Downloads & Free Reading Options - Results

The standing of French Muslims is undercut by a predominant and persistent elite public discourse that frames Muslims as failed and incomplete French citizens. This situation fosters the very separations, exclusions, and hierarchies it claims to deplore as Muslims face discrimination in education, housing, and employment. In Constructing Muslims in France, Jennifer Fredette provides a deft empirical analysis to show the political diversity and complicated identity politics of this relatively new population. She examines the public identity of French Muslims and evaluates images in popular media to show how stereotyped notions of racial and religious differences pervade French public discourse. While rights may be a sine qua non for fighting legal and political inequality, Fredette shows that additional tools such as media access are needed to combat social inequality, particularly when it comes in the form of unfavorable discursive frames and public disrespect. Presenting the conflicting views of French national identity, Fredette shows how Muslims strive to gain recognition of their diverse views and backgrounds and find full equality as French citizens. This title was made Open Access by libraries from around the world through Knowledge Unlatched.

The standing of French Muslims is undercut by a predominant and persistent elite public discourse that frames Muslims as failed and incomplete French citizens. This situation fosters the very separations, exclusions, and hierarchies it claims to deplore as Muslims face discrimination in education, housing, and employment. In Constructing Muslims in France, Jennifer Fredette provides a deft empirical analysis to show the political diversity and complicated identity politics of this relatively new population. She examines the public identity of French Muslims and evaluates images in popular media to show how stereotyped notions of racial and religious differences pervade French public discourse. While rights may be a sine qua non for fighting legal and political inequality, Fredette shows that additional tools such as media access are needed to combat social inequality, particularly when it comes in the form of unfavorable discursive frames and public disrespect. Presenting the conflicting views of French national identity, Fredette shows how Muslims strive to gain recognition of their diverse views and backgrounds and find full equality as French citizens. This title was made Open Access by libraries from around the world through Knowledge Unlatched.

Digital Participatory Research (DPR) combines grass-roots participatory research and photojournalism, asks students to investigate assets and issues within their community, and facilitates civic participation by using problem-posing and praxis-orientated methods. Although there is a vast amount of research documenting the impact of DPR at the local level, there is limited research about the use of this methodology to facilitate global competence. This study presents the results from a multi-case study analysis of two groups simultaneously engaging in the DPR project; one in Miami, Florida and one in Kingston, Jamaica. This research study examines whether this methodology helps contribute to glocal citizenship. In this case the term glocal citizenship mergers civic and global competence and helps students understand how local and global influences interact in their everyday lives. Westheimer and Kahne's (2004) three kinds of citizenship and Landarf and Doscher's (2015) three global outcomes were applied to individual interview data, observational field notes, and transcripts of digital media. This study found that students' projects often offered solutions at the personally-responsible and participatory level. When they addressed topics that would raise awareness about systemic global issues, they did not include information that would challenge systems of power and oppression. Also, while students did not learn substantive content to promote global awareness, they did participate in global engagement opportunities and recognized aspects that they shared with their international peers.

The standing of French Muslims is undercut by a predominant and persistent elite public discourse that frames Muslims as failed and incomplete French citizens. This situation fosters the very separations, exclusions, and hierarchies it claims to deplore as Muslims face discrimination in education, housing, and employment. In Constructing Muslims in France, Jennifer Fredette provides a deft empirical analysis to show the political diversity and complicated identity politics of this relatively new population. She examines the public identity of French Muslims and evaluates images in popular media to show how stereotyped notions of racial and religious differences pervade French public discourse. While rights may be a sine qua non for fighting legal and political inequality, Fredette shows that additional tools such as media access are needed to combat social inequality, particularly when it comes in the form of unfavorable discursive frames and public disrespect.

In modern Western society, traditional structures and organizations from the first modernity, with its hierarchical models and well-structured and distinct components, are currently confronted by the individualization trends of the second modernity. This need for new structures is particularly apparent in present-day education. Education, in the second modernity, is still regarded as a vital agency for identity construction and a significant component of a national cultural policy. For restructuring upper secondary education in the Netherlands, this paper addresses bringing schools together in networks. Schools then learn from each other, analyze each other's practices, and develop various joint initiatives. The paper presents the author/educators' experiences and analyzes critical elements in creating and sustaining networks. It shows the correspondence among the political, the cultural, and the educational in contemporary Western societies, in particular the Netherlands. The paper discusses managing educational change, citing the changing secondary education in the Netherlands as the educational context in which the new network started and created a practice of change. It describes the network and outlines the functions of the network. The paper explains the organization and practice of the network, noting that currently 20 secondary schools have participated in the network. It discusses evaluation of the network, the network in its educational environment, developments in the network, and rules used in directing the network. (Contains 55 references.) (BT)

In modern Western society, traditional structures and organizations from the first modernity, with its hierarchical models and well-structured and distinct components, are currently confronted by the individualization trends of the second modernity. This need for new structures is particularly apparent in present-day education. Education, in the second modernity, is still regarded as a vital agency for identity construction and a significant component of a national cultural policy. For restructuring upper secondary education in the Netherlands, this paper addresses bringing schools together in networks. Schools then learn from each other, analyze each other's practices, and develop various joint initiatives. The paper presents the author/educators' experiences and analyzes critical elements in creating and sustaining networks. It shows the correspondence among the political, the cultural, and the educational in contemporary Western societies, in particular the Netherlands. The paper discusses managing educational change, citing the changing secondary education in the Netherlands as the educational context in which the new network started and created a practice of change. It describes the network and outlines the functions of the network. The paper explains the organization and practice of the network, noting that currently 20 secondary schools have participated in the network. It discusses evaluation of the network, the network in its educational environment, developments in the network, and rules used in directing the network. (Contains 55 references.) (BT)

In modern Western society, traditional structures and organizations from the first modernity, with its hierarchical models and well-structured and distinct components, are currently confronted by the individualization trends of the second modernity. This need for new structures is particularly apparent in present-day education. Education, in the second modernity, is still regarded as a vital agency for identity construction and a significant component of a national cultural policy. For restructuring upper secondary education in the Netherlands, this paper addresses bringing schools together in networks. Schools then learn from each other, analyze each other's practices, and develop various joint initiatives. The paper presents the author/educators' experiences and analyzes critical elements in creating and sustaining networks. It shows the correspondence among the political, the cultural, and the educational in contemporary Western societies, in particular the Netherlands. The paper discusses managing educational change, citing the changing secondary education in the Netherlands as the educational context in which the new network started and created a practice of change. It describes the network and outlines the functions of the network. The paper explains the organization and practice of the network, noting that currently 20 secondary schools have participated in the network. It discusses evaluation of the network, the network in its educational environment, developments in the network, and rules used in directing the network. (Contains 55 references.) (BT)

In modern Western society, traditional structures and organizations from the first modernity, with its hierarchical models and well-structured and distinct components, are currently confronted by the individualization trends of the second modernity. This need for new structures is particularly apparent in present-day education. Education, in the second modernity, is still regarded as a vital agency for identity construction and a significant component of a national cultural policy. For restructuring upper secondary education in the Netherlands, this paper addresses bringing schools together in networks. Schools then learn from each other, analyze each other's practices, and develop various joint initiatives. The paper presents the author/educators' experiences and analyzes critical elements in creating and sustaining networks. It shows the correspondence among the political, the cultural, and the educational in contemporary Western societies, in particular the Netherlands. The paper discusses managing educational change, citing the changing secondary education in the Netherlands as the educational context in which the new network started and created a practice of change. It describes the network and outlines the functions of the network. The paper explains the organization and practice of the network, noting that currently 20 secondary schools have participated in the network. It discusses evaluation of the network, the network in its educational environment, developments in the network, and rules used in directing the network. (Contains 55 references.) (BT)

The Brazilian Constitution provides a remarkable set of social rights, including the right to housing. Despite this fact, struggles for decent living conditions have become key issues in the daily urban lives of many people in Brazil. Contesting the differentiated access to housing, social movements occupy empty buildings in the cities to challenge historically-rooted and excluding urban politics. Exploring the occupants' agency, Bea Wittger draws attention to the important role of female actors within the buildings. Through oral histories of participants of two squats in Rio de Janeiro, the book delivers a deep insight "from below" into their own perspectives on citizenship and gender.

The Brazilian Constitution provides a remarkable set of social rights, including the right to housing. Despite this fact, struggles for decent living conditions have become key issues in the daily urban lives of many people in Brazil. Contesting the differentiated access to housing, social movements occupy empty buildings in the cities to challenge historically-rooted and excluding urban politics. Exploring the occupants' agency, Bea Wittger draws attention to the important role of female actors within the buildings. Through oral histories of participants of two squats in Rio de Janeiro, the book delivers a deep insight "from below" into their own perspectives on citizenship and gender.