Peace Education for Violence Prevention in Fragile African Societies : What's Going to Make a Difference?.

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Maphosa, B.
Otros Autores: Keasley, Alphonse
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Oxford : Africa Institute of South Africa, 2016.
Temas:
Peace > Education > Africa.
Political violence > Education > Africa.
Paix > Éducation > Afrique.
Violence politique > Éducation > Afrique.
Africa.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Cover; Title page; Copyright page; Contents; Acknowledgements; Preface; Editors' biographies; Notes on Contributors; Chapter 1
  • Introduction. Peace Education; PEACE EDUCATION; PEACE EDUCATION AND CONFLICT TRANSFORMATION; THE STRUCTURE OF THE BOOK; NOTES AND REFERENCES; PART I
  • THE CHANGING CONTEXT AND INTERACTION; Chapter 2
  • Towards Universal Peace Education in Africa?; INTRODUCTION; INTERROGATING CURRENT PEACE EDUCATION PRACTICE; CONTEXTUALISING PEACE EDUCATION IN AFRICA
  • A HISTORICAL PERSPECTIVE; PEACE EDUCATION IN THE CONTEXT OF A DISPUTED POST-COLONIAL TERRAIN
  • RE-CONCEPTUALISING PEACE EDUCATION CURRICULA
  • MODERNITY TO POST-MODERNITY IN AFRICAENSURING SUSTAINABLE PEACE EDUCATION OUTCOMES IN AFRICA; TOWARDS A COSMOPOLITAN/UNIVERSAL PEACE EDUCATION IN AFRICA: CAN UNIVERSAL PEACE EDUCATION EXIST?; CONCLUSION; NOTES AND REFERENCES; Chapter 3
  • Teaching the Past as if People Mattered. History Education as Peace Education in Post-Apartheid South Africa; INTRODUCTION; A NEW NATION DEALING WITH ITS PAST; THE TRAJECTORY OF HISTORY EDUCATION AFTER APARTHEID; PURSUING HISTORICAL REDRESS THROUGH ORAL HISTORY?
  • STIMULATING HISTORICAL CONSENSUS-SEEKING THROUGH TEACHER SUPPORTDEALING WITH A TRAUMATISING, AND PRESENT, PAST IN A CLASSROOM SETTING?; CONCLUSION: BREAKING THE INEQUALITY CYCLE THROUGH EDUCATION; NOTES AND REFERENCES; Chapter 4
  • Contextual Specificity in Peace Education; INTRODUCTION; CONTEXTUAL CONDITIONS IN MODERNITY AND MODERNITY'S 'OTHER'; GROWING UP IN MODERNITY; COMMUNICATING BETWEEN MODERNITY AND MODERNITY'S 'OTHER'; AN ORPHANED URCHIN IN THE MODERN MOTHER CITY; GROWING UP IN MODERNITY'S 'OTHER'; SOWETO IN THE 1980s TODAY; GENERATIVE THEMES; CONCLUSION; NOTES AND REFERENCES
  • PART II
  • REJECTING CHRONIC VIOLENCEChapter 5
  • Chronic Violence and Implications for Pedagogy; INTRODUCTION; THE THEORY OF CHRONIC VIOLENCE; CONCEPTS OF VIOLENCE AND TRAUMA; CASE STUDY OF WORK WITH YOUNG PEOPLE ON VIOLENCE; VIOLENCE WITHIN SOUTH AFRICAN EDUCATION; WHAT ARE THE IMPLICATIONS FOR PEACE EDUCATION?; CONCLUSION; NOTES AND REFERENCES; Chapter 6
  • Education. The Blame-Shifting Must Stop!; INTRODUCTION; HUMAN RIGHTS AND EDUCATION; CULTURE, HERITAGE AND SOCIAL DEVELOPMENT; HUMAN RIGHTS VS CULTURE; FEARS FACED BY TEACHERS, LEARNERS AND PARENTS; ROLE OF PARENTS IN MITIGATING THE PROBLEM
  • WHAT MUST WE DO?GOVERNMENT'S ROLE; NOTES AND REFERENCES; Chapter 7
  • Traditional Approaches to Peace in Africa. Examining the Efficacy of Strategies for Peace; INTRODUCTION; OVERVIEW OF THE ETHIOPIA-ERITREA WAR; CONFLICT AND CONTEXT ANALYSIS OF TIGRAY STATE, ETHIOPIA; OVERVIEW OF TRADITIONAL CONFLICT RESOLUTION IN AFRICA; TRADITIONAL CONFLICT RESOLUTION MECHANISMS IN SHIMELBA CAMP; COMMON FEATURES OF TRADITIONAL CONFLICT RESOLUTION; RELEVANCE OF TRADITIONAL CONFLICT RESOLUTION; FRAMEWORK FOR ASSESSING THE CONTRIBUTION OF TRADITIONAL CONFLICT RESOLUTION TO RECONCILIATION PROCESSES; CONCLUSION

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