Wang, Fei (2013). Educational Equity in the Access to Post-Secondary Education: A Comparison of Ethnic Minorities in China with Aboriginals in Canada. Interchange: A Quarterly Review of Education, v44 n1-2 p45-62 Dec. This study provides insight into equity issues in post-secondary education by exploring and assessing the history, the reality and the potential developments in higher education for minority students in China, in comparison to post-secondary education for aboriginal students in Canada. It highlights access to post-secondary education by these minorities in both countries in terms of educational policy enactment, orientation, and its enforcement. The study examines both commonalities and differences in the educational policies of both countries to shed light on how each country is able to grapple with the issue of equity in their respective post-secondary educational systems in response to the principles of liberty, equity and dignity as outlined in the "Universal Declaration of Human Rights". This study employs a historical approach to identify the common trends by examining issues concerning access to post-secondary education for ethnic minorities in China and the… [Direct]

Foster, Megan Holmwood (2013). The Perceived Impact of Education Policy on the Inclusion of Students with Disabilities in Two Contrasting Schools. ProQuest LLC, Ph.D. Dissertation, State University of New York at Buffalo. It has been nearly four decades since the passage of the Education for All Handicapped Children Act (1975), yet some of the most fundamental issues still remain. Reauthorized in 1997, and again in 2004, as the Individuals with Disabilities Act (IDEA), this act requires all children with disabilities be offered educational opportunities in the least restrictive environment (LRE). Despite decades of federal and state legislation, inclusion is still one of the hottest topics in education. Not only is inclusion a human right, but the practice is also heavily supported by decades of research. With new federal and state policies mandating sweeping reform across the country, students with disabilities will undoubtedly face changes in their education. What effect does state policies have on the inclusion of students with disabilities? This study explored how policy implementation affected the inclusion of students with disabilities in two contrasting school districts. This was done through a… [Direct]

Copeland, Susan R., Ed.; Keefe, Elizabeth B., Ed. (2018). Effective Literacy Instruction for Learners with Complex Support Needs. Second Edition. Brookes Publishing Company What are today's best methods for teaching literacy skills to students with complex support needs–including autism, intellectual disability, and multiple disabilities? This comprehensive guidebook has up-to-date, evidence-based answers for pre- and in-service educators. Developed by Copeland and Keefe, the experts behind the landmark book "Effective Literacy Instruction for Students with Moderate or Severe Disabilities," this thoroughly reimagined follow-up reflects 10 years of groundbreaking research and advances in the field. Readers will discover current recommended practices on critical topics, including how to build vocabulary, increase word recognition, enhance fluency, address cultural and linguistic diversity, and use academic standards when designing instruction. Readers will also get the guidance needed to put theory into practice: powerful lesson planning strategies, practical examples, and case studies that bring key principles of instruction to life. Whether… [Direct]

Novek, Eleanor (2009). Service-Learning in Communication Education: A Case Study Investigation in Support of a Prisoners' Human Rights Organization. Education, Citizenship and Social Justice, v4 n3 p179-194. This article offers a case study of a graduate class in communication research methods with a service-learning approach. Students were engaged in evaluating the public information campaign of a nonprofit organization exposing human rights abuses in US prisons. They gained hands-on experience in the use of a variety of basic research methods and offered their client insight into its current and potential audiences. With a community partner to serve, the students understood the importance of systematic research inquiry and its value to nonprofit organizations. The project demonstrates the value of service-learning in communication education and describes how best practices can be applied for the development of similar courses in the discipline…. [Direct]

Steven Hitlin (2024). Sociology and Moral Character: Diagnostic, Agnostic, or Gnostic?. Journal of Moral Education, v53 n4 p617-630. This article suggests three orientations within sociology toward issues of morality and character development. The first stems from Durkheim, one where sociological tools diagnose the operation of any society and its constituent parts, including typifications of the individual. This tradition holds that sociologists can help diagnose society-specific problems and failings and participate in addressing them. The second is Weberian, the notion that sociologists need to be value-neutral in their science. This approach is more agnostic in terms of prescribing fixes to social structures and attempts a more dispassionate analysis of social systems. The third traces to some origins of the field highlighting moral injustices in contemporary society, holding that there is, in fact, a 'right' way to understand human character and potential. Some adherents of this echo ancient gnostic proclamations of holding true insight into the nature of natural and social life, while other, more DuBois-ian… [Direct]

