culture." This analysis suggests that SFE has minimal visibility, and by implication minimal voice, in contemporary educational policy deliberations. Yet, interestingly, arguments and conclusions within several reports could very easily and productively be appropriated by the SFE field. This article thus concludes by explicating the implications of the marginalization of SFE as well as the potential opening for SFE within contemporary educational policy discourses and debates. ARTICLES

Choć znamy wiele teorii wychowania i choć tak często mówimy o strategiach wychowania stosowanych w szkołach i rodzinach, nie ma wyników badań, które pokazywałyby, które z tych podejść są najbardziej cenione przez Polaków, a które są przez nich odrzucane. Zbadaliśmy blisko 7.5 tys. osób i dowiedzieliśmy się, jakie wychowanie preferują. Wyniki bardzo nas zaskoczyły, gdyż pokazały, że Polacy są wewnętrznie bardzo zróżnicowani pod względem podejść do wychowania. Zidentyfikowaliśmy grupy, które wolą tradycyjne, bliskie racjonalności kara-nagroda/bodziec-reakcja wychowanie, oraz takie, które nastawione są na indywidualizację procesu wychowania i emancypowanie wychowanków.

Youth Gangs, Racism, and Schooling examines Vietnamese American youth gang formation in Southern California, with an emphasis on the experiences of those heavily involved in the 1990s. Lam traces the genealogy of the Vietnamese American youth gang phenomenon as part of the conflict in Southeast Asia. He describes the consequences of war and migration for youth as well as their racialization as "Asian American" subjects. Grounded in the critical narratives of three gang members, Lam addresses themes of racism, violence, class struggle, style, and schooling in an era of anti-youth legislation in the state and nationally. In this dehumanizing context, Lam frames Vietnamese and Southeast Asian American gang members as post-colonial subjects, offering an alternative analysis toward humanization and decolonization.

Reviews:
"Youth Gangs, Racism, and Schooling is a pioneering book about the interplay of colonialism, racism, and the production of Vietnamese youth gangs in Southern California. Lam’s narrative is moving, rigorous, and deeply compelling. Weaving his own personal experiences with the poisonous dynamics of American imperialism, diaspora, displacement and the reconfiguration of place and agency, Lam provides a searing commentary on Vietnamese American youth gang subculture, the dynamics of racism, disruption, and poverty that now mark a notable chapter and offshoot of American domestic and foreign policy. The subculture of youth gangs is understood by Lam as a way not only to analyse a politics of disposability and state racism and violence, but also to connect the related matters of empire, immigration, geopolitics, and education. This is a brilliant book which should be required reading by everyone concerned about politics, power, and what it means to take seriously learning from historical memory in order to treat youth in general as part of the project and promise of a radical democracy."
- Henry A. Giroux, McMaster University Chair for Scholarship in the Public Interest, The Paulo Freire Distinguished Scholar in Critical Pedagogy, and Professor of English and Cultural Studies, McMaster University, Canada

"Lam is a new voice in critical education. In this rich account, Lam provides compelling analysis of Vietnamese gang formation in a framework that combines studies of political economy, racialization, and empire. Stuck between model minority and gang-banger status, Vietnamese youth seek meaning as criminalized and perpetual strangers in the US. As Lam shows, they are neither victims of their circumstances nor freely acting subjects. We peer into a world of contradictions where hope resides as a concrete possibility through Lam's retelling of their migration and social struggle."
– Zeus Leonardo, Professor and Affiliated Faculty Member of the Critical Theory Designated Emphasis, Graduate School of Education, University of California, Berkeley, USA

http://www.palgrave.com/us/book/9781137475589#otherversion=9781349581382

Tesar, M. (2015). Childhood and Borders. New York, NY: Oxford University Press. Available at http://www.oxfordbibliographies.com/obo/page/childhood-studies. DOI: 10.1093/OBO/9780199791231-0154

