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The fabric of peace in Africa
Journal of Peace Education ( IF 0.7 ) Pub Date : 2019-01-02 , DOI: 10.1080/17400201.2019.1573596
Frans C. Verhagen

style in instances such as: ‘We look forward to hearing from our readers. . .’ (69); ‘it is useful to ask’ (83); ‘We would encourage readers. . .’ (105). I liked this personalising of the reader, and the literary style facilitates engagement with the range of discussions and analysis of peace education within the framework of this book. The range of scholarship and linking of philosophical and sociological perspectives into the peace education focus add depth and dimensions to the work which is, ultimately, an academic analysis and argument for a peace education model that, the author’s believe, can address the range of structural violence issues confronting schools in the UK. In the broader peace education context, I would have liked to see the authors recognise some of the abiding concerns of peace education, such as issues of war, gender rights, intercultural conflict and environmental crises, that provide important content and values-development for peace education in schools. These concerns have been addressed by British peace educators such asDavid Hicks (1988, 2004). The implementation elements of themodel presented in this book are towards school culture, pedagogy and relationships for building peaceful schools. However, the important responsibility of schools towards educating for peaceful societies has not been included in this publication. Thus, the book is a contribution to the literature of building peaceful schools and, with its well-conceived and explained model, is a valuable resource in this area of the peace education field.

中文翻译:

非洲和平的结构

风格,例如:“我们期待收到读者的来信。. .' (69); '问是有用的' (83); '我们会鼓励读者。. .' (105)。我喜欢这种个性化的读者,而且文学风格有助于参与本书框架内对和平教育的一系列讨论和分析。奖学金的范围以及哲学和社会学观点与和平教育重点的联系增加了工作的深度和维度,最终是对和平教育模式的学术分析和论证,作者认为,该模式可以解决结构性问题的范围。英国学校面临的暴力问题。在更广泛的和平教育背景下,我希望看到作者认识到和平教育的一些持久问题,例如战争问题、性别权利、跨文化冲突和环境危机,为学校的和平教育提供了重要的内容和价值观。大卫·希克斯 (David Hicks) (1988, 2004) 等英国和平教育家已经解决了这些问题。本书中提出的模型的实施要素是针对学校文化、教学法和建立和平学校的关系。然而,学校在教育和平社会方面的重要责任并未包含在本出版物中。因此,本书是对建设和平学校文献的贡献,其精心构思和解释的模型是和平教育领域这一领域的宝贵资源。大卫·希克斯 (David Hicks) (1988, 2004) 等英国和平教育家已经解决了这些问题。本书中提出的模型的实施要素是针对学校文化、教学法和建立和平学校的关系。然而,学校在教育和平社会方面的重要责任并未包含在本出版物中。因此,本书是对建设和平学校文献的贡献,其精心构思和解释的模型是和平教育领域这一领域的宝贵资源。大卫·希克斯 (David Hicks) (1988, 2004) 等英国和平教育家已经解决了这些问题。本书中提出的模型的实施要素是针对学校文化、教学法和建立和平学校的关系。然而,学校在教育和平社会方面的重要责任并未包含在本出版物中。因此,本书是对建设和平学校文献的贡献,其精心构思和解释的模型是和平教育领域这一领域的宝贵资源。本出版物未包括学校在教育和平社会方面的重要责任。因此,本书是对建设和平学校文献的贡献,其精心构思和解释的模型是和平教育领域这一领域的宝贵资源。本出版物未包括学校在教育和平社会方面的重要责任。因此,本书是对建设和平学校文献的贡献,其精心构思和解释的模型是和平教育领域这一领域的宝贵资源。
更新日期:2019-01-02
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