Winn, Maisha T. (2011). Girl Time: Literacy, Justice, and the School-to-Prison Pipeline. Teaching for Social Justice. Teachers College Press This original account is based on the author's experiences with incarcerated girls participating in \Girl Time\, a program created by a theatre company that conducts playwriting and performance workshops in youth detention centers. In addition to examining the lives of these and other formerly incarcerated girls, \Girl Time\ shares the stories of educators who dare to teach children who have been \thrown away\ by their schools and society. The girls, primarily African American teens, write their own plays, learn ensemble-building techniques, explore societal themes, and engage in self analysis as they prepare for a final performance. The book describes some of the girls and their experiences in the program, examines the implications of the school-to-prison pipeline, and offers ways for young girls to avoid incarceration. Readers will learn how the lived experiences of incarcerated girls can inform their teaching in public school classrooms and the teaching of literacy as a civil and… [Direct]

Goulah, Jason; Urbain, Olivier (2013). Daisaku Ikeda's Philosophy of Peace, Education Proposals, and Soka Education: Convergences and Divergences in Peace Education. Journal of Peace Education, v10 n3 p303-322. In this article, the authors introduce and explicate Daisaku Ikeda's contributions to peace education. Ikeda is a Buddhist leader, peacebuilder, school founder, and prolific author whose six decades of contributions to peace education have had a global impact in practice but have remained unexamined in the extant, particularly Anglophone, literature. Using excerpts and bilingual discourse analysis of the Ikeda corpus, the authors focus on five aspects to trace the past, present, and future of Ikeda's contributions to peace education: first, they trace the biographical roots of Ikeda's contributions to his early educational experiences and encounter with Josei Toda (1900-1958). Second, they outline the Nichiren Buddhist philosophy informing Ikeda's approach to peace education. Third, they explicate in the context of peace and peace education Ikeda's concept of value-creating, or Soka education ("soka kyoiku") relative to value-creating pedagogy ("soka kyoikugaku")… [Direct]

McKinley, Lyn; Munter, Judith; Sarabia, Kristine (2012). Classroom of Hope: The Voice of One Courageous Teacher on the US-Mexico Border. Journal of Peace Education, v9 n1 p49-64. In this study, the authors present peace education as a new model for twenty-first century educators that embraces both pedagogical changes and practical relationships between teachers and students and fosters universal human rights. This case study recounts the lived experience of one novice teacher in a classroom on the US-Mexico border. Her middle school students' lives are embroiled in unprecedented violence in Ciudad Juarez, Mexico, located only a few miles from El Paso, Texas. The case study underlines the need for redefining identity in the teacher-student relationship; focusing on teacher agency in students' lives; seeing teachers as peace educators in terms of listening, caring, being non-judgmental, and engaging in reflective practice. In light of the growing need for peace education in an era of increased transnationalism in preK-12 education, institutional change is a necessary component, including redefinitions of the roles of principals and counselors. New models for… [Direct]

Nakagawa, Mana; Wotipka, Christine Min (2016). The Worldwide Incorporation of Women and Women's Rights Discourse in Social Science Textbooks, 1970-2008. Comparative Education Review, v60 n3 p501-529 Aug. The invisibility of women in educational curricula and the effect this has on perpetuating women's marginal status in society has been well documented. This article examines (1) whether and how mentions of women and women's rights have expanded and changed in textbooks cross-nationally and over time and (2) to what extent these outcomes are driven by (a) national factors of individual countries, such as economic, political, and social development, or (b) global or transnational dynamics. We employ a quantitative analysis of the representations of women in textbooks by examining over 500 secondary school social science textbooks from 74 countries published between 1970 and 2008. Descriptive analyses reveal a steady increase in mentions of women and women's rights in textbooks around the world. Results from multilevel models indicate the explanatory power of nation-states' linkages to global norms of human and women's rights in additional to national characteristics…. [Direct]

Dimitriadou, Catherine; Nari, Eirini; Palaiologou, Nektaria (2012). E-Learning Teacher Training Courses for Differentiated Instruction in Multicultural Classrooms: Reflections upon the Participants' Experiences. Journal of Educational Technology, v9 n3 p14-26 Oct-Dec. The focus and purpose of this paper is to present an e-learning teacher training course, including its aims and main results from teachers' interviews. The case study presented here examines the effectiveness of an in-service training seminar which was targeted toward teachers at multicultural schools. It concerns qualitative research that stresses interpretative and subjective dimensions of texts which comprise multiple meanings, resulting from multiple readings and interpretations. The structure of the paper is set out in three parts: First, the educational framework within which the study was developed is presented, then, the methodology connected with its development is described, and finally, teachers' replies are presented and discussed. The e-learning teacher training course was created within the frame of an Intercultural Education programme, focusing on differentiated instruction. Participating teachers were asked to create teaching scenarios in the direction of… [PDF]

Faas, Daniel; O'Connor, Laura (2012). The Impact of Migration on National Identity in a Globalized World: A Comparison of Civic Education Curricula in England, France and Ireland. Irish Educational Studies, v31 n1 p51-66. This article examines the extent to which citizens of migrant origin are included within discourses of national identity in civic education curricula in England, France and Ireland. We explore how much space is given to citizens of migrant origin in discourses of national identity in civic education curricula and how they fit with central values normalized by a higher degree of recognition in schools. Although early immigration systems assumed that incorporation of migrants into the national polity would take place via socialization in education, the failure to include citizens of migrant origin in the contemporary "imagined community" articulated in civic education discourses risks marginalizing some citizens which gives rise to a sovereignty gap. The disparity between legal and cultural belonging of some individuals in Western Europe presents a major challenge for education systems which are tasked with making national identity discourse resonate with a globalized… [Direct]

Bessant, Judith (2011). International Law as Remedy: When the State Breaches Child Protection Statutes. Child & Youth Services, v32 n3 p254-275. While legislative frameworks prescribe the legal obligations of the parents to protect and nurture their children, there is no equivalent legal framework requiring and sanctioning the conduct of agents of the state who act in loco parentis. In consequence some children continue to be "at risk" and may even be in greater danger once the state has intervened. This is a problem that is not confined to one or two countries, but a matter of global concern that touches most developed and developing nations alike. In this article I ask what remedies are available for addressing this perennial problem and suggest that one option is to use the existing human rights framework embodied in the United Nations Convention on the Rights of the Child (UNCROC) which specifies the rights of children. I outline the reporting UN mechanisms and provide an example of how evidence and argument can be used as part of that reporting process with a view towards securing some of accountability…. [Direct]

Emmelin, Maria; Hogan, Nora; Kisanga, Felix; Nystrom, Lennarth (2011). Child Sexual Abuse: Community Concerns in Urban Tanzania. Journal of Child Sexual Abuse, v20 n2 p196-217. The aim of this study was to explore community perceptions about child sexual abuse in Tanzania. Thirteen focus group discussions were conducted with adult community members. The core category, "children's rights challenged by lack of agency", was supported by eight categories. "Aware but distressed" portrayed feelings of hopelessness, "lack of trust in the healthcare and legal systems" reflected perceived malpractice, "decreased respect for children's rights" referred to poor parental care and substance abuse, "myths justifying CSA" illustrated cultural beliefs to rationalize child sexual abuse, "disclosure threatened by fear of stigma and discrimination" aligned the manifestations that prevent disclosure, "actions driven by economic circumstances" described the economical dependence of victims, "urging a change in procedures" reflected informants' wish to ally with local governance and pressure groups,… [Direct]

Hillock, Susan, Ed.; Mul√©, Nick J., Ed. (2016). Queering Social Work Education. University of British Columbia Press Until now there has been a systemic failure within social work education to address the unique experiences and concerns of LGBTQ individuals and communities. "Queering Social Work Education", the first book of its kind in North America, responds to the need for theoretically informed, inclusive, and sensitive approaches in social work education. This original collection presents the thoughts, reflections, and recommendations of a diverse range of queer social work scholars, students, and educators. Part 1 opens with essays on LGBTQ history, activism, and theory, as well as on the profession's current relationship with LGBTQ communities. Part 2 offers insight into the experiences of queer social workers and students through first-hand accounts of oppression, resistance, and celebration. In Part 3, contributors reflect on the challenges ahead for making social work education–and by extension, the profession–more inclusive of queer individuals. Combining LGBTQ history and… [Direct]

Mitchell, Ross (2010). Making Meaning out of Human/Animal: Scientific Competition of Classifications in the Spanish Legislature. Bulletin of Science, Technology & Society, v30 n3 p205-213. In the summer of 2008, the Spanish legislature resolved to grant great apes (though not all simians) basic human rights. While the decision to grant such rights came about largely through the lobbying efforts of the Great Ape Project (GAP), the decision has potential reverberations throughout the scientific world and beyond in its implications for shaping determinations of "what is human." Such implications do not appear to be lost on various groupings of scientists who have spoken about their opinions about the case and the project in general. These groupings of scientists, I argue, using the work of Mary Douglas and others, can be compared to "tribes" actively advancing and defending their classifications of the "human" in a bid for a retention or expansion of power. (Contains 24 notes.)… [Direct]