Childhoods and borders are contested categories and spaces. Following the tradition of childhood studies, this article utilizes a wide range of theoretical perspectives on these concerns. The subject of childhood and borders continues to be an underresearched area of study, spanning from notions of global childhoods to localized experiences, and geographical, sociological, anthropological, and philosophical perspectives on childhood and borders. In this article, borders and borderlands and acts of crossing them are argued in both a real and a metaphorical sense. Childhoods are exposed to and experience many types of borders and borderlands, including both real and imaginary experiences. This article addresses these complexities and perspectives. This article contributes to the paradigm shift in research concerning children and childhoods that allows the resurfacing and elevation of traditionally subjugated knowledges and stories. Moreover, forthcoming publications both theorize and tell the narratives of childhood crossing/living/being over/in/with borders and border spaces. This article should therefore be treated as a live commentary that will be regularly updated as new knowledge, ideas, research, and narratives emerge. Children’s voice, participation, experience, and resistance are particularly seminal in this context. This article juxtaposes such influential and seminal sources with texts that may seem more obscure, yet that are important to contextualize issues in local settings with global practices, and to present the breadth and richness of the scope of childhood studies. By exploring borders, boundaries, and borderlands, this article leads also to notions of space, place, and power, and further into constructs of foreigners and strangers, and anthropological, sociological, and philosophical perspectives on childhoods. As borders and borderlands change and evolve in a geographical sense, so do the ideas and notions around them. Borders and borderlands can therefore also be seen as metaphorical, and present a fascinating view of children’s lives and experiences of their childhoods. This article of “Childhood and Borders” thus draws on diverse disciplines to examine notions of borders, boundaries, borderlands, and crossings from actual, real, and metaphorical imagined perspectives. What unites the disciplinary diversity in this article is the focus on the child and childhoods through a childhood studies lens, and the various manifestations of it in relation to children, childhoods, and borders.

Utilizing a critical ethnographical methodology, this dissertation explores the experiences and practices of professors and administrators towards accommodating disabled students mainly in Palestine, but also taking into consideration the importance of the both political and disability contexts of the United States, primarily in light of critical disability studies, while also drawing from critical discourse analysis in regard to aspects of language, power hierarchies, and identity. Elements of teacher development theories are used in relation to transformational ways of thinking and the role of educators in combating stigma and promoting/adopting inclusive pedagogical practices towards accommodating disabled students in higher education.

My understanding of experiences and practices of Palestinian and American faculty and administrators in higher education is derived from semi-structured interviews, observations, field notes, and pictures between October 2015 and December 2015, and September and December 2017. My findings show that disability in Palestine is associated with Israeli apartheid, creating what I call “a triple matrix of maiming Palestinians.” Such a matrix begins with targeting the Palestinian body, then continues to destroy the Palestinian infrastructure, and finally maintaining dominance. It creates internal divisions and scattered efforts towards disability services and also impacts the ability of the Palestinian Authority to serve the Palestinian people.

Secondly, the complexity of stigma in Palestine includes heroic stigma, resulting from Israeli practices, which is positive, and stigma that is associated with disability from birth, which is perceived negatively. Most importantly, my findings show that Palestinian higher education institutions are a promising arena for providing an educationally inclusive environment under apartheid conditions. My study also shows that Palestinian faculty and administrators advocate for disabled students on campus and local and international non-governmental organizations (NGOs) contribute to serve disabled Palestinians, but the work of the NGOs still exhibits discrepancies.

In the U.S., unclear policies for professors on how to handle accommodations for students with disabilities and lack of training on inclusion create ableism. Stigma is still salient in the academic discourse and is connected to race and social status, generating “racialization of disability.”

Keywords: Israeli apartheid, Palestinian higher education institutions, faculty and administrators, stigma, advocacy, community, NGOs, American higher education.
 

Tesar, M. (2015). Ethics and truth in archival research. History of Education. 44(1), 101–114. doi: 10.1080/0046760X.2014.918185

The complexities of the ethics and truth in archival research are often unrecognised or invisible in educational research. This paper complicates the process of collecting data in the archives, as it problematises notions of ethics and truth in the archives. The archival research took place in the former Czechoslovakia and its turbulent political history influenced the way data were accessed and collected. The article analyses the productive power of archival institutions and their guardians, and examines the ethical dilemma of discovering sensitive information. Archival institutions hold the secrets that, once uncovered, can have powerful ramifications. It will be argued that the nature of truth in the archives is complex, and the author complicates and challenges the perception that archives are ethically neutral research spaces that do not need to consider approval from research ethics committees.

This was a text/art experiment at the International Association for the Advancement of Curriculum Studies Conference on 29 May 2015. The paper was originally meant to be a reflection on Spivak's ideas about this topic, but the text wrote itself very differently through stories, metaphors and poetry.

