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251.
AbstractNow marketed as a tropical beach destination, Okinawa's identity is also forever linked with the horrors of war. Okinawa's tumultuous past encompasses the Ryukyu Islands, which had close economic ties to China until being annexed by mainland Japan, were invaded by the US in the Second World War, were occupied until 1972 and, more recently, have become the centre of heated debates over the continued presence of US military bases. The Battle of Okinawa was one of the bloodiest of the Second World War and the inhabitants faced not only the American invasion but also the tactics of the Japanese army, who viewed the islands as expendable in order to slow invading forces from reaching mainland Japan. In the context of the seventieth anniversary of the end of the Battle of Okinawa in 2015, and beyond, it is argued here that these conflicting geopolitical disputes present significant challenges in terms of the messages presented to educational dark tourists visiting the Okinawa Peace Park and Memorials. The Peace Park Story Tellers or kataribe who are the Second World War survivors, have the critical task of mediating the message to both domestic and international tourists, some of whom are not prepared to hear anti-Japan sentiment. Through an examination of the historical and geographic background, and an analysis of the tourist experience at the Peace Park and Memorials, this paper explores the complexity of educational dark tourism where competing messages collide. 相似文献
252.
本研究借助国家统计局和妇女联合会的调查数据,对比了中国不同性别城镇劳动者在有酬劳动
时间和家务劳动时间分配上的差异特征,并利用面板数据模型验证了影响女性群体时间选择偏好的主要因素。
结果表明,在中国女性城镇劳动力者中,显著存在着“第二轮班”现象,即不仅参与有酬劳动,而且负担了很
大比重的无酬家务劳动。同时,教育、职业和收入等因素对不同性别劳动者时间分配有一定程度的影响。 相似文献
253.
Vaughn Mitchell John 《圆桌》2019,108(1):37-47
For most foreign nationals of African origin who lived in South Africa during 2008 and 2015, this period will be remembered with horror and fear. These were the years when South Africa’s growing culture of xenophobia matured into mass deadly violence. This violence has been widely reported in the press and is the subject of much scholarly engagement. The pre-migration life stories of many who take refuge in South Africa are laden with violence but such narratives are less well known and reported. The forces at home that propel migration are frequently excessively violent and traumatic. Once in South Africa, many migrants experience further violence and vulnerability in their places of refuge, as in 2008 and 2015. The violence fuelling migration and characterising refuge are thus tragic combinations of multiple forms of physical, symbolic and structural violence. In identifying repeated cycles of trauma, dehumanisation and vulnerability, this article discusses the pleas of migrants for better understanding, formal recognition and support from South African citizens and the government. Finally, the role of peace education, including healing interventions, for creating greater justice and harmony between foreign nationals and their host communities is discussed. 相似文献
254.
Huatse Gyal 《亚洲研究》2019,51(1):12-30
Tibetan pastoralists have been subject to large-scale state-led development policies over the past three decades. The provisioning of institutionalized state schooling, in particular, has all along been part and parcel of these development projects, including urbanization and resettlement initiatives. However, for a variety of reasons, the promotion of schooling in Tibetan pastoral areas has been a challenge since the first Maoist efforts in 1950s. By focusing on a case study of a Buddhist monk’s persistent effort to build a primary school in his home village in the eastern region of Tibet in 1990, and on how Tibetan villagers’ views of him and his school project have changed over time, this paper examines the nexus of relationships between schooling, and social and cultural changes in pastoral Tibet. I also aim to relate Tibetan pastoralists’ shifting values of schooling to the larger social and political context, particularly the ubiquitous Chinese xiangmu (project) economy and Tibetan pastoralists’ ever-increasing dependence on the state. This paper argues that although state schooling is highly contested, it has been one of the driving forces of social change in Tibetan pastoral areas today. 相似文献
255.
Hongyu Wang 《Journal of Peace Education》2018,15(2):216-237
This paper explores the challenges and possibilities of teaching nonviolence in teacher education. Using qualitative teacher research, this paper discusses teacher education students’ responses to the notion of nonviolence and how to create beneficial pedagogical conditions for students to learn nonviolence and its meanings for education. The data were collected from three graduate classes that, to different degrees, addressed the role of nonviolence in education. Three shifts in students’ understanding of nonviolence as a result of their learning are identified: the shift from a narrow to a broad understanding, the shift from a passive view to a proactive view, and the shift from looking outside to looking inside and engaging in emotional work. The pedagogical conditions that facilitated these shifts are also discussed, including strategies for engaging students’ inner work, creating experiential relationships with the other, and transforming classroom relational dynamics. This study also suggests the need not to approach violence and nonviolence as binary but to approach nonviolence as a daily practice to continuously unlearn violence and promote nonviolent relationships. Implications of this study for teacher education are discussed last. 相似文献
256.
