Kooperativer Bibliotheksverbund

UID:

Format: 1 online resource.

ISBN: 9789004434486 , 9789004434479

Series Statement: African Higher Education: Developments and Perspectives ; 5

Content: Inclusion as Social Justice: Theory and Practice in African Higher Education discusses the extent to which education enables equitable social access for diverse student populations in the context of historical sidelining of indigenous knowledge systems and epistemic injustice of colonial epistemologies in Africa. The goal is to theoretically unpack the social differentials and micro-inequities that practically disempower diverse students in African higher education. To this end, the book features aspects of diversity such as gender, rurality, refugee status and disability in general, with hearing and visual impairment as prime illustrations. It is argued that despite the ethically defensible and socially just policy and structural interventions for transforming higher education meant to redress the legacy of colonial injustices, urban universities present epistemological equity challenges for students from rural communities. Similarly, the opaque fate of students displaced from their home countries and currently studying in universities in host countries is analyzed. The book illustrates the access case for gender and disability in higher education using empirical studies and examples from Tanzania, Kenya, Ethiopia, Zimbabwe and South Africa. Challenges facing students in higher education in these countries and the strategies the students devise to succeed in the institutions are analyzed.

Note: Foreword -- Elias Mpofu -- Notes on Contributors -- PART 1: Setting the Scene for Social Justice in African Higher Education -- Introduction to Part 1 -- Amasa P. Ndofirepi and Martin Musengi -- 1 Deciphering the Conversations -- Amasa P. Ndofirepi and Martin Musengi -- 2 Epistemological Access in Disadvantaged Schools: A Case Study of Flood-Prone Rural Schools in Western Kenya -- Gloria Erima and Felix Maringe -- PART 2: Access and Epistemic Complexities in African Higher Education -- Introduction to Part 2 -- Amasa P. Ndofirepi and Martin Musengi -- 3 Epistemological Access of Rural Students in an Urban University: Implications for Inclusive Teacher Education -- Alfred Masinire -- 4 Social Justice for Refugee Students in Higher Education in Sub-Saharan Africa: Policy Disjunctures -- Otilia Chiramba and Felix Maringe -- 5 On Relevance: A Critique of Knowledge Processes in the African University -- Amasa P. Ndofirepi, Thokozani Mathebula and Ephraim T. Gwaravanda -- 6 Inclusion and Social Justice: Creating Space for African Epistemologies in the African University -- Amasa p. Ndofirepi and Ephraim T. Gwaravanda -- 7 Epistemic Insolence in the African University: An Anti-Colonial Quest for Liberated Intellectual Spaces -- Amasa P. Ndofirepi and Elizabeth S. Ndofirepi -- PART 3: Disability Issues in African Higher Education -- Introduction to Part 3 -- Amasa P. Ndofirepi and Martin Musengi -- 8 Special Educational Needs and Academic Professionalism for Inclusive Higher Education in Africa -- Martin Musengi -- 9 Obstacles for Students with Disabilities in Accessing Higher Education in South Africa: A Decolonial Perspective -- Sibonokuhle Ndlovu -- 10 Conceptualisation of Quality in Higher Education in Zimbabwe: Students with Disabilities Speak -- Joseph Chidindi -- 11 Identity and Inclusion of Deaf and Hard-of-Hearing Students in Higher Education: Lessons from Contrasting Policies and Practices in African and US Institutions -- Martin Musengi and Millicent Musyoka -- 12 Social Justice Enhancers of University Inclusion for Deaf People in Zimbabwe -- Phillipa Mutswanga -- 13 Inclusion of Students with Visual Impairment in Higher Education: Experiences from Ethiopia and Zimbabwe -- Emmanuel Munemo and Yirgashewa Bekele -- 14 The Experience of Students with Visual Impairment in Higher Education: Barriers and Coping Mechanisms -- Binian Amdebirhan and Yirgashewa Bekele -- PART 4: Gender Debates in African Higher Education -- Introduction to Part 4 -- Amasa P. Ndofirepi and Martin Musengi -- 15 Violence and Abuse against Female University Students in Zimbabwe: Implications for Inclusion -- Regis Chireshe and Excellent Chireshe -- 16 Disability and Access in Higher Education in Tanzania: Experiences of Women with Disabilities -- Margreth Matonya -- 17 The Jagged Road to an Uncertain Future: Ethiopian Female University Students with Disabilities -- Yirgahsewa Bekele, Michelle Proyer and Elina Lehtomäki -- 18 Boosting Gender Equity in Higher Education: Rethinking Strategies -- Beatrice M'mboga Akala -- 19 Achieving Academic Excellence in Africa: A Focus on the Intersection of Sexuality, Gender and Disability in Higher Education -- Christine Peta -- PART 5: Present Realities and Future Directions in African Higher Education -- Introduction to Part 5 -- Amasa P. Ndofirepi and Martin Musengi -- 20 Campus Social Space in Higher Education: Undergraduate Students Negotiating Campus Social Spaces: Capabilities and Contested Spaces for Collaboration -- Elizabeth Sipiwe Ndofirepi -- 21 Lessons, Challenges and Opportunities for Inclusive Higher Education -- Martin Musengi and Amasa P. Ndofirepi -- Index.