Wahlstrom, Ninni (2009). Understanding the Universal Right to Education as Jurisgenerative Politics and Democratic Iterations. European Educational Research Journal, v8 n4 p520-533. This article examines how the universal human right to education can be understood in terms of what Seyla Benhabib considers "democratic iterations". Further, by referring to the concept of jurisgenerative politics, Benhabib argues that a democratic people reinterpret guiding norms and principles which they find themselves bound to, through iterative acts, so that they are not only the subjects but also the authors of laws. By examining the use of the Article of the universal right to education in the European Convention on Human Rights, not as an Article with an unambiguous meaning, but as an Article which from its very start was the subject of different interpretations and desires, the author argues for an understanding of the process of transforming universal rights into national law and norms as democratic iterations. This way of conceiving democratic iterations is examined empirically, with Sweden as an example, by analyses of three different discursive arenas: a… [Direct]

Vindrola, Stefania (2023). Re-Thinking Childhood in Peru: A Critical Discourse Analysis of Peruvian Early Childhood Policies. Global Studies of Childhood, v13 n4 p372-391. Early childhood has become a priority in national and international political agendas. In the last decade, states have elaborated social policies and launched a variety of programmes for young children. Using Critical Discourse Analysis, this research explores the most prominent conceptualisations of children and childhood underpinning official Early Childhood policies in Peru, drawing on theoretical frameworks from childhood studies. The study identified the existence of a convergence of discourses about children and childhood in the policy documents which are based on different perspectives: developmental psychology, human capital theory and a children's rights-based approach. From this analysis, I argue that early childhood policies in Peru evidence a developmentalist predominance that has problematic implications in the context of the country's bicentennial anniversary of independence. I analyse how this developmental focus leads to a lack of sensitivity about the impact of… [Direct]

Akinbode, Olusola (2006). Recasting Justice and Ethics through Human Rights Education: The Nigerian Experience. Convergence, v39 n1 p91-99. The United Nations Decade for Human Rights Education (1995-2004) set in motion both formal and informal activities to promote the development of respect for human rights culture through education worldwide. It is said that knowledge is power and ignorance cannot be a defence. But the maxim that says ignorance of the law is no defence is in itself a flagrant violation of human rights when over 65 per cent of the population of a country are ignorant of their basic rights and the laws that protect them. It is only an enlightened citizenry that can create a society which can make politics both civil and capable. Is it then possible for justice and ethics to be extended to the global sphere through human rights education; and if so, what constant and diverse approaches are applicable, in Africa and Nigeria in particular, for the realisation of this goal? Can human rights education reconcile the support of internationally recognised standards of human rights and justice with respect for… [Direct]

Hoosain, Rumjahn, Ed.; Salili, Farideh, Ed. (2010). Democracy and Multicultural Education. Research in Multicultural Education and International Perspectives. IAP – Information Age Publishing, Inc. Democratic political systems and the democratic way of life is aspired by most people around the world. Democracy is considered to be morally superior to other forms of political systems as it aspires to secure civil liberties, human rights, social justice and equality before the law for everyone regardless of their gender, culture, religion and national origin. Enshrined in democracy is separation of religion and state, fair and competitive elections of leaders according to a country's constitution which in turn is based on democratic ideals. Democracy aspires for people of different backgrounds to live together with their differences intact, but all contributing towards a better life for all. In today's increasingly pluralistic societies many people of different cultural and national backgrounds are brought together. Many have migrated from countries with autocratic political systems. Some with religions that require them to behave in different way, others with cultures teaching… [Direct]

Potgieter, Ferdinand J.; van der Walt, Johannes L. (2012). The Origins of Religion as an Historical Conundrum: Pedagogical and Research Methodological Implications and Challenges. Bulgarian Comparative Education Society, Paper presented at the Annual Meeting of the Bulgarian Comparative Education Society (10th, Kyustendil, Bulgaria, Jun 12-15, 2012). For the last five years the authors have been involved in a research project entitled "Creating Diagogic Space." The project aims at determining to which extent conditions such as the presence/absence of social justice, the creation/lack of social and human capital, respect/non-recognition of human rights, the (non-) recognition of individual and group values and so forth, impact on the diagogic space: the space in which people may enjoy the freedom to educate their children, and for their children to be educated in accordance with the educators' preferred spiritual, religious and value system(s). A significant part of the research revolves around the concepts/constructs of religion and/or spirituality. The authors initially discovered that all manifestations of religion showed the same basic structure, with spirituality at its epicentre or core, but later concluded that the "numen" (the numinous) seems to lie even deeper than spirituality. These investigations… [PDF]

Fenoglio, Rick; Taylor, William (2014). From Winning-at-All-Costs to Give Us Back Our Game: Perspective Transformation in Youth Sport Coaches. Physical Education and Sport Pedagogy, v19 n2 p191-204. Background: Drawing upon concepts from Mezirow's transformative learning theory, this research investigated the process of perspective transformation in three purposively sampled youth sport coaches in the UK. Perspective transformation is the process by which adults revise their culturally defined frames of reference which have arisen out of their unique, personal meaning perspectives and individual meaning schemes. Give Us Back Our Game (GUBOG) is an approach to youth sport which aims at developing sporting talent while, at the same time, fulfilling the human rights and dignity of children in its various programmes. The emphasis of the GUBOG perspective is upon fun, age-appropriate game forms, child consultation, inclusivity, mutual respect and other elements. Aim: This research comes at a time when there is a call for a more sensitive and inclusive approach to youth sport and its coaching. While referring to the GUBOG perspective, we investigated the processes of critical… [Direct]

Tikly, Leon (2011). A Roadblock to Social Justice? An Analysis and Critique of the South African Education Roadmap. International Journal of Educational Development, v31 n1 p86-94 Jan. The article provides an analysis and critique of contemporary debates concerning the quality of education in South Africa from a social justice perspective. In particular the article focuses on the "Education Roadmap" which has gained support from a range of stakeholders in South Africa including key members of the newly elected government. The "Education Roadmap" is considered in relation to dominant approaches to understanding education quality within the education literature, namely the human capital and human rights based approaches. It is argued that the "Roadmap" shares characteristics of both approaches although it is particularly influenced by the former. The article sets out an alternative approach based on social justice principle that, whilst developing and extending aspects of dominant approaches, is considered pertinent because it articulates with historical struggles around education in South Africa. It is suggested that although the… [Direct]

Aikman, Sheila; Halai, Anjum; Rubagiza, Jolly (2011). Conceptualising Gender Equality in Research on Education Quality. Comparative Education, v47 n1 p45-60 Feb. This article sets out to re-conceptualise gender equality in education quality. Four approaches to conceptualising gender equitable education quality are identified in the literature: human capital theory with a focus on parity and sameness for all; a human rights and power perspective, within which gender equality is viewed as transforming unjust structures; postcolonial critiques, which celebrate and recognise difference; and the view of development as social action for empowerment with gender intersecting with other inequalities. The framework is applied to an analysis of a programme of research on education quality, EdQual. The article maintains that for education quality at the level of classrooms to move beyond fairness of distribution of resources, to consider the nature of educational experience for boys and girls, requires a deeper questioning of the gender biased nature of schooling. It also indicates that education quality demands an analysis of gender dynamics in the… [Direct]

Carrim, Nazir (2009). Hair: Markings on the Body and the Logic of Discrimination. Perspectives in Education, v27 n4 p375-384 Dec. I draw on empirical research conducted among selected Grade 9 learners in schools in Gauteng, KwaZulu-Natal and the Western Cape in regard to their perceptions and experiences on human rights. Throughout, a convergence of these learners' experiences and perceptions occurred in relation to "hair", as the marking on their bodies which was the basis for the discriminations that they experienced in schools. "Hair" marked "black" learners as different from "white" learners. "Hair" was the mark that was used by a gay learner to separate being gay from heterosexual male learners. Hair was what marked working class learners from middle and upper class learners. On the basis of these data, I argue that "hair" is a marking on the body which reinforces the logic and practice of discrimination, and provides them with a bio-physical signifier to justify and naturalize discrimination. In developing this argument I also point to the… [Direct]

Young, Sara Lewis-Bernstein (2009). Breaking the Silence: Critical Literacy and Social Action. English Journal, v98 n4 p109-115 Mar. This article explores the ways that students in a humanities class talked about, researched, and disrupted homophobia at Jones School, a public combined middle school and high school in a small New England town. It includes strategies that move beyond discussions of right and wrong to a place of critical inquiry and support for the human rights of all people. At the same time, it addresses some of the difficulties in \aligning cultural integrity and social justice\ in a small, conservative public school…. [Direct]