Lia Pinheiro Barbosa 《The Journal of peasant studies》2017,44(1):118-143
Latin American and Brazilian rural social movements believe that significant social transformation requires the collective construction of a political project of an historical character. Education is conceived as an historical–cultural and political project to transform the peasantry into an historical subject through emancipatory educational–pedagogical praxis. The Landless Workers Movement (MST), the most emblematic peasant movement in Brazil, has played the leading role in this debate, which also includes many other peasant organizations. The MST has identified education as the key element in forging an historical–political actor out of the landless peasantry. This is articulated through the struggle for education for rural peoples, and along a theoretical–epistemic axis that revolves around the emergent concept of Educação do Campo (‘Education for and by the Countryside’). I ask how the MST conceptualizes education, and what the role is of education in strengthening peasant resistance and sharpening the dispute between political projects for the countryside. I focus on the epistemic dimensions of the concepts of education and pedagogy in the trajectory of the MST in Brazil, and I examine Educação do Campo as an educational-political project and in terms of policy conquests in the political dispute between the rival political projects for the Brazilian countryside of peasants and capital. 相似文献
257.
Education is no longer safe from attacks during times of armed conflict. In many regions of the world, armed groups intentionally target schools, teachers and students and violate the right of children to get an education. Such is the case in Pakistan, where militant violence and continued armed conflict has disrupted the education of hundreds of thousands of children, particularly girls. The present study addresses a call for a better understanding of how non-governmental organisations (NGOs) function and contribute to peace-building and development through the provision of educational services in conflict zones. Based on field research, the study finds that in spite of challenges, NGOs have been playing a vital role in providing educational services to the conflict-affected communities. Disseminating information, solutions for resuming education, improving school enrolment, psychosocial support and promoting quality education lies at the forefront of NGOs’ battle in the tribal areas of Pakistan. However, the state needs a comprehensive policy to protect education from violent attacks. 相似文献
258.
Yongwook Ryu 《The Pacific Review》2018,31(5):655-672
Why do conservative nationalists in Japan continuously seek to revise the constitution despite the past failures, and what is the likelihood of successful revision and its impact on Japan's norm of pacifism and its use of force? The article offers an analytical framework for the issue based on national pride and national security, and argues that the ‘revisionists’ seek to create a new national identity, one that infuses a greater sense of national pride among the public and enables the exercise of collective self-defense, thereby removing Japan's postwar psychological and institutional limitations on nationalism and military activities. The LDP's 2012 draft is most explicit and ambitious in this regard, with the current revision attempt under Abe having the highest chance of success since the 1950s. Successful revision would significantly expand Japan's security activities, particularly within the framework of the US–Japan Security Alliance, and entail the end of Japan's unique postwar institutionalized pacifism, although the norm of pacifism will linger on as a constitutional principle. For a smoother return to the international military scene, the Japanese government must distance itself from historical revisionism and utilize its enhanced military role to promote regional public goods rather than merely protecting its narrow national interests. 相似文献
259.
Donna Comrie 《Housing Policy Debate》2018,28(4):534-552
This research examines the federally funded HOPE VI urban revitalization program’s influence on neighborhood public school performance. A comparative case study was conducted in two HOPE VI neighborhood public schools, one that improved significantly (Philadelphia), and one that experienced a decline (Washington DC). The analysis revealed several insights into neighborhood factors that may influence school performance: the most vulnerable residents were least likely to gain reentry, mixed income housing residents often opt out of traditional public schools, and partnerships between public housing and education officials have been historically overlooked. 相似文献
260.
Nakissa Jahanbani Charmaine Willis Donnett Lee 《Journal of Political Science Education》2018,14(3):409-413
The learning curve on how to become a Teaching Assistant (TA) can be rather steep. In this paper, the authors explore three areas they wish they were advised in prior to beginning their teaching careers. The lessons are centered on balancing expectations and responsibilities in the following areas: 1) prioritizing their own work and research over teaching and vice versa, 2) the dual role of instructor and mentor, and 3) adapting prepared lesson plans when unexpected circumstances arise. The authors are three doctoral students in political science with approximately three years of teaching experience each. As such, they offer a unique perspective: each are settled into their position as TA but remember the challenges they faced while on the path to this role. 相似文献