Additional Edition: Print version: Inclusion as Social Justice : Theory and Practice in African Higher Education, Leiden Boston : Brill | Sense, 2020

Language: English

URL: DOI:

UID:

Format: 1 online resource.

ISBN: 90-04-43448-8

Series Statement: African Higher Education: Developments and Perspectives ; Volume 5

Content: Inclusion as Social Justice: Theory and Practice in African Higher Education discusses the extent to which education enables equitable social access for diverse student populations in the context of historical sidelining of indigenous knowledge systems and epistemic injustice of colonial epistemologies in Africa. The goal is to theoretically unpack the social differentials and micro-inequities that practically disempower diverse students in African higher education. To this end, the book features aspects of diversity such as gender, rurality, refugee status and disability in general, with hearing and visual impairment as prime illustrations. It is argued that despite the ethically defensible and socially just policy and structural interventions for transforming higher education meant to redress the legacy of colonial injustices, urban universities present epistemological equity challenges for students from rural communities. Similarly, the opaque fate of students displaced from their home countries and currently studying in universities in host countries is analyzed. The book illustrates the access case for gender and disability in higher education using empirical studies and examples from Tanzania, Kenya, Ethiopia, Zimbabwe and South Africa. Challenges facing students in higher education in these countries and the strategies the students devise to succeed in the institutions are analyzed.

