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Seeing Like a State: How Certain Schemes to Improve the Human Condition Have Failed

Come with us to read a new book that is coming recently. Yeah, this is a new coming book that many people really want to read will you be one of them? Of course, you should be. It will not make you feel so hard to enjoy your life. Even some people think that reading is a hard to do, you must be sure that you can do it. Hard will be felt when you have no ideas about what kind of book to read. Or sometimes, your reading material is not interesting enough.

The End of Certainty.

Adapting to Diversity: Irish Schools and Newcomer Students

The bell curve :intelligence and class structure in americanlife

Define and Rule: Native as Political Identity

During the late autumn of 2008 it is a great pleasure for us, as members of the Board of the International Association for Intercultural Education (IAIE), to edit this special issue of Intercultura...

Theoretical reflections on intercultural education

https://link.springer.com/content/pdf/10.1057%2Fhep.1993.45.pdf

The Racial Crisis in American Higher Education

Religions in the contemporary world are Janus-faced institutions. They have the potential of being positive forces but also the capacity of being negative forces. Educators can use the positive aspects and dimensions of religion to foster interfaith and intercultural understandings. In this respect, educators can use the human rights instruments that most nations have approved to ensure that the legal and secular basis of the state provides safety and security to all faiths. This paper discusses these issues and the role of intercultural education in facilitating interfaith education and understanding.

Religion, human rights and intercultural education

Both intercultural education and comparative education have conventionally assumed the primacy of territoriality and sovereignty. This paper engages critically with these assumptions and, in turn, highlights the historical fluidity of nation states while seeking to normalise the process of geographical movement of populations. As such, a number of explicit or implicit modalities of collective survival have emerged on the part of many self-defined ethno-national groups reflected in narratives which sustain collective existence but which, over time, may be seen as flexible. These processes are illustrated with contemporary and historical references, demonstrating that such modalities pragmatically take into account the realities of survival and calling into question essentialist notions of ethnicity, cultural integrity and nationhood. It is argued that the provisional aspect of geopolitical boundaries, the mobility of populations and the autonomous existence of a number of communities have not conventionall...

Contesting borders: a challenge to some paradigmatic assumptions of intercultural and comparative education

This article cites the problems of citizenship education in three different countries: Bosnia, England and Japan, partly because of the way in which these nations are defined, as well as the way in which knowledge within the official school curriculum is selectively developed. In most countries, the curriculum is derived from a narrowly based understanding of the nation. The article suggests that during the period of globalisation it might be possible to devise an intercultural understanding of knowledge from across cultures and civilisations to obviate a clash of civilisations. The first universalist phase that the paper considers is from fifth century BC to seventh century AD when the great religions of Zoroastrianism, Buddhism, Christianity and Islam existed in tributary regions. The second phase in Andalusia in the eleventh century was the interaction between Christian, Jewish and Muslim scholars, which was part of the development of the Renaissance. These developments contributed to scientific and se...

Jagdish S. Gundara

Papers

Theoretical reflections on intercultural education

The Racial Crisis in American Higher Education

Religion, human rights and intercultural education

Contesting borders: a challenge to some paradigmatic assumptions of intercultural and comparative education

Global and civilisational knowledge: eurocentrism, intercultural education and civic engagements