Lo Bianco, Joseph (2014). A Cerebration of Language Diversity, Language Policy, and Politics in Education. Review of Research in Education, v38 n1 p312-331 Mar. The content of the present issue of "Review of Research in Education" (RRE) is timely and important, allowing considered, multiperspectival active reflection, what the author calls cerebration, on language diversity as well as a call for concerted action for linking better the findings of research to the imperatives of teaching. In conceiving this volume, the editors have designed four pedestals, serving as a kind of ontology, of the philosophical categories and their relations as the entities that constitute the domain of language pluralism: (1) Educational access, equity, and achievement; (2) Native-language literacy as an educational right; (3) The paradox of majority and minority languages; and (4) Emerging global demographic shifts. In this concluding chapter, the author argues that despite multilingualism being well established as the predictable condition of all human society, historically nation-states have absorbed and legitimized discourses and self-understanding… [Direct]

Curren, Randall (2009). Education as a Social Right in a Diverse Society. Journal of Philosophy of Education, v43 n1 p45-56 Feb. The aim of this article is to outline the basis for a comprehensive account of educational rights. It begins by acknowledging the difficulties posed by diversity, and defends a conception of universal human rights that limits parental educational discretion. Against the backdrop of the literature of public reason and fair equality of opportunity, it sketches arguments for the existence of rights to education of some specific kinds. Those rights, and associated educational purposes, are systematised on the basis of a conception of education as initiation into practices that express human flourishing…. [Direct]

Lyons, Lesley (2013). Transformed Understanding or Enlightened Ableism? The Gap between Policy and Practice for Children with Disabilities in Aotearoa New Zealand. International Journal of Early Childhood, v45 n2 p237-249 Aug. The concept of inclusion in the New Zealand legislative and policy environment is articulated in a liberal human rights discourse intended to redress past practices of segregation and exclusion. Such discourse has provided the early childhood sector with new ways to speak about disability and inclusion. There is, however, a growing body of evidence to show that "how" teachers speak about inclusion is frequently not reflected in "practices" in Early Childhood Education and Care (ECEC) settings. The emerging evidence reported in this article is drawn from an ongoing research project which, in part, examines the views of inclusion elicited through semi-structured interviews with teachers, owners and managers in long-day ECEC–the facilities designed to accommodate adults' usual working hours. The larger study aims to examine tensions and complexities for teachers, owners and managers in long-day ECEC alongside the views and experiences of parents of children with… [Direct]

Sadruddin, Munir Moosa; Wahab, Zaira (2013). Are We Preparing Global Competent Teachers? — Evaluation of the Incorporation of Global Education Perspectives in Teacher Education Curriculum in Pakistan. Bulletin of Education and Research, v35 n1 p75-94 June. The paper investigates the integration of global component in the teacher education curriculum of B.Ed (1 yr) and looks into its role in preparing globally competent teachers. The overall strategy for the study was based on survey. The present study adopts mix-method (phenomenology and content analysis) as the major modes of investigation. The population consisted of all the B.Ed (1 yr) trained teachers and B.Ed curriculum in Pakistan. The total sample of 200 B.Ed (1 yr) qualified and experienced teachers were selected through purposive sampling while the curriculum of B.Ed (1 yr) developed by Higher Education Commission was chosen for the study. The data was collected through interview and documentary/record analysis. To find the global competency, themes are derived from the responses of experienced teachers using phenomenological research, while major global issues (Global Human Rights, Global Population, Global Language, Global Economy and Global Citizenship) were analyzed in… [PDF]

Davids, Nuraan (2014). Muslim Women and the Politics of Religious Identity in a (Post) Secular Society. Studies in Philosophy and Education, v33 n3 p303-313 May. Women's bodies, states Benhabib ("Dignity in adversity: human rights in troubled times," Oxford University Press, Oxford, 2011: 168), have become the site of symbolic confrontations between a re-essentialized understanding of religious and cultural differences and the forces of state power, whether in their civic-republican, liberal-democratic or multicultural form. One of the main reasons for the emergence of these confrontations or public debates, says Benhabib (2011: 169), is because of the actual location of "political theology". She asserts that within the context of globalization, the concept of "political theology" is complicated by its unstable location between religion and the public square; between the private and official; and between individual rights to freedom of religion versus state security and public well-being. Ultimately, therefore, the nature of the tension between religion as a political theology and the forces of state power… [Direct]