Sport for Development, Peace Education

Top PDF Sport for Development, Peace Education:

Critical pedagogy and power relations in sport for development and peace: lessons from Colombia

Critical pedagogy and power relations in sport for development and peace: lessons from Colombia

For this paper, a key aspect of critical pedagogy is participation: the active engagement of people who are intended to benefit from SDP programs in the making of relevant decisions. Participation does not serve simply to improve the operation of projects; rather, it can empower people and act as a catalyst for democratic decision- making and governance. This approach to community development involves the transfer of power from power holders to project recipients, a loss of central control and proliferation of local diversity. 8 SDP practice thus needs to explore ways in which such dialogue with participants can be established. Critical SDP education can play an important role in this process by enabling participants to develop their critical awareness of the structural forces that shape their lives. Instead of reinforcing ‘the official state definitions of social problems which focused on individual, family, or community pathology’, they ‘would resist them and help others to do the same, individually and collectively’. 9 In doing so, argues Giroux, critical pedagogy ‘offers the
Show more

32 Read more

Sport for Development and Peace in Latin America and the Caribbean

Sport for Development and Peace in Latin America and the Caribbean

development of the region such as violence, crime, lack of education and unemployment. Furthermore, as Latin America is home to some of the most notorious social movements, it is also worth exploring the interplay between grassroots mobilization and sport as a response to specific social concerns. We also recommend increased evaluative research on SDP programs, as well as strongly advocate for the importance of creating a community of knowledge that fosters collaborative efforts among academic institutions, community-based organizations, donors and the international community. Finally, future research should also look into successful experiences, lessons and best practices on the use of sport as an enabler of social development in Latin America and the Caribbean, which can in turn inform global SDP research and practice.
Show more

6 Read more

PHYSICAL EDUCATION & SPORTS FOR GLOBAL PEACE

PHYSICAL EDUCATION & SPORTS FOR GLOBAL PEACE

Sport is powerful tools to strengthen social ties and networks, and to promote ideals of peace, fraternity, solidarity, non-violence, tolerance and justice. The United Nations educational, scientific and cultural organization (UNESCO) was founded on 16 November 1945 with the mission to "Build peace in the minds of men". As the United Nations, lead agency for physical education and sports (PES). UNESCO provides assistance, guidance and services to Government, NGOs and Experts to consolidate and develop the increasingly diverse issues relating to sport. Tackling problem in post conflict situations can be eared as sport has the ability to bring people together in this effort to use sports a catalyst for peace and social development, UNESCO has supported several initiatives in the past years.
Show more

5 Read more

FIGHTING FOR PEACE IN THE SOUTH AFRICAN CLASSROOM: PEACE EDUCATION THE MISSING LINK?

FIGHTING FOR PEACE IN THE SOUTH AFRICAN CLASSROOM: PEACE EDUCATION THE MISSING LINK?

despite the complexities associated with Peace Education within the vast political arena, there is an immense and uncharted area suitable for study and practice of Peace Education (Gan, 2009). the south african education system will arguably not be complete without a clear, formal programme on Peace Education. the current hatred growing in the south african society against foreign nationals will soon teach the learners to be violent; to be more prone to conflict. school curriculum needs to consciously negate the hatred that saw ernesto alfabeto nhamuave from mozambique, burnt alive in the east rand of Gauteng for being a non-south african. the same can be said about the current persecution of somali traders in various parts of the country. south africa defeated the evil of history in apartheid, and schools need to sustain this through meaningful Peace Education. Gan (2009:87) also contends that peace studies need to show that politics must be about process not outcome. only principled nonviolence teaches that lesson. educators should uphold nonviolentist’s principles; they need to model this life showing the learners qualities based on principled nonviolence. Peace Education can never be achieved without this belief and practice in principled nonviolence.
Show more

12 Read more

Environmental Conservation as Source of Building Peace – Myth or Reality

Environmental Conservation as Source of Building Peace – Myth or Reality

Peace-building is both the theory and practice of identifying the conditions that can lead to a sustainable peace. It is must for human development and effective environmental management, both of which are critical to achieving national and regional goals. Applying peace building to environmental crises would include developing an understanding of eco-justice and promoting its advancement. Both peace and environmental educators have a common goal-of stopping violence. Both negative and positive peace implies a commitment to nonviolence in inter human relations and human relationships with nature. Environmental educators have seen the emergence of education for ecological responsibility as a response to human violence against the Earth. Massive deforestation, desertification, global warming, acid rain, the depletion of fishing stock, the extermination of an average of one hundred species a day, shortages in clean water, population growth, soil erosion, and wide spread pollution – all these interactive and compounding environmental problems have social and economic impacts that in turn lead to conflicts and civil strife that may grow into low intensity warfare or even international strife. Peace and environmental educators alike need to recognize this interconnectedness between the degradation of Earth processes and destructive human activities. Peace will require environmental sustainability and environmental sustainability will require peace. In this context, the present paper highlights the various issues that assist us to understand whether protecting environment leads to peace in the nation and also suggests possible solutions to overcome this problem.
Show more