Note: Foreword -- Elias Mpofu -- Notes on Contributors -- PART 1: Setting the Scene for Social Justice in African Higher Education -- Introduction to Part 1 -- Amasa P. Ndofirepi and Martin Musengi -- 1 Deciphering the Conversations -- Amasa P. Ndofirepi and Martin Musengi -- 2 Epistemological Access in Disadvantaged Schools: A Case Study of Flood-Prone Rural Schools in Western Kenya -- Gloria Erima and Felix Maringe -- PART 2: Access and Epistemic Complexities in African Higher Education -- Introduction to Part 2 -- Amasa P. Ndofirepi and Martin Musengi -- 3 Epistemological Access of Rural Students in an Urban University: Implications for Inclusive Teacher Education -- Alfred Masinire -- 4 Social Justice for Refugee Students in Higher Education in Sub-Saharan Africa: Policy Disjunctures -- Otilia Chiramba and Felix Maringe -- 5 On Relevance: A Critique of Knowledge Processes in the African University -- Amasa P. Ndofirepi, Thokozani Mathebula and Ephraim T. Gwaravanda -- 6 Inclusion and Social Justice: Creating Space for African Epistemologies in the African University -- Amasa p. Ndofirepi and Ephraim T. Gwaravanda -- 7 Epistemic Insolence in the African University: An Anti-Colonial Quest for Liberated Intellectual Spaces -- Amasa P. Ndofirepi and Elizabeth S. Ndofirepi -- PART 3: Disability Issues in African Higher Education -- Introduction to Part 3 -- Amasa P. Ndofirepi and Martin Musengi -- 8 Special Educational Needs and Academic Professionalism for Inclusive Higher Education in Africa -- Martin Musengi -- 9 Obstacles for Students with Disabilities in Accessing Higher Education in South Africa: A Decolonial Perspective -- Sibonokuhle Ndlovu -- 10 Conceptualisation of Quality in Higher Education in Zimbabwe: Students with Disabilities Speak -- Joseph Chidindi -- 11 Identity and Inclusion of Deaf and Hard-of-Hearing Students in Higher Education: Lessons from Contrasting Policies and Practices in African and US Institutions -- Martin Musengi and Millicent Musyoka -- 12 Social Justice Enhancers of University Inclusion for Deaf People in Zimbabwe -- Phillipa Mutswanga -- 13 Inclusion of Students with Visual Impairment in Higher Education: Experiences from Ethiopia and Zimbabwe -- Emmanuel Munemo and Yirgashewa Bekele -- 14 The Experience of Students with Visual Impairment in Higher Education: Barriers and Coping Mechanisms -- Binian Amdebirhan and Yirgashewa Bekele -- PART 4: Gender Debates in African Higher Education -- Introduction to Part 4 -- Amasa P. Ndofirepi and Martin Musengi -- 15 Violence and Abuse against Female University Students in Zimbabwe: Implications for Inclusion -- Regis Chireshe and Excellent Chireshe -- 16 Disability and Access in Higher Education in Tanzania: Experiences of Women with Disabilities -- Margreth Matonya -- 17 The Jagged Road to an Uncertain Future: Ethiopian Female University Students with Disabilities -- Yirgahsewa Bekele, Michelle Proyer and Elina Lehtomäki -- 18 Boosting Gender Equity in Higher Education: Rethinking Strategies -- Beatrice M’mboga Akala -- 19 Achieving Academic Excellence in Africa: A Focus on the Intersection of Sexuality, Gender and Disability in Higher Education -- Christine Peta -- PART 5: Present Realities and Future Directions in African Higher Education -- Introduction to Part 5 -- Amasa P. Ndofirepi and Martin Musengi -- 20 Campus Social Space in Higher Education: Undergraduate Students Negotiating Campus Social Spaces: Capabilities and Contested Spaces for Collaboration -- Elizabeth Sipiwe Ndofirepi -- 21 Lessons, Challenges and Opportunities for Inclusive Higher Education -- Martin Musengi and Amasa P. Ndofirepi -- Index.

Additional Edition: ISBN 90-04-43447-X

Language: English

UID:

Format: 1 online resource.

ISBN: 9789004466180 , 9789004466159

Series Statement: Human Rights and Humanitarian Law E-Books Online, Collection 2020, ISBN: 9789004419063 5

Content: The Asian Yearbook of Human Rights and Humanitarian Law aims to publish peer-reviewed scholarly articles and reviews as well as significant developments in human rights and humanitarian law. It examines international human rights and humanitarian law with a global reach, though its particular focus is on the Asian region. The focused theme of Volume 5 is Law, Culture and Human Rights in Asia and the Middle East.