Through an educational reading of Édouard Glissant and Peter Sloterdijk, this article draws out and develops latent pedagogical philosophies that bear distinct relationships to colonialism and struggles against and beyond colonialism. In particular, it identifies two related educational philosophies that propel colonization and, in turn, proposes a theory of errant learning that might undergird decolonization. It focuses on Glissant's minor remarks about different conceptions of understanding in order to identify the grasping drive (and its relationship to opacity and transparency) as the educational foundation of the colonizing apparatus. After articulating the other form of understanding he offers, giving-on-and-with (which turns away from enclosures and opens into Relation), I point to a potential contradiction in this division as it relates to his overall project. By freeing grasping from the grasping drive, I reconfigure the relationship between grasping and giving-on-and-with in a way that allows for certain kinds of enclosures. This introduces the question of peda-gogical form, a question explored in Sloterdijk's sphereological investigations. Reading the colonizing phase of globalization through Sloterdijk's notion of lordly imagining-which I link with the grasping drive-the article draws out how different educational processes produce different kinds of spheres. Finally, it articulates errant learning as a pneumatic process of grasping and giving-on-and-with that values opacity over transparency to produce foam formations with attention to the history of inequality and injury through immune deprivation.

Does social foundations of education matter? What do prospective teachers gain, if anything, from taking a social foundations course? Does coursework in the social foundations of education (SFE hereafter), for example, contribute to the "outcomes" of teacher preparation? Does it impact prospective teachers' future ability to increase student learning, to enhance their achievement on teacher tests of pedagogical knowledge, or to contribute to their demonstration of professional performance? Or are the results less quantifiable, in that SFE coursework may support prospective teachers' sense of diversity or citizenship? Or do such questions themselves elide the notion of "teaching against the grain" (Cochran-Smith 1991)-that SFE is about helping students to understand, to analyze, and to critique traditional models and practices of our educational system. 1 This special theme issue examines the role of SFE within teacher preparation through a policy lens. While SFE scholars have long sustained productive dialogues within their own disciplinary boundaries, discussions across such boundaries have been few and far between. Yet in today's educational policy climate, where the very existence of traditional teacher education programs is up for debate, such silence is highly problematic. As such, if the SFE field is to be a participant in the ongoing policy discussions surrounding teacher preparation , it is imperative that clarity be brought to the questions of if, how, and why SFE matters to teacher preparation.

The authors of this commentary argue that teacher educators and future teachers need to understand politically-engaged and community-focused teaching as deeply rooted in the history of education. Teacher education should create spaces to meet what the authors call "historical mentors."

Review of Educational Foundations in Canada by Alan Edmunds, Jodi Nickel & Ken Badley. Don Mills, ON: Oxford University Press, 2015;
Case Studies in Educational Foundations: Canadian Perspectives
by Shelley Hasinoff & David Mandzuk. Don Mills, ON: Oxford University Press, 2015;
Foundations of Education: A Social, Political and Philosophical Approach
by Jason C. Robinson. Toronto, ON: Canadian Scholars’ Press, 2015

and my co-editors, I am glad to present Volume 9, Issue 1 of our journal to the general public. The journal, established in 2010, has now published 2 issues per year. It may interest you to know that the journal is now getting indexed in Directory of Open Access Journals, Academia, Research gate and also in different academic for a. All these are promising signs of greater tomorrow and greater prosperity. This giant stride is possible due to robust support of Board Members and generosity of the readers and contributors (authors and reviewers).

The history of African American education in the South and in Georgia in particular necessitates a reexamination. We are losing the voices of many members of the African American community who lived through the last years of the Progressive Era and can elucidate much of what occurred in the struggles for equal schooling in the African American communities all throughout Georgia. Immediately after Reconstruction, revived persecutions of the slavery days, combined with further inequities of the Jim Crow South, made for a tumultuous battle for education rights. This paper briefly discusses the historical fight for education and calls for a since of urgency in collecting the stories of those African Americans that lived through the Jim Crow South, the Progressive Era, and the push for Civil Rights and equal access to schooling.

