Sustaining Peace through School and Civil Society: Mortar, Bricks and Human Agency, Journal of Peace Education, 2. Mar. South Africa has been a high- conflict society for nearly 3. The first 3. 00 years were characterised by colonial rule with all the attendant conflicts inherent in such polities where dominance over the subjects was achieved by coercive means. This was followed by a more virulent form of racial domination, called apartheid, which characterised the 5. Thus, a legacy of racial inequality is deeply embedded in the institutional structures and psyche of South African society. The principal underlying assumption of this article is that schools are an indispensable part of a consortium of societal agencies that can help bridge the divisions created by apartheid in a systematic and systemic way. The argument is that the critical elements in South Africa that are responsible, thus far, for maintaining relative stability and offer the potential for sustaining human rights, democracy, social cohesion, and therefore, peace are: a progressive constitution; Chapter 9 institutions; derivative educational legislative and policy instruments; an active civil society and human agency informed by a democratic tradition that was bred and nurtured during the anti- apartheid struggle. 2007 APS March Meeting Volume 52. at ambient pressure can occur in other compounds at high pressure. org/link/BAPS.2007.MAR.V23.7. Follow Us.These vital ingredients constitute the organic mosaic that can further advance peace and stability in the post- conflict South African society. Contains 2 notes.)Descriptors: Racial Segregation, Democracy, Conflict, Social Change, Foreign Countries, Peace, Social Systems, Civil Rights, Social Integration, Racial Discrimination. Trends in Higher Education Series Education Pays 2007 The Beneļ¬ts of Higher Education for Individuals and Society Sandy Baum and Jennifer Ma. Routledge. Available from: Taylor & Francis, Ltd. Chestnut Street Suite 8.
Philadelphia, PA 1. Tel: 8. 00- 3. 54- 1. Fax: 2. 15- 6. 25- 2. Web site: http: //www. Goals and Motives for Enrolling in an Institution of Higher Learning, Russian Education and Society, 2. Mar. This article discusses the findings of a sociological survey carried out by the Institute for Comprehensive Social Research and the Academy of Modern Humanities in November and December 2. The survey was designed to determine people's goals on enrolling in an institution of higher learning, to discern the basic motives that guide a secondary school graduate when deciding to acquire a higher education, and to rate the basic parameters of a college or university that students take into account when choosing a particular institution. The sample consisted of 5. Moscow and nearby communities in the Moscow area. The survey was conducted at the Twentieth International Exhibition "Education and Career." Most of the upper- grade students (6. Moscow, a little more than one- quarter (2. Judging from the data obtained, Russian upper- grade students place an extremely high value on a higher education. The overwhelming majority (7. About 5 percent are not prepared to take any position. This breakdown does not depend on the gender, age, family, social, and demographic characteristics, or respondents' shared values. Contains 5 tables, 1 figure and 1 note.)Descriptors: Postsecondary Education, Student Motivation, Academic Aspiration, Enrollment Influences, College Bound Students, Goal Orientation, Student Attitudes, College Choice, Foreign Countries, Grade 1. Grade 1. 1, Education Work Relationship, Occupational Aspiration. M. E. Sharpe, Inc. Business Park Drive, Armonk, NY 1. Tel: 8. 00- 5. 41- 6. Fax: 9. 14- 2. 73- 2. Web site: http: //www.
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