‘I do not have the means to speak:’ educating youth for citizenship in post-conflict Liberia

Although policymakers stress the importance of education in promoting peace, little research examines the ways that schools prepare students affected by conflict to participate in the restoration of peace in their political community. Post-conflict societies experience severe challenges in strengthening political processes and social cohesion. This paper discusses citizenship education at a school run by a non-governmental organization near Monrovia, Liberia, examining the implemented curriculum in an 8th grade civics classroom. The paper details the ways that young people expressed civic critiques within the classroom, and provides a counterstory to narratives of harsh and violent educational environments in the region. This classroom was a space where students and their teacher engaged in talk about contentious issues: students discussed corruption and injustice, and highlighted the relationship between economic and political power. I argue that if the goal of education is to produce engaged, effective citizens, teachers should have pedagogic support to confront the differences between the implemented curriculum and students’ lived experiences. Peace education in such contexts must include equipping students to seek justice. Furthermore, because possibilities for civic education are embedded in students’ local and national contexts, current global civic education initiatives must be adaptive to local realities.     

Interfaith dialogue at peace museums in Kenya

This paper makes a case for further studies on the contribution of peace museums to interfaith dialogue debate. Based on our experiences as museum curators, teachers and peace researchers and a review of published materials, we argue that there is a lacuna in the study on the contribution of peace museums to the interfaith dialogue debate. The development of community peace museums in Kenya,, in predominantly Christian communities, and the use of traditional religio-cultural artefacts in peace education and peace building is a case of interfaith dialogue worth documenting. With religious conflict threatening to tear the fabric of society apart, the question of interfaith dialogue is now paramount in the search for sustainable peace and development.     

“众创时代”共青团院校创业教育的发展

在大众创业、万众创新的时代,共青团院校应该通过发挥团青引领优势、创新优势、桥梁优势、覆盖优势等,大力发展创业教育。通过培养大学生、青年、团员的创新创业能力,为社会经济繁荣和社会治理发展做出贡献。当然,共青团院校创业教育要更好地发挥其独特作用,还应该在争取党和政府制定激励共青团院校创业教育的政策、探索"全员创业教育"的新型机制、师生树立多元化创业教育的新观念、将创新创业贯穿人才培养的全过程、与青年企业及机构建立"无缝对接"以及加大创业教育的国际交流与合作等方面做出努力。     

Education of the countryside at a crossroads: rural social movements and national policy reform in Brazil

This contribution explores the strategies used by popular movements seeking to advance social reforms, and the challenges once they succeed. It analyzes how a strategic alliance between the Brazilian Landless Workers Movement (MST) and the National Confederation of Agricultural Workers (CONTAG) transformed the Ministry of Education's official approach to rural schooling. This success illustrates the critical role of international allies, political openings, framing, coalitions and state–society alliances in national policy reforms. The paper also shows that once movements succeed in advancing social reforms, bureaucratic tendencies such as internal hierarchy, rapid expansion and ‘best practices’ – in addition to the constant threat of cooptation – can prevent their implementation.     

公安院校实践教学改革若干问题思考

实践教学是公安教育的一个主要教学环节,对于提高学生的综合素质,培养学生的创新精神和实践能力有着不可替代的作用,本文就将实践教学的现状及存在的问题进行分析,并提出了相关改革措施。     

论公安心理素质教育

针对我国警察心理素质训练薄弱的现状,要在正确理解素质和心理素质的基础上,立足于警察和警察生活的特点来理解警察心理素质。公安心理素质教育的关键环节,是要切实掌握如何进行公安心理素质教育的方法和途径。实践证明,教育引导、环境磨练、自我养成和结合渗透是加强公安心理素质教育的四个关健环节。     

高校体育教学中德育教育的探讨

学校体育是学校教育的重要组成部分,对学生进行德育教育也是体育教学的重要任务。要培养适应新的市场经济体制下、新时期的合格人才,高校德育教育就显得尤为重要。体育教学为高校德育教育提供了好场所、好时机,好的活教材。也是加强高校德育教育的最直接的途径。     

新时期大学生人本化德育构建模式

人本化德育是当前德育发展的趋势,在德育过程中它强调人的主体性、人的自我价值,并从个体的自我需要出发进行道德教育,从而实现受教育者的全面发展,使之成为道德高尚的人。因此,从人本化德育的本质入手,探讨新时期大学生人体化德育的构建模式,对提高大学生的思想政治、道德素质有着积极的现实意义。     

论我国少数民族社会生产力的跨越式发展

生产力是少数民族社会发展的最终决定力量;科学技术是第一生产力,是推动少数民族社会全面进步的伟大杠杆。我国少数民族社会必须通过科技建设与技术创新、民族教育的建设与创新、管理创新、民族文化的创新和发展,实现生产力的跨越式发展,促进少数民族经济社会的全面发展。     

教育与文化传承:贵州少数民族教育存在的两个问题

忽视少数民族语言和文化是贵州少数民族教育存在的两个问题。有选择的文化传承成为现代学校教育的重要特征之一,也是阻碍少数民族文化传承的主要根源。贵州文化的多元性与现代学校教育的排他性之间的矛盾关系根源于:文化中心主义、高度集中的教育管理制度、文化商业功利性和少数民族话语权缺失。