Communist Study: Education for the Commons poses a series of educational questions pertinent to revolutionary movements: How can pedagogy bridge the gap between what is and what can be, while respecting the gap and its uncertainty and figurality? How can pedagogy accommodate ambiguity while remaining faithful to the communist project? In answering these questions, educational theorist Derek R. Ford develops a pedagogical constellation that radically opens up what education is and what it can mean for revolutionary struggle. To chart this constellation, Ford takes the reader on a journey that traverses disciplinary and ideological boundaries, innovatively reading theorists as diverse as Agamben, Marx, Lyotard, Butler, and Lenin. Demonstrating that learning is the educational logic that underpins capitalism and democracy, Ford articulates a theory of communist study as an alternative and oppositional logic. Poetic, performative, and provocative, this theory of study is oriented toward what Ford calls “the sublime feeling of being-in-common,” which, as he insists, is always a commonness against.


"This book clearly establishes Ford as one of the boldest and most insightful emerging political and educational theorists. Ford moves deftly and daringly between disparate thinkers and concepts, weaving together philosophy, history, and educational theory in creative, profound, and lucid ways. He identifies and answers the most pressing political question of our moment: What does it mean to study like a communist? In doing so, he develops a groundbreaking communist theory of study, a praxis that is as provocative as it is practical."
— Peter McLaren, Chapman University

"Communist Study should be required of all theorists and activists concerned with radical political transformation. With brilliance and courage, Derek R. Ford dismantles dogma old and new, pressing us to forge the commonness that can make us a political force."
— Jodi Dean, Hobart and William Smith Colleges

"Ford understands that revolutions don’t organize themselves, nor do they evolve naturally and painlessly from the social and economic system destroying the world and crushing humanity today; revolutions are not a walk in the park nor do they arrive on the wings of aspiration alone. This surprising book extends that battle based on the Marxist principle that it’s not enough to interpret the world—‘The point . . . is to change it.’ It maps the treacherous, hopeful territory between the pessimism of the head and the optimism of the heart. Communist Study is a necessary book."
— Bill Ayers, Emeritus, University of Illinois at Chicago

While education is an inherently political field and practice, and while the political struggles that radical philosophy takes up necessarily involve education, there remains much to be done at the intersection of education and radical philosophy. That so many intense political struggles today actually center educational processes and institutions makes this gap all the more pressing. Yet in order for this work to be done, we need to begin to establish common frameworks and languages in and with which to move.

Keywords in Radical Philosophy and Education takes up this crucial and urgent task. Dozens of emerging and leading activists, organizers, and scholars assemble a collective body of concepts to interrogate, provoke, and mobilize contemporary political, economic, and social struggles. This wide-ranging edited collection covers key and innovative philosophical and educational themes—from animals, sex, wind, and praxis, to studying, podcasting, debt, and students.

This field-defining work is a necessary resource for all activists and academics interested in exploring the latest conceptual contributions growing out of the intersection of social struggles and the university.

There are various Social Pedagogy traditions (HÄMÄLÄINEN, 2003, p. 4) based on the German pattern that allows the identification of a field of investigation called Compared
Social Pedagogy. From this theoretical and methodological perspective, this research aims to investigate the internationalization and consolidation process of Social Pedagogy as an area of knowledge from the Education Sciences in Spain and the more recent construction process of Social Pedagogy in Brazil. Both countries adopt Social Pedagogy as a theoretical framework for Social Education, using it as a scientific discipline, as the foundation for professional education, for research and to characterize a work field. The
studies of the Spanish author José Luiz García Garrido (1986) and of the Brazilian Lourenço Filho (1961) were chosen as they provide a better understanding and use of the comparative approach. The research adopts a qualitative approach and the triangulation of methodologies based on Uwe Flick (2009) and Fielding & Schereier (2001), which allow the use of other procedures to access the data and develop the analyses. Jurgen
Schriewer (1995) and Roger Dale (2001) provide the basis for the discussion about the internationalization processes of education in order to understand how this happens in Social Pedagogy. The Spanish context was studied taking into consideration the historical path of Social Pedagogy until its institutionalization as a scientific area as well as an area of professional education for Social Educators at higher education. A comparative methodology was used to analyze the programme of the Social Pedagogy Undergraduate Course in Social Education in 10 Spanish universities following Perez Serrano´s (2003) categorization. The Brazilian context was studied since the Popular Education tradition until the recent claim process for the regulation of Social Education as a profession and the institutionalization of technical and higher education courses for the professional training of Social Educators. The historical process identified in other countries shows that Social Pedagogy takes place in political, social and economic r0upture contexts was observed and the research demonstrates that despite the specific features of each country,
in Brazil Social Pedagogy can follow a similar path to that in Spain, facing similar difficulties and resistance. Keywords: Social Pedagogy. Social Education. Social Educator. Brazil. Spain.