Note: Editorial -- Javaid Rehman, Ayesha Shadid and Steve Foster -- PART 1: Focused Theme: Law, Culture and Human Rights in Asia and the Middle East -- 1 Heritage Destruction in Syria and Northern Iraq: which is the Applicable Law? -- Francesca Sironi De Gregorio -- 2 Countering Online Antiquities Trafficking Networks Financing Terrorism in Syria and Iraq -- Barbora Dmitrienko and Layla Hashemi -- 3 International Law and the Protection of Cultural Property in Non-International Armed Conflict: Applicability to Non-State Armed Groups in the Syrian Conflict -- Allison McClelland -- 4 Destruction and Looting of Cultural Property in Yemen's Civil War Legal Implications and Methods of Prevention -- Julia Emtseva -- 5 Cultural Heritage Destruction during Islamic State's Genocide against the Yazidis -- Seán Fobbe et al -- 6 Trust(s) 'with Chinese Characteristics' and Cultural Heritage Protection in the People's Republic of China -- Simona Novaretti -- 7 Implementing the Obligation to Return Illicitly Exported Cultural Property to the Authorities of An Occupied Territory: Who Bears the Responsibility? -- Sofia Poulopoulou -- 8 Human Rights and Underwater Cultural Heritage: Migrant Shipwrecks -- Elena Perez-Alvaro -- 8 Human Rights and Underwater Cultural Heritage: Migrant Shipwrecks -- Elena Perez-Alvaro -- 9 Amin Maalouf and the Value of Cultural Diversity for Universal Cultural Rights in International Law: Lessons from the Levant -- Beatriz Barreiro Carril -- PART 2: General Articles 10 Social Enterprise Groups for South Sudanese Refugee Survivors of Sexual and Gender-Based Violence and Torture Living in Settlements in Northern Uganda -- Helen Liebling and Hazel Barrett -- 11 The Practice of Asian States Implementing the Principle for Protection of Monuments and Works of Art before World War I -- Alice Lopes Fabris -- 12 Debunking the Pandora Box of Decolonisation: An Inquiry into Papuan Separatism from the Lens of International Law -- D.D. Agusman, A. Afriansyah, I. Fadilah -- 13 Moving Past Postcolonial: Rethinking Indigeneity and Self-determination in Southeast Asia -- Jing Min Tan and Alec Thompson -- PART 3: General Articles 14 Reconciling Constitutional Law, Gender Equality and Religious Difference: Lessons from Shayara Bano, India's Triple Talaq Decision -- Vrinda Narain -- 15 Cultural Legitimacy Lost Through the Denial of Cultural Rights within a Multicultural Context: the Case of the Islamic Republic of Iran -- Niloufar Omidi -- 16 Character Education and Cultural Rights: The Case of Minorities in Iran -- Tahirih T. Danesh -- 17 Protecting Environment through Judicial Activism in Pakistan and India -- Zia Ullah Ranjah -- 18 Repatriation of Ainu Human Remains Excavated in Graveyards: Possible Solution under the Civil Code of Japan -- Makoto Shimada -- PART 4: Summaries of Documents 19 Summaries of Proceedings of Human Rights Monitoring Bodies (Covering the Period October 2019-December 2020) -- Denise Venturi and Silvia Venier.

Additional Edition: Print version: The Asian Yearbook of Human Rights and Humanitarian Law : Volume 5. Leiden ; Boston : Brill | Nijhoff, 2021 ISBN 9789004466159

Language: English

URL: DOI:

UID:

Format: 1 online resource.

ISBN: 9789004430464 , 9789004415898

Series Statement: Innovations and Controversies: Interrogating Educational Change ; 10