11 Read more

Sport policy and the structure of sport in the UK

Sport policy and the structure of sport in the UK

In 2015, the new Conservative Government published a cross-government strategy, Sporting Future: A New Strategy for an Active Nation, which offers some clues as to the direction of sport policy over the next few years. It focuses on the way sport and physical activity can contribute to five principal outcomes: physical wellbeing; mental wellbeing; individual development; social and community development; and economic development. As with any national sport policy (and, in fact, any government policy), it is very difficult to predict what effects it will have. One of the most obvious aspects of the new strategy is that it explicitly focuses on sport and physical activity, rather than just on sport. This means that there will be a wider focus on (and possible public funding for) activities like cycling (as transport), recreational walking and dancing. One other aspect is that a wider range of organisations may be able to access public funding, if they can argue effectively that they can have an impact on the five principal outcomes the Government is concentrating on. From 2008 onwards, government funding for sport has largely been directed to NGBs; this latest strategy suggests that other organisations, such as charities like StreetGames, will have greater opportunities to access public funding.
Show more

33 Read more

Buddhist education: Peace education as a broad base provider

Buddhist education: Peace education as a broad base provider

International Journal of Scientific Research in Science and Technology (www.ijsrst.com) 1754.. www.peace.org.>academic>peace www.peace.lit.no7[r]

7 Read more

Relationship of the psychosomatic status of pediatric interns and the efficiency of their education

Relationship of the psychosomatic status of pediatric interns and the efficiency of their education

2. Bezrukov L.A., Koloskova E.K., Khilchevskaya V.S. Obuchenie internov- pediatrov kak upravlyaemyj process [Training of interns-pediatricians as a controlled process]. Probl. pit. pediatriyi ta vishoyi med. osviti: zb. nauk. prac, prisvyachenih pam’yati profesora Yu.M.Vitebskogo [Issues of Pediatrics and Higher Medical Education: Collection of scientific works, in honor of the memory of Professor Yu.M. Vitebsky]. Donetck.2008;232-235. (in Russian)

5 Read more

Sport for Peace in Northern Ireland? Civil Society, Change and Constraint after the 1998 Good Friday Agreement

Sport for Peace in Northern Ireland? Civil Society, Change and Constraint after the 1998 Good Friday Agreement

To these two peacebuilding functions of sport we add a third: the symbolic representa- tion of co-operation and new identities. If sport can express antagonistic and exclusive identities, it can equally symbolise inclusive and open self-understandings, providing estranged groups a shared focus of allegiance and embedding a political transformation in the popular consciousness. In South Africa, sport provided the platform for totemic rep- resentations of the political change taking place, such as Mandela’s donning of the Springbok rugby jersey associated with White South Africa, and Black and White athletes travelling to the Barcelona Olympics in 1992 in a plane decorated with the new national flag. Sport also underwent structural change in order to become more representative of South Africa’s new democracy (Höglund and Sundberg, 2008; Keim, 2003). Another notable case is that of North and South Korea, where ‘trans-national, pan-Korean, identity … has been reinvigorated by the often emotional celebration of a common cultural herit- age and national unity through the various sporting encounters between the two nations’ (Merkel, 2008: 308). Nevertheless, the symbolic function of sport can be fleeting and is difficult to quantify; certainly, in the cases mentioned, its achievements should not be exaggerated. The potential impact of unifying symbols, gestures and rituals is acknowl- edged in the comparative study of peace processes, yet so too is the uncertainty surround- ing their long-term effects (Darby and Mac Ginty, 2000: 242).
Show more

16 Read more

London 2012 Olympic legacy: a big sporting society?

London 2012 Olympic legacy: a big sporting society?

First generation rights require protection for individuals from sporting violations of all articles comprising the legally binding ICCPR (and, in Europe, the ECHR). This involves some difficult issues for sport. For example, article 25 addresses the right to participate in the conduct of public affairs, vote, and be elected. However, the government intends ‘light touch regulation at the heart of sport policy’ (Conservative Party 2009a); that funding for sport will come from £50m to sport from a deregulated lottery (DCMS 2010b); that the (fiscally regressive) lottery is to deliver the community school legacy; and that ‘the private sector has a key role to play in developing sport’ (DCMS, 2010). Given that lottery funding is not government funding, and will be minimally regulated anyway, this may mean that sport is taken out of what constitutes ‘public affairs’ and is not considered to be subject to the representative democracy outlined in article 25. Further, the government’s very definition of sport appears to be the partial ‘competitive sport for sports sake’ which encapsulates the sporting practices of a relatively small demographic. If article 25 relates only to sport policy community stakeholders defined this narrowly, the majority of the population, disproportionally women, will be further disenfranchised in relation to sport. This will work against the 2012 legacy aspiration of the right to sport for all.
Show more