This dissertation is an analysis of four semesters/cycles of practitioner and participatory action research inquiry on my use of critically compassionate intellectualism (CCI)—a framework of critical pedagogy, authentic caring, and a social-justice curriculum and purpose—to humanize an educational foundations course for pre-service teachers in a large urban, Midwestern university. A critical interpretation of social justice teacher education requires an uncompromising commitment to challenge the structural and cultural conventions that continue to marginalize certain students while privileging others. This is most likely to be accomplished by foregrounding consciousness-raising, anti-oppressive, and humane principles not only as educational aims, but, importantly, as keys to educational practice. With critical pedagogical theory and relational–cultural theory as frames, I examine how my implementation of CCI influenced my policies, practices, and pedagogy, and what this meant for students’ learning and other experiences in the course. Additionally, I explore how CCI guided my methodological choices in the original four cycles of inquiry, as well as this fifth cycle of critical qualitative analysis. Findings from the study show that students valued the respect and care they experienced through this framework and were able to envision affording their own students the same relational support, which many began enacting immediately in their accompanying field experiences. Most felt empowered to take charge of their own learning and goals, to become critically reflective practitioners, and wanted to act as advocates and change agents for their diverse students. However, certain structural and personal limitations hindered our ability to enact more physically engaged and proactive interventions that would have strengthened their CCI experience. In the final analysis, it was both in spite of and because of these imperfections that I was able to realize my own moral vision of socially just teacher preparation, where reflexivity, critical consciousness, and compassion became assets to both their learning and my own continuing growth as a teacher educator.

As we celebrate the 150th anniversary of the end of the American Civil War this year, it is clear that various forms of slavery did not end with that legal document. Even now after all this time, we still need to acknowledge our cultural indebtedness in so many ways. In particular, white rock & roll musicians owe an enormous debt to Southern African Americans because without them, America would truly be without a form of music that we could truly call our own. Indeed one of the great ironies of American history is that white singers and musicians found their own personal agency through the music of African-America while the creators of this music were still in the chains of slavery or the apartheid culture of Jim Crow South. I am writing to publicly acknowledge my personal indebtedness and appreciation for my musical forebears through whom I found voice and agency during the formative years of the late 1960’s. I write this as a collection of personal “snapshots” that I have been collecting for almost fifty years now. Some of them come from my own life, others from recorded interviews, narratives and performances of the real trailblazers of rock music who remain mostly unknown or forgotten. Of course there have been many that have already written about some of events presented in the following passages, but like fading photographs, historical images and narratives need continual renewal for each generation in order to minimize distortion and myth and to acknowledge debt and give credit where it is long overdue.

The present study discusses a specific branch of peacebuilding, one that is often marginalized and still needs to be given more attention and research. That is the field of arts-based peacebuilding approaches. The chosen case study that served as an illustration of how this work is conducted is the case of Timor-Leste and more specifically the work of a local Timorese organization called Ba Futuru (For the Future). The study contains a diverse literature that goes from psychotherapeutic concepts involving art therapy and expressive art therapy, and to the more specific literature that deals with both conventional forms of peacebuilding and arts-based peacebuilding. The development of this thesis consisted of various field observations, considering that the author worked in Timor-Leste during the summer of 2015 and assisted in the design and performance of a photography project with Timorese youth at the Non-Governmental Organization Ba Futuru. The arts-based photography project that was developed occurred in two different settings in Timor-Leste, both urban and rural areas, and the different outcomes and challenges are explicitly explored along this monograph. Visual images produced by the participants are also used as a means to demonstrate what the project aimed for. The main question that this research seeks to analyze is “what are the possibilities and limitations of arts-based peacebuilding approaches for youth in Timor-Leste?”

3
rd International Conference on Data Mining and Software Engineering (DMSE 2022)
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Authors are solicited to contribute to the conference by submitting articles that illustrate
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