Name: Education as Humanisation: Dialogic Pedagogy in Post-Conflict Peacebuilding (en Inglés)
SKU: 56042321
Price: 259530.00 CLP
Availability: InStock
Author: Gill, Scherto ; Niens, Ulrike
ISBN: 9781138646360

portada Education as Humanisation: Dialogic Pedagogy in Post-Conflict Peacebuilding (en Inglés)

Education as Humanisation: Dialogic Pedagogy in Post-Conflict Peacebuilding (en Inglés)

Formato

Libro Físico

Editorial

Routledge

Autor

Gill, Scherto ; Niens, Ulrike

Idioma

Inglés

N° páginas

152

Encuadernación

Tapa Dura

Dimensiones

24.9x17.8x1.3 cm

Peso

0.44 kg.

ISBN13

9781138646360

Categorías

Educación

Education as Humanisation: Dialogic Pedagogy in Post-Conflict Peacebuilding (en Inglés)

Gill, Scherto ; Niens, Ulrike (Autor) · Routledge · Tapa Dura

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Reseña del libro "Education as Humanisation: Dialogic Pedagogy in Post-Conflict Peacebuilding (en Inglés)"

Over the past decades, there has been a consistent and poignant ambiguity with regard to the role of education in the context of post-conflict and divided societies working towards building peace. Most recently, global developments, including the after-effects of the Arab Spring, the devastating wars in Syria, and the refugee crisis in Europe, have directed our attention once more to the part that education can play in building peace at many levels. In this context, it is timely to create a space for a focused inquiry and scholarly debate about peace-oriented pedagogies and how they might affect the post-conflict reconstruction in divergent settings. Thus both the subject and the content of this book are important in the light of the current needs in many societies emerging from conflicted community relations. In particular, they propose a refreshing and transformative view of peace based on a humanising conception of education and dialogic pedagogy as a key avenue for peacebuilding. Through both conceptual inquiries and empirical case studies, the book will appeal to educational thinkers, researchers, practitioners, policy-makers, NGO workers, and the public in re-examining some of the key concepts identifying pivotal underlying issues in the field. Furthermore, by offering a principled, persuasive conceptual framework and by problematising implementations and interventions in practice, this book can serve to provoke more appraisals, evaluations, and constructive critiques of humanisation and dialogic pedagogy in peacebuilding education.This book was originally published as a special issue of Compare: A Journal of Comparative and International Education.