39 Read more

Examining the Relation between Life Style and General Mental Health

Examining the Relation between Life Style and General Mental Health

Nowadays, new social behaviours are frequent to spend time such as too much hearing music, fast food, less attention to religion, consumerism, extreme attention to body, less activity, etc. formed as new life models led to many mental disorders; on this basis the article studies the relation between the life style and general health conditions of the personnel in Shahid Ayatollah Dastgheib of Shiraz. The study was done by measurement method and questionnaire device. The universe included 247 employees of the hospital gained by random multistage quota sampling. The variables' reliability concerning mental health was defined by Cronbach alpha coefficient and their validity was defined by face validity and structure validity methods (Factor analysis technique). Finally the relation between the two variables and their dimensions were tested by the software SPSS 19 and Correlation test and multivariable regression. The study findings indicated that the independent variables of the study defined the dependent ones (Namely general mental health condition, somatization, anxiety and insomnia, social behavior disorder and depression as 14.70, 20.50, 9.70, 26.40 and 18 percent, respectively. By virtue of the study findings enhanced religious beliefs, cultural and social cooperation development, sport and being with family may be effective to prevent mental disorders in the hospital personnel.
Show more

7 Read more

Educating for Peace in Higher Education

Educating for Peace in Higher Education

A great bulk of change should begin in all general education courses offered. Interpretations, analyses and discussions in courses such as Languages, Literature, Education, Philosophy, History, Religion etc... are limitless. For instance, in a history course, instead of glorifying war, educators may focus on the fact that war has always been more destructive than constructive to all those involved. As such, an emphasis could be made on how war could have been avoided had appropriate conflict resolution and negotiation skills been applied. A different interpretation of the facts rather than a change of the facts themselves is needed, an interpretation emphasizing that the loss of one life from whatever conflicting party is a loss in human life in general. Educators must emphasize that we must learn from History not to repeat the mistakes of rulers who rose and fell such as Alexander the Great—and I do not know why historians still give him the title, “Great”—or Napoleon, Hitler, and the like. Moreover, Languages, Literature and Philosophy courses could be used to highlight cultural similarities instead of differences, which would bring the various cultures of the world closer to each other rather than encouraging discrimination and supremacy of one “ism” over another. Such courses could also be used as panels for discussing local and global problems with the aim of coming up with possible solutions. The same applies to general education courses offered by other faculties.
Show more

5 Read more

The Importance of Education in Peace Marketing

The Importance of Education in Peace Marketing

Peace defined means the absence of war. War and peace have always been not only military but also political issues advantage. Educational systems are confronted with exceptional challenges during violent conflict. During the conflict International humanitarian law is particularly important. Geneva Conventions a specific reference to protection related to education in wartime. Education peace is also related to the creation of values and skills that help students achieve fullness a life that embraces all people. Education peace relates to aid pupils to recognize many forms and causes violence and promote values and skills to live society. Peace marketing is trying to influence social behavior, change attitudes, habits, and not to the marketing person, but to the benefits of society in general. Article analyzes peace education concepts, role education in promoting peace marketing, universities peace initiative.
Show more

10 Read more

Influence of Teaching Style on Pupils Engagement in Physical and Sport Education in Grammar School of Brazzaville

Influence of Teaching Style on Pupils Engagement in Physical and Sport Education in Grammar School of Brazzaville

The analysis of the results of the data highlights several important points: First, it appears that each student has a personal representation of the physical and sport education discipline, which influences his participation in the PSE course, and more precisely the causes of this participation. (Learning, demon- stration of the motor image, realization of gymnastic elements, acrobatic, aes- thetic, pleasure, progress...). Each pupil, therefore, has a different motivation when he comes to PSE, and this is accentuated by the physical activity offered, rather than by the teacher concerned. For Blake & Mouton (1987), these styles are determined from a two-dimensional model that combines two attitudes of the teacher: attitude towards the discipline and physical and sport education and attitude vis-à-vis students. Each of these attitudes is expressed in varying de- grees, weak or strong, disinterest or interest. The combination of these two atti- tudes identifies four basic styles: the transmission style (entered on the discip- line), the incentive style entered on both the discipline and the students), the as- sociative style entered more about students), and the permissive style (very little entered on students or discipline).
Show more

11 Read more

PEACE EDUCATION FROM THE EDUCATIONAL PERSPECTIVE

PEACE EDUCATION FROM THE EDUCATIONAL PERSPECTIVE

Peace is a broad concept with practical and spiritual connotations. Peace as a concept has received international priorities in United Nations Resolution 53/25 (1998) which proclaimed the period 2001-2010 