Displaying: 181-200 of 634 documents

0.095 sec

181. Journal for Peace and Justice Studies: Volume > 24 > Issue: 1
Dr. Robert Perry Peace without Reconciliation: Political Attitudes to Reconciliation in Northern Ireland
abstract | view |  rights & permissions
After a historic agreement was reached, between the Democratic Unionist Party (DUP) and Sinn Fein (SF), Power-sharing government resumed in Northern Ireland in 2007. Both political parties committed themselves to peaceful, democratic and consensual self-government in Northern Ireland. This was the first time that Northern Ireland was to be run by a government in which all the main nationalist (nationalists want Northern Ireland to be reunited with the rest of Ireland) and unionist (unionists want Northern Ireland to remain part of the United Kingdom) parties were to agree to serve together. Forty years of civil strife and conflict are over. There is now political stability; nonetheless, the peace process has not brought about the positive changes which many had expected. This article looks at the pressing issue of reconciliation in Northern Ireland; it is not the intention of this article to solely blame one ideological tradition, community, or political party.
182. Journal for Peace and Justice Studies: Volume > 24 > Issue: 1
Notes on Contributors
183. Journal for Peace and Justice Studies: Volume > 24 > Issue: 1
Tim Horner Women, War, and the Making of Bangladesh: Remembering 1971 by Yasmin Saikia
184. Journal for Peace and Justice Studies: Volume > 24 > Issue: 1
Scott Grapin Editors Jame Schaeffer and Tobias Winright, Environmental Justice And Climate Change: Assessing Pope Benedict XVI’s Ecological Vision For The Catholic Church In The United States
185. Journal for Peace and Justice Studies: Volume > 24 > Issue: 1
Dr. Elizabeth Goldstein To See or Not to See: A Call for Consciousness and Cognizance in Jewish, Progressive, and Public Readings of Esther
abstract | view |  rights & permissions
A public reading of the book of Esther is a ritual performed annually during the Jewish festival of Purim, a post-pentateuchal celebration that commemoratesa largely fictitious event. This event is described in Esther in vivid and comedic detail. It is the tale of an anti-Semitic plot instigated against diasporic Jews living in 5th-3rd c. Persia. Queen Esther hides her identity as a Jew, and with her uncle Mordechai, outwits the villain, Haman, and ultimately saves her people from destruction. Celebrants of the festival traditionally drown out the name of Haman with noisemakers, symbolically wiping out real enemies. While the book of Esther has been read publicly for over 2000 years, the comedic elements are largely forgotten, as is the ancient Mediterranean context. Instead the book is read against the backdrop of the Holocaust, the Palestinian-Israeli conflict, and real acts of terror against European Jewish synagogues. The original context of the book ought to be retaught and interpretations of Esther that overtly condemn violence should be embraced by all segments of the Jewish community.
186. Journal for Peace and Justice Studies: Volume > 24 > Issue: 1
Cassie A. Striblen Violence: Analysis, Intervention and Prevention by Sean Byrne and Jessica Senehi
187. Journal for Peace and Justice Studies: Volume > 24 > Issue: 1
Paul Sheldon Antiwar Dissent and Peace Activism in World War I America; A Documentary Reader. Edited and with an Introduction by Scott H. Bennett and Charles F. Howlett
188. Journal for Peace and Justice Studies: Volume > 25 > Issue: 1
Amanda E. Smith Critical Narrative as Pedagogy
189. Journal for Peace and Justice Studies: Volume > 25 > Issue: 1
Debbie Sonu In Pursuit of Peace: A Qualitative Study on Subjectification and Peaceful Co-Existence in Four Elementary School Classrooms
abstract | view |  rights & permissions
This paper presents qualitative data gleaned from four New York City elementary classrooms and focuses on how teachers attempt, each in their own distinct way, to create educational cultures of peace. Here, classroom vignettes are reconstructed from two months of observational and interview data with attention to how teacher beliefs on peaceful co-existence manifest in the playing field of a child’s subject formation. Drawing from Judith Butler’s concept of subjectification, this study asks: what conditions of possibility do teachers conceive of when thinking about peace in their classrooms? Findings show that teachers create conditions that emerge from their particular theories about children and understandings of peace. The four classrooms presented in this paper suggest to students in four different ways that peace is emergent from and located within specific relationships: namely that between the self and others; the self and law; the self and society; and, finally, within oneself.
190. Journal for Peace and Justice Studies: Volume > 25 > Issue: 1
Andrea M. Hyde, Elizabeth L. Frias Mindfulness Education and an Education in Mindfulness: Still Seeking a Less Coercive “Wheel In The Head”
abstract | view |  rights & permissions
Joel Spring’s proposal, for a human rights education and an education in human rights, based on the 1948 Universal Declaration of Human Rights, assumes an autonomous, rational subject that is endowed with rights; which owns rights. We can think of two standpoints that are unsatisfied or offended by this construction of justice around individual humans: poststructuralists and deep ecologists. Inspired by Spring’s project, we have been considering a mindful education and an education in mindfulness as a “universally applicable” education that does not require a rational subject.
191. Journal for Peace and Justice Studies: Volume > 25 > Issue: 1
Kishor Thanawala Sustainable Development: The UN Millennium Development Goals, The UN Global Compact, and The Common Good
192. Journal for Peace and Justice Studies: Volume > 25 > Issue: 1
Krista M. Malott Narratives of Social Justice Educators: Standing Firm
193. Journal for Peace and Justice Studies: Volume > 25 > Issue: 1
Teresa G. Wojcik Intercultural Communication: A Peacebuilding Perspective
194. Journal for Peace and Justice Studies: Volume > 25 > Issue: 1
Stephen Baker Augustinian Caritas as an Expression of Concern for Social Justice and Equity in Teacher Education
abstract | view |  rights & permissions
This article attempts to articulate an understanding of the Augustinian value of Caritas as a call for Augustinian Institutions of Higher Education to promote justice and equity in the world. The author grounds this definition of Caritas by incorporating three primary concepts of Catholic Social Teaching: the dignity of the human person, concern for the common good and a preferential option for the poor and marginalized in society. The article attempts to apply this definition of the value of Augustinian Caritas to the ways in which a concern for social justice and equity is promoted and practiced in an undergraduate teacher preparation program in an Augustinian educational institution.
195. Journal for Peace and Justice Studies: Volume > 25 > Issue: 1
Jerusha Conner Uncivil Youth: Race, Activism, and Affirmative Governmentality
196. Journal for Peace and Justice Studies: Volume > 25 > Issue: 1
Christa Bialka The Imperial University: Academic Repression and Scholarly Dissent
197. Journal for Peace and Justice Studies: Volume > 25 > Issue: 1
Notes on Contributors
198. Journal for Peace and Justice Studies: Volume > 25 > Issue: 1
Laura Finley Service-Learning for Peace and Justice: The College Brides Walk Campus-Community Collaboration
abstract | view |  rights & permissions
This article provides a review of sociology student’s reflection papers discussing their service-learning hours with the College Brides Walk (CBW). CBW is a campus-community collaboration in its fifth year. Based in South Florida, the initiative is intended to help raise awareness about domestic and dating violence and to inspire a community response. It is designed as a form of Human Rights Education (HRE). Student papers show that most gained knowledge of sociological concepts and theories as well as personal insights through their participation. Many also expressed desire for continued effort with this or related initiatives. Despite these positive findings, the paper shows that there are significant differences in how students connect their service to course material and gaps in students’ ability to articulate what has been learned. Recommendations for organizers and others involved in similar campaigns are provided.
199. Journal for Peace and Justice Studies: Volume > 25 > Issue: 2
Noha Shawki ‘The Work that Makes all Other Work Possible’: Domestic Work and Contemporary Domestic Worker Organizing for Justice and Dignity in the United States
abstract | view |  rights & permissions
This article analyzes the movement seeking to improve labor and human rights protections for domestic workers in the U.S. Drawing on theoretical formulations from the social movement literature, the article develops a theoretically informed account of the ways in which the movement was effective in engaging domestic workers and securing a number of political and legislative victories in recent years. I argue that organizing efforts that provide members of marginalized groups, such as domestic workers, opportunities to meet and interact and that focus on leadership development and empowerment can help create an oppositional consciousness and a group perspective among group members and increase their level of political engagement. I demonstrate that this was the case for the domestic worker movement in the U.S. This case study provides an example of how social movements can provide representation to marginalized groups and bring about progressive change in social policy.
200. Journal for Peace and Justice Studies: Volume > 25 > Issue: 2
Catherine E. Bolten Childhood Deployed: Remaking Child Soldiers in Sierra Leone