Content: Displacement, relocation, dissociation: each of these terms elicits images of mass migration, homelessness, statelessness, or outsiderness of many kinds, too numerous to name. This book aims to create opportunities for scholars, practitioners, and silenced voices to share theories and stories of progressive and transgressive music pedagogies that challenge the ways music educators and learners think about and practice their arts relative to displacement. Displacement is defined as encompassing all those who have been forced away from their locations by political, social, economic, climate, and resource change, injustice, and insecurity. This includes: - refugees and internally displaced persons; - forced migrants; - indigenous communities who have been forced off their traditional lands; - people who have fled homes because of their gender identity and sexual orientation; - imprisoned individuals; - persons who seek refuge for reasons of domestic and social violence; - homeless persons and others who live in transient spaces; - the disabled, who are relocated involuntarily; and - the culturally dispossessed, whose languages and heritage have been taken away from them. In the context of the first ever book on displacement and music education, the authors connect displacement to what music might become to those peoples who find themselves between spaces, parted from the familiar and the familial. Through, in, and because of a variety of musical participations, they contend that displaced peoples might find comfort, inclusion, and welcome of some kinds either in making new music or remembering and reconfiguring past musical experiences. Contributors are: #4459, Efi Averof Michailidou, Kat Bawden, Rachel Beckles Willson, Marie Bejstam, Rhoda Bernard, Michele Cantoni, Mary L. Cohen, Wayland "X" Coleman, Samantha Dieckmann, Irene (Peace) Ebhohon, Con Fullam, Erin Guinup, Micah Hendler, Hala Jaber, Shaylene Johnson, Arsène Kapikian, Tou SaiKo Lee, Sarah Mandie, David Nnadi, Marcia Ostashewski, Ulrike Präger, Q, Kate Richards Geller, Charlotte Rider, Matt Sakakeeny, Tim Seelig, Katherine Seybert, Brian Sullivan, Mathilde Vittu, Derrick Washington, Henriette Weber, Mai Yang Xiong, Keng Chris Yang, and Nelli Yurina.

Note: Includes index.

Additional Edition: Print version: My Body Was Left on the Street: Music Education and Displacement, Leiden Boston : Brill | Sense, 2020

Language: English

URL: DOI:

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Format: 1 online resource (416 pages) : , illustrations.

ISBN: 9789086866915

Content: Young people have an enormous stake in the present and future state of Earth. Almost half of the human population is under the age of 25. If young people’s resources of energy, time, and knowledge are misdirected towards violence, terrorism, socially-isolating technologies, and unsustainable consumption, civilization risks destabilization. Yet, there is a powerful opportunity for society if young people can participate positively in all aspects of sustainable development. In order to do so, young people need education, political support, resources, skills, and hope. This volume offers a global perspective on education initiatives by and for young people that promote a transition to sustainability. It includes 38 essays co-authored by 68 contributors from 25 nations, representing a diversity of geography, gender, and generation. "The development of youth leadership has been a central concern of my professional work. Young people have a lot to offer to sustainable development and should participate in planning for our planet’s future. This rich collection of theoretical and practical approaches captures the growing response of young people to this challenge. I am particularly pleased with the attention paid to the role of often-underrepresented regions of the world, to the role of women, and to the Earth Charter in the creating of a peaceful and sustainable future." Julia Marton-Lefèvre, Director General of IUCN (International Union for Conversation of Nature), and former Rector of the University for Peace "This book is a rich, global tapestry depicting the inter-linkages among youth, education and sustainable development. What is particularly interesting is that it shows how education, at all levels, can be a powerful engine for promoting sustainability. This work is an important contribution to the United Nations Decade of Education for Sustainable Development." Goolam Mohamedbhai, Secretary-General, Association of African Universities, and Past President, International Association of Universities "This important and skillfully-prepared book comes at a critical time.... A great strength of this volume is that it blends together theoretical and practical insights regarding education for sustainable development by and for young people. It is written from diverse cultural perspectives from all world regions. Readers, from many fields, especially young people and their teachers, will find it timely and relevant. I hope that it will inspire the younger generation to get involved in seeking solutions to the challenges we face." James Gustave Speth, Former Administrator of the United Nations Development Programme, and Dean Emeritus of the School of Forestry and Environmental Studies at Yale University "It is my hope that you are inspired, as I have been, by Young People, Education, and Sustainable Development: Exploring Principles, Perspectives, and Praxis, for the stories in this volume are full of the possibilities that emerge when we honor and support young people." Ruud Lubbers, Former Prime Minister of The Netherlands, and past United Nations High Commissioner for Refugees.

Note: English

Additional Edition: Print version: Young people, education, and sustainable development : Exploring principles, perspectives, and praxis. Leiden ; Boston : Brill | Wageningen Academic, 2009. ISBN 9789086860937

Language: English

URL: DOI: