Does U.S. Marine Corps Recruit Training Constitute a Type of Civic Education?

In what respects can military basic training affect veterans’ civic identities? According to a 2015 report published by the National Conference on Citizenship (NCoC), military service positively affects civic health. While social scientists have also noted this possible connection, little attention has been paid to how and why this link might exist. To test the purported relationship between military training and increased civic capacities, I explored the United States Marine Corps’ (USMC) Recruit Training program. I conducted 20 semi-structured, in-depth interviews with 17 enlisted Marine veterans and Marine drill instructors (DI) to ascertain their perceptions of the pedagogical aspirations of their service’s recruit training. The study’s participants reported that Marine Corps Recruit Training does seek to inculcate skills, values, and habits that are consistent with a civic identity as discussed in the civic-engagement and civic-education literature.     

Trust Matters: Distrust in an External Evaluation of a Public Sector Program

This article draws upon autoethnographic data to explore distrust in an evaluation relationship from the perspective of an external evaluator. The study is based within a local-level evaluation of an economic regeneration program. The longitudinal nature of the study allowed for trust and the evaluation relationship to be examined with time and process present—a gap in previous evaluation studies. The exploration demonstrates various causes and symptoms of distrust within one evaluation. The article also reflects on the autoethnographic research approach adopted.     

Measuring Policy Success: Evaluating Public Sector Reform in Bhutan

There has been resurgence in evaluation of policy, reflected mostly by an increase in ex ante studies. Although there is a shift towards ex post evaluation, this has been gradual, resulting in a paucity of ex post evaluation literature. To address this gap, we apply a revisionist approach to evaluate a major public sector reform in the Bhutanese civil service. We conclude that it provides a more holistic approach for ex post evaluation policy, and also a more nuanced evaluation which moves us beyond the narrow binary view of success or failure in reform.     

Border cosmopolitanism in critical peace education

This paper intends to contribute to recent developments in the theory of critical peace education. The role of cosmopolitanism in critical peace education is examined, particularly in relation to universal moral inclusion, secularism and universalism. It is then recommended that critical peace education draw from post-universalist and dialogical approaches to cosmopolitanism. Walter Mignolo’s border cosmopolitanism is suggested as a decolonising framework for critical peace education. This would entail the theory of critical peace education orienting itself towards the aim of reconsidering cosmopolitanism from the perspective of coloniality. Connections are drawn between border cosmopolitanism and Paulo Freire’s problem-posing education. The result is a vision for critical peace education to empower participants through centring personal and lived experience in critical deconstructions of cosmopolitan discourses.     

Conflict resolution classrooms to careers: an emergent theory of change with implications for a strategy in peace education

Peace education provides for the development of knowledge, skills, and dispositions appropriate to effective peacebuilding. Therefore, the development of curriculum in degree programs which builds bridges by which students in conflict resolution/peace studies classrooms may cross over to the field of conflict transformation and peacebuilding may properly be thought of as within the sphere of peace education. This paper describes an emerging theory of change in the context of the peace education offered by a graduate and undergraduate program of conflict resolution. It is argued that employability exists at the nexus of student skills and attributes, and the demands of a labor market which a partnership between experienced practitioners and academics has a responsibility to inform and shape through outreach, education, practice, evaluation, research, and publication.     

Greek-Cypriot teachers’ perceptions of religious education and its contribution to peace: perspectives of (in)compatibility in a divided society

This paper explores the ways in which a group of primary school teachers in Cyprus interprets religious education and its contribution to peace. In particular, this phenomenological exploratory study: first, examines how teachers perceive religious education and whether this conceptualization is considered to be (in)compatible with peace in the context of a conflict-affected society; and, second, shows some of the tensions that exist in the aims of religious education between the desire to encourage mutual understanding and exposure to religious pluralism, on the one hand, and the political demands for entrenching ethnic cleavages, on the other. Although these tensions are largely contextual, they nevertheless raise two important issues that are worthwhile to consider for religious education and peace in conflict-affected societies: first, the ‘naturalization’ of religion and religious instruction, on the one hand, vs. the recognition that some models of religious instruction (i.e. confessional teaching) might actually limit the space within which teachers can make contributions to peace, on the other; and, second, the tension between the different models of religious education within a conflict-affected society and particularly which model would strategically and politically serve best the purposes of peace in the short- and long-term.     

Multiculturalism and trust in Japan: educational policies and schooling practices

Abstract

Japan's foreign population is growing, and policy-makers need to address the manifold challenges of an emerging multicultural society. Most importantly, this concerns the task to prevent societal frictions from occurring. This article puts Japan's preparedness to face the challenge of trust-building between members of different ethnic groups to test. The realm of educational policies and schooling practices will stand at the center of interest. It will be argued that the Japanese approach of an integration policy, with its strong focus on the concept of multiculturalism on a national level of policy-making, falls short of creating opportunities for trust-learning among the members of the societal majority and various minority groups. On a subnational level, however, e.g. in Kanagawa Prefecture, some best-practice examples of trust-learning across ethnic boundaries can nevertheless be identified, and may serve as starting points for future policy reforms.     

Information Campaigns and (Under)Privileged Citizens: An Experiment on the Differential Effects of a Voting Advice Application

Information campaigns are key elements of elections. Past research has established the importance of campaigns in informing and educating citizens, and ultimately strengthening participatory democracy. While the Internet has increased the possibilities to disseminate information campaigns and eased access to political information, it is still debated whether online campaigns are effective in stimulating political interest and participation among the general public. The issue is not only one of access, but also of use of information. The investigation of main effects of campaigns obscures the fact that citizens may not use information in the same way and reap the same political benefits. In this study, I examine the conditional effects of a new type of Web information campaign, Voting Advice Applications (VAAs), on the political engagement and electoral participation of citizens with varying levels of education. By investigating who benefits most from using these apps, I evaluate whether VAAs reinforce patterns of participation or mobilize new people in politics. Building on political behavior research, communication theory, and social psychology, I study the differential effects of VAAs with an innovative randomized field experiment design. The results confirm that VAAs can stimulate the political engagement of the public. However, there is no significant impact on electoral participation. In addition, the evidence shows that VAAs work differently for more or less educated citizens, and that the lower educated users benefit the most from VAAs as they become more interested in the election and more motivated to vote.     

Creating an Extrafamilial Living Environment

Abstract

As human actors, the staff members and children who inhabit a residential center do not just react to their physical and social environment. In many ways they can be said to enact or create it.     

Guidelines in Child and Youth Care Family Work

SUMMARY

There are many paths that can be taken with the families we encounter in our work. It is this richness in options that can make the child and youth care approach so powerful. However, amongst each potential path there are a number of common guideposts that serve as markers for our interactions with families. These guiding principles are described through the use of examples from a family in a program for teens who are parenting.