Teaching Diversity in the Utah Bubble

2020 ◽  
pp. 165-184
Author(s):  
Brianne N. Kramer
Keyword(s):  
Social Justice ◽  
Life Experiences ◽  
Social Justice Education ◽  
The State ◽  
Foundations Of Education ◽  
Experience Teaching ◽  
Long Course ◽  
Definition Of ◽  
Social Justice Educator ◽  
The Way

This chapter focuses on one teacher educator's experience teaching an undergraduate Social Foundations of Education course in Utah. The author chronicles life experiences that led her to be a social justice educator and how she structures her course to fit her definition of social justice education. She defines the ‘Utah Bubble' phenomenon seen within the state and the effect it has on pre-service teachers' knowledge of diversity and privilege. A discussion about the course curriculum showcases the way aspects of social justice education have been carefully constructed to examine identity, socialization, and privilege. Attention is paid to new understandings students created during the semester-long course and forms of resistance students exhibited during a study conducted by the author.

scholarly journals Trauma and Sacrifice in Divided Communities: The Sacralisation of the Victims of Terrorism in Spain

Religions ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 104
Author(s):  
Eliana Alemán ◽  
José Pérez-Agote
Keyword(s):  
Human Life ◽  
Traumatic Events ◽  
The State ◽  
A Posteriori ◽  
Institutional Discourse ◽  
Divided Societies ◽  
The Us ◽  
Definition Of ◽  
Public Demonstrations ◽  
The Way

This work aims to show that the sacrificial status of the victims of acts of terrorism, such as the 2004 Madrid train bombings (“11-M”) and ETA (Basque Homeland and Liberty) attacks in Spain, is determined by how it is interpreted by the communities affected and the manner in which it is ritually elaborated a posteriori by society and institutionalised by the state. We also explore the way in which the sacralisation of the victim is used in socially and politically divided societies to establish the limits of the pure and the impure in defining the “Us”, which is a subject of dispute. To demonstrate this, we first describe two traumatic events of particular social and political significance (the case of Miguel Ángel Blanco and the 2004 Madrid train bombings). Secondly, we analyse different manifestations of the institutional discourse regarding victims in Spain, examining their representation in legislation, in public demonstrations by associations of victims of terrorism and in commemorative “performances” staged in Spain. We conclude that in societies such as Spain’s, where there exists a polarisation of the definition of the “Us”, the success of cultural and institutional performances oriented towards reparation of the terrorist trauma is precarious. Consequently, the validity of the post-sacrificial narrative centring on the sacred value of human life is ephemeral and thus fails to displace sacrificial narratives in which particularist definitions of the sacred Us predominate.

scholarly journals Danska ríkisráðið og íslensk stjórnmál 1874–1915

2018 ◽  
Vol 14 (2) ◽  
pp. 45-68
Author(s):  
Birgir Hermannsson
Keyword(s):  
Political Discourse ◽  
The State ◽  
The Political ◽  
State Council ◽  
Self Rule ◽  
Definition Of ◽  
The Way

The main purpose of this article is to trace the debate in Iceland about the inclusion of the minister of Iceland in the Danish state council from 1874 to 1915. This debate concerned the interpretation of the Danish Positional Law and whether the Danish Constitution was in some regards also enforceable in Iceland. The state council was included in the Icelandic constitution in 1903 and proposed changes hotly debated until 1915. To understand this debate the political discourse on the state council is analyzed and its role in the wider struggle for independence. The Icelandic opposition to the state council was based on the definition of specific Icelandic issues apart from Danish ones in the Positional law and the proposition that the state council was a Danish institution defined by the Danish constitution. It was therefore against Icelandic self-rule to discuss and decide on specific Icelandic issues in a Danish institution. During the independence struggle Icelanders had to decide whether the state council clause was a matter of principle and should therefore stand in the way of agreement with Denmark or whether a more pragmatic view should be taken. The disagreement was therefore not only between Iceland and Denmark but also a source of conflict and disagreement within Iceland.

scholarly journals Karl Barth’s definition of church in politics and culture: Growth points for the church in South Africa

2007 ◽  
Vol 63 (4) ◽  
Author(s):  
Wessel Bentley
Keyword(s):  
Church And State ◽  
The State ◽  
Karl Barth ◽  
The Social ◽  
Religious Question ◽  
Relationship History ◽  
Culture Growth ◽  
Definition Of ◽  
The Church ◽  
The Way

The article describes briefly Karl Barth’s views on church, its role in politics and how it relates to culture. This is done by identifying the way in which the church participates in the social realm through its relationship with the State. The historic religious question asks whether there is a natural mutual-determining relationship between church and State. The church may ask whether faith and politics should mix, while a secular state may question the authority which the church claims to speak from. To a large extent culture determ-ines the bias in this relationship. History has shown that church-State dynamics is not an either/or relationship, whereby either the authority of the church or the authority of the State should function as the ruling norm. Karl Barth describes the dynamics of this relationship very well, within the context of culture, in the way his faith engages with the political status quo. Once the relationship is better understood, Barth’s definition of the church will prove to be more effective in its evangelical voice, speaking to those who guide its citizens through political power. “Fürchtet Gott, ehret den König!” (1 Pt 2:17)

scholarly journals Definitions and Legal Aspects of the Term “War” and the Related Terms

2019 ◽  
Vol 28 (4 ENGLISH ONLINE VERSION) ◽  
pp. 39-50
Author(s):  
Malwina Ewa Kołodziejczak
Keyword(s):  
International Law ◽  
Legal Aspects ◽  
The State ◽  
The Republic ◽  
Definition Of ◽  
Legal Consequences ◽  
The Way

Normative acts applicable in the Republic of Poland do not lack a multitude of formulations of terms such as: war, state of war or time of war. The lack of legally binding definitions and the inconsistency of the use of identical definitions lead to different, often contradictory interpretations of particular situations, which may have different legal consequences. Only a precise and detailed definition of these concepts, preferably by incorporating them into national or international law, would dispel many doubts and close the way to sometimes contradictory interpretations, which is particularly important for security and defence concepts and issues. Therefore, in this paper the author will present definitions and regulations resulting from Polish legal acts, relating to war, war time and the state of war.

Critical Service-Learning

2020 ◽  
pp. 105-116
Author(s):  
Shirley Mthethwa-Sommers
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Practical Knowledge ◽  
Social Justice Education ◽  
Community Schools ◽  
Theoretical Frameworks ◽  
Predominately White ◽  
Foundations Of Education ◽  
Predominately White Institution ◽  
White Institution

Colleges and universities in the U.S. engage in service-learning in order to cultivate dispositions of empathy and civic engagement. This chapter draws from a Foundations of Education course in a historically and predominately White institution participating in service-learning in predominately Black and Latinx high schools. The purpose of the course was to teach about the legacy of state sponsored oppression, social justice education, and advocacy. The course provided theoretical frameworks to the practical knowledge and skills that students garnered from engagement in community schools. Data collected for research purposes were quantitative and qualitative. The results of the study show that service-learning can be a vehicle toward social justice education particularly in exposing oppressive structures and practices in urban schools.

Is Complicity in Oppression a Privilege? Toward Social Justice Education as Mutual Aid

2021 ◽  
Vol 91 (3) ◽  
pp. 341-361
Author(s):  
NICOLAS TANCHUK ◽  
TOMAS ROCHA ◽  
MARC KRUSE
Keyword(s):  
Social Justice ◽  
Social Justice Education ◽  
Mutual Aid ◽  
Black Feminist ◽  
Social Justice Educators ◽  
Indigenous Thought ◽  
The Way

The concept of privilege is widely used in social justice education to denote unearned advantages accrued by members of dominant groups through the oppression of subordinate groups. In this conceptual essay, Nicolas Tanchuk, Tomas Rocha, and Marc Kruse argue that an atomistic conception of advantage implicit in the discourse of privilege supports persistent inequity between groups contrary to the intentions of social justice educators. To solve this “problem of privilege,” the authors draw on themes in Black feminist and Indigenous thought to advance a reframing of the way educators teach advantage that is based in foundational relational responsibilities. This new frame, social justice education as mutual aid, retains the power to describe oppressive relations between groups while portraying oppression as disadvantageous to all.

