Journal ArticleDOI
Curriculum and Civil Society in Afghanistan
TLDR
Adele Jones as discussed by the authors traces the changing nature of Afghan curricula since the 1960s, highlighting the conflict surrounding curricula during the Soviet regime and posits that resistance to statesanctioned curricula was seen as resistance to the state regime, often putting schools at the center of conflict.Abstract:
Although research has traditionally discussed the ways in which societies in conflict develop educational practices, only recently have scholars begun to examine the role of education in creating or sustaining conflict. In Afghanistan, changing regimes have had an impact on state-sanctioned curricula over the past fifty years, drastically altering the purpose and ideology of education. In this article, Adele Jones traces the changing nature of Afghan curricula since the 1960s, highlighting the conflict surrounding curricula during the Soviet regime. She posits that resistance to statesanctioned curricula was seen as resistance to the state regime, often putting schools at the center of conflict. This continues today, as Taliban groups resist the Western-influenced curricula of modern Afghanistan. Jones argues that understanding this cycle of resistance is critical for Western agencies aiming to support educational efforts in the country.read more
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From Classrooms to Conflict in Rwanda
TL;DR: In this article, the authors compared education from the margins to the mainstream and education for peace building: Rwanda in comparative perspective, in the context of the 1994 Rwandan genocide and post-genocide education.
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The Rise, Removal, and Return of Women: Gender Representations in Primary-Level Textbooks in Afghanistan, 1980-2010.
TL;DR: In this article, the authors examined gender representations in primary-level Dari language arts textbooks from 1980 to 2010 and found that tumultuous political events and power struggles in the recent history of Afghanistan have led to many changes in how the daily social and working lives of Afghan women and girls have been portrayed in textbooks.
Journal ArticleDOI
Learning peace (and conflict): the role of primary learning materials in peacebuilding in post-war Afghanistan, South Sudan and Sri Lanka
TL;DR: This article used case study literature reviews of primary learning materials from Afghanistan, South Sudan and Sri Lanka to explore the ways in which learning materials extend existing challenges of post-war education and potentially create new ones.
Journal ArticleDOI
A conceptual approach to the creation of public-private partnerships in social welfare
Richard J. Estes,Huiquan Zhou +1 more
TL;DR: In this paper, the authors compare the origins and nature of public-private partnerships between two of the world's most populous countries whose histories, traditions, values, and norms differ fundamentally from one another.
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Schooling’s ‘contribution’ to contemporary violent conflict: Review of theoretical ideas and case studies in the field of education and conflict
TL;DR: This paper reviewed the literature on education and conflict and argued that the field of study of "education and conflict" has not yet solidified since its emergence in the 1990s, partly due to the weak theory base.
References
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The Civic Culture Revisited
Gabriel A. Almond,Sidney Verba +1 more
TL;DR: The Intellectual History of the Civic Culture Concept - Garbiel A Almond The Structure of Inference - Avend Lipphart The Civic Culture - Carole Pateman A Philosophic Critique as mentioned in this paper.
Religious Identities Provoked: The Gilgit 'Textbook Controversy' and its Conflictual Context 1
TL;DR: In Gilgit (Northern Areas of Pakistan), protests against presentations of religious practices in school textbooks resulted in riots and deaths in 2004 as well as in the closure of schools for one year.
Journal ArticleDOI
Muslim and Western Influences on School Curriculum in Post-War Afghanistan
TL;DR: In this article, the authors consider past sociopolitical influences on language and content of textbooks, and examine Islamic and civil society principles espoused in the new curriculum framework as reflected in the Life Skills curriculum.