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31.
Ashraf Kagee Anthony V. Naidoo Sherine Van Wyk 《International journal for the advancement of counseling》2003,25(4):225-233
While political conflicts in many countries have resulted in large-scale destruction and loss of life, South Africa has been successful in avoiding a violent conflict following the demise of apartheid. The Truth and Reconciliation Commission (TRC) has been seen as an important mechanism contributing to South Africa's successful management of its political challenges. Yet, the legacy of apartheid continues beyond the work of the TRC, and several social problems such as poverty, unemployment, crime, and substance abuse continue to affect many South African communities. Psychology is uniquely poised to assist in addressing these social problems and in contributing to the development of a community of peace. Academic psychology departments have responded by implementing an undergraduate programme aimed at training professional counsellors to respond to community needs in post-apartheid South Africa. This paper surveys the present political landscape in South Africa, examines the work of the TRC as a psychological change catalyst and peace building mechanism, and calls attention to the role of psychology in contributing to national development. 相似文献
32.
Education and conflict: Essay review 总被引：1，自引：0，他引：1
This review essay looks at three recent publications in the emerging field of ‘education and conflict’ and explores an apparent gap between theory and practice in the field. Recent works by educationalists Lynn Davies, ‘Education and conflict: complexity and chaos’ (2004) and Tony Gallagher, ‘Education in divided societies (2004)’ are contrasted with the World Bank's 2005 ‘Reshaping the future: education and postconflict reconstruction’, and similarities between the publications are highlighted. Davies’ work uses complexity theory to illuminate the relationships between education and conflict and to establish an argument for ‘complex-adaptive schools’, which would use conflict positively to engage students in the creation of peaceful communities. Gallagher, using a number of well-developed case studies, examines the way education systems have been structured to respond to and operate in divided societies, concluding that classroom agency and flexibility are crucial. The calls, by Davies and Gallagher, for educational re-creation are explored in contrast to the World Bank's publication, which offers best practice lessons to support post-conflict educational reconstruction. The article probes these differences and points to areas where the practitioner-directed Bank publication and the more academic works do and do not intersect, attempting to indicate areas where bridges may be built. 相似文献
33.
哈马斯是一个具有强烈伊斯兰宗教意识形态的巴勒斯坦抵抗组织。哈马斯深受伊斯兰原教旨主义思潮影响,不承认以色列的生存权,主张暴力反抗以色列,代表部分激进穆斯林的利益。2006年哈马斯击败法塔赫成为巴勒斯坦执政党。在其发展过程中,政治主张逐渐由强硬向务实政策转变。哈马斯崛起,打破了巴勒斯坦国内法塔赫“一家独大”的局面,围绕权力分配两派爆发激烈冲突。哈马斯掌控巴勒斯坦政权给中东和平带来变数。哈马斯对自己政治主张的把握方向将决定其执政前景。 相似文献
34.
Belinda A. Stillion Southard 《Quarterly Journal of Speech》2020,106(3):258-268
ABSTRACT This contribution explores “shuttling rhetorics” to help explain why the story of the National Woman's Party (NWP) framed many suffrage centennial celebrations. Drawing parallels between the tactics of the NWP and the Greenham Common Peace Camp of the 1980s and 1990s, this essay puts forth shuttling rhetorics as a way to trace movement as a mode of resistance. As an analytic, shuttling rhetorics allow critics to unsettle traditional understandings of protest rhetorical situations and understand how (mostly white) protestors’ expectations of violence and survival expose their inherent dependence on body privilege. 相似文献
35.
袁灿兴 《五邑大学学报(社会科学版)》2011,13(2):76-79,95
1899年清政府派团参加在荷兰海牙举行的第一次保和会,会后决定批准海牙公约中的三约。但由于1900年的庚子之乱,清政府未完成批准条约的工作,直至1904年才加入国际红十字会并批准第一次保和会三约。海牙保和会之参与,是中国外交现代化的滥觞,并推动了中国红十字人道主义事业的发展。 相似文献
36.
曾庆发 《湖北广播电视大学学报》2006,23(6):58-59
邓小平的时代观是邓小平理论的第一块基石,是对马克思主义时代观的一种继承和发展。新时代观中的新战争观、新主题观、新趋势观具有严格的科学性和鲜明时代性。 相似文献
37.
Rebecca T. Alpert 《Quest (Human Kinetics)》2019,71(2):138-149
ABSTRACTJewish teachings on social justice include the maxim attributed to Hillel the Elder in the Mishnah: “If I am not for myself, who will be for me? But if I am only for myself, what am I? And if not now, when?” This maxim indicates Jewish responses to experiencing anti-Semitism in the context of sports, as Jews have stood up for themselves through protest, cultural adaptation, and boycott, as illustrated in phenomena such as the creation of the HaKoach sports teams in Europe, the South Philadelphia Hebrew Association basketball team in the United States, and international responses to the 1936 Berlin Olympics. It illuminates how others have “been for them,” including Football 4 Peace, responses in Europe to Jewish-identified football teams and anti-Semitism. And it illustrates how the Jewish state, Jewish athletes and teams have responded to the call to stand up for others in American baseball and Israeli football. 相似文献
38.
Following calls to center nation, we analyze sexual violence discourse in the US Peace Corps. The texts we consider deploy three typical dichotomies—public/private, self/other, and agent/victim—that, in this case, reveal inconsistencies at the intersections of race and gender. We argue that these inconsistencies are evidence of lability, counterintuitive discursive shifts necessary to maintain white heteromasculine dominance. Instead of blaming individual victims of rape and assault, the masculinization of victimhood shifts culpability to the Peace Corps. This organizational blame maintains the moral position of the US and legitimates imperialism. By marking these instabilities, we trace the solidity and vulnerability of sexual violence discourse as it organizes global power. 相似文献
39.
Michalinos Zembylas Panayiota Charalambous Constadina Charalambous 《Teaching and Teacher Education》2012
This study sought to understand how teachers' discomforting emotions were manifest in a teacher education setting and how teacher educators might engage with discomfort pedagogically. A qualitative perspective was used with a group of teachers who participated in a series of peace education workshops in Cyprus. All of the workshops were audio- and video-recorded; in-depth interviews were also conducted with seven focal participants before and after the workshops. The findings show the manifestations of discomfort, the sources of discomfort, and the ways of handling teachers' discomfort pedagogically. The paper discusses how this study may inform teacher education. 相似文献
40.
In his American University address, Kennedy employed epideictic progression, a pedagogical process drawing upon dissociation and epideictic norms to convince listeners, gradually, to embrace a new vision—in this case, a world in which a test-ban treaty with the U.S.S.R. was possible. To do so, Kennedy's words: (1) united the audience behind the value of “genuine peace”; (2) humanized the Soviets as worthy partners in genuine peace; (3) established the reality of the Cold War and the credibility of U.S. leadership; and (4) connected lessons on genuine peace to domestic civil rights. 相似文献