scholarly journals Iqbal's Culute-friendly Economic Vision

2002 ◽  
Vol 41 (4II) ◽  
pp. 937-966
Author(s):  
Rafique Ahmad
Keyword(s):  
Social Justice ◽  
Role Models ◽  
The State ◽  
National Character ◽  
Social Structures ◽  
Following Instructions ◽  
Welfare Society ◽  
Multidimensional Process ◽  
The Way

(1) Pakistan is lucky in having internationally recognised political and philosophical role models in the shape of Quaid-i-Azam and Allama Muhammad Iqbal. (2) Both of them were Founders of Pakistan and had their own vision of the way Pakistan’s society and economy was to be shaped—a society based on true Islamic concept of equality of manhood and social justice. (3) Pakistan, inspite of making many infrastructural advances, has not developed a truly modern, democratic, welfare society. This goal can be achieved more effectingly if we follow the footsteps of both Quaid-i- Azam and Allama Muhammad Iqbal because both of them lived among public, understood the shortcomings and potentials of their community, and were familiar with the multidimensional process involving major changes in social structures, popular ideas, and national character and institutions as well as historical and cultural psyche: of Pakistan nation. (4) Note the following instructions which Quaid-i-Azam gave to the State Bank of Pakistan on 1st July 1948:

Eternal Graffiti

2020 ◽  
pp. 245-275
Author(s):  
Kate R. Johnson
Keyword(s):  
Social Justice ◽  
Qualitative Methods ◽  
Mathematics Teachers ◽  
Social Justice Education ◽  
Social Awareness ◽  
Poetic Inquiry ◽  
Poetic Narrative ◽  
Prospective Mathematics Teachers ◽  
Definition Of

This chapter will rely on both poetry and prose to communicate the ideas the author teaches prospective mathematics teachers about social justice and develop their social awareness. She uses qualitative methods developed from performative autoethnography, poetic inquiry, and poetic-narrative autoethnography to accomplish three goals: 1) describe her definition of social justice education, 2) articulate the experiences that led her to use poetry in class, and 3) expand on the ways she uses poetry with prospective mathematics teachers. Further, she explores how different kinds of silence are a necessary component to developing social awareness and how poetry can foster these productive silences and allow students to break through unproductive silences.

Turkish Constitutionalism in Millî Mücadele

2021 ◽  
Vol 18 (2) ◽  
pp. 320-334
Author(s):  
Francesco Petrucciano
Keyword(s):  
Legal System ◽  
State Building ◽  
Public Law ◽  
The State ◽  
Transitional Period ◽  
Imperial Authority ◽  
Building Process ◽  
Turkish State ◽  
Definition Of ◽  
The Way

Abstract The Teşkilât-ı Esasiye Kānūnu of 1921 is an interesting snapshot of the state-building process of the Turkish State during the Millî Mücadele. In this transitional period, the Ankara Meclis puts in the Chart all the expectations for the new State, drawing a system strongly based on Parliamentarism. While denying the Imperial authority, it voluntarily defers the definition of the form of the State, paving the way to a new idea of sovereignty. The fundamental Chart constitutes the instrument the Meclis uses to inject new fundamental concepts in the Turkish legal system, while overcoming the concept of osmanlıcılık. A courageous attempt to introduce in Turkey some of the most advanced ideas of public law at that time, it represents the evolution and the end of the second Constitutional Era. This work aims to demonstrate how this Chart and the following reforms represent the base of much of what Turkey was for almost a century.

How Does Law Prescribe Circulation of Children? Understanding Different Kinds of Movement Within the Adoption Law in India

2021 ◽  
pp. 0192513X2110300
Author(s):  
Chandan Bose
Keyword(s):  
Juvenile Justice ◽  
The State ◽  
Adoptive Family ◽  
Biological Family ◽  
Definition Of ◽  
The Way

This article looks at how adoption law prescribes correct contexts for the legitimate movement of children. It is specifically an analysis of the Adoption Regulation of India, 2017, and the Juvenile Justice Act 2015, and the way in which they warrant three kinds of movement of children through adoption: ‘abandonment’/’surrender’, ‘return’ and ‘giving and taking’. By investigating the precise way in which law formulates definition of these terms, this article attempts to understand how legal terminology comes to affect the kind of sites that the biological family, the state and the adoptive family end up becoming.

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