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William E. Miller 《Religious education (Chicago, Ill.)》2013,108(4):435-437
The purpose of this study is to demonstrate the role of leaders in building nonviolent organizations and the role of organizations in cultivating habits of peace, thereby preparing people as peacemakers in a violent world. Leadership literature asks how to build healthy organizations; conflict literature asks how to make global peace. Both ask how people are shaped by their leaders and communities, but conversations between organizational and peace theories are minimal, as are conversations about peacemaking in local and global contexts. This study identifies practices for building nonviolent organizations, recognizing the significance of educating leaders and organizations as just peace-builders. 相似文献
984.
Randolph C. Miller 《Religious education (Chicago, Ill.)》2013,108(6):409-414
These seven articles, which are on the same theme as the forthcoming National Convention, are presented here to provide background “thinking of the Convention.” We are indebted to the authors for their informative and helpful statements. The papers and seminar reports of the National Convention will be published in the March‐April 1958 issue of RELIGIOUS EDUCATION. —The Editorial Committee 相似文献
985.
Joyce Miller 《British Journal of Religious Education》2013,35(2):188-200
This article is an attempt to provide an educational justification for the British Government-funded project, REsilience, on addressing contentious issues through religious education (RE) which was carried out by the RE Council of England and Wales. A number of issues relating to the inclusion of religiously inspired violent extremism in the curriculum are raised – definitional, political and educational. A justification is proposed which focuses on human rights in two ways: the right to freedom of religion and belief and the promotion of pupils’ moral development through human rights issues. It is suggested that the work of the moral philosopher Kwame Antony Appiah with his focus on morality in cosmopolitan societies is relevant to this, and in particular, his concept of ‘honor’ which can be used by educationists as the basis for engagement with violent extremism and related topics in the classroom. 相似文献
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Peter M. Miller Alexandra Pavlakis Lea Samartino Alexis Bourgeois 《International journal of qualitative studies in education》2013,26(6):730-749
This qualitative study in a Midwestern US city examines how school and community-based organizations support homeless students’ connections to education-related resources and relationships. Drawing from organizational brokerage theory, which delineates how individuals’ chances to thrive are shaped by the organizations in which they participate, the study finds that brokerage practice unfolds and is affected by variables at three specific levels. First, social workers, teachers, and principals at the individual school level arranged for registration, enrollment, and other immediate connections for students. Second, school district-level actors played key roles in orchestrating homeless students’ transportation and educators’ professional development across the city. Third, a range of neighborhood factors – including immigration and housing trends – affected the ways and extents to which organizations identified and supported homeless students. The study concludes by presenting several implications for research and practice. 相似文献
989.
In this article we review our experience of collaborating in the design and delivery of multidisciplinary training and support programmes for doctoral students and our attempts to locate models and metaphors for research planning and implementation which travel well across disciplines. We extend the metaphor of the journey to conceptualize a mapping of the Ph.D. process and examine the extent to which research students from widely divergent backgrounds may travel together and help each other navigate towards their destinations. We explore some issues of culture and communication involved in working in an interdisciplinary context, showing how we have been provoked to reflect critically on our own research identities and locations in the process of working together. We also identify some tensions between the assumptions about research development embodied in recent government policy documents and the lived experience of the research students with whom we work. 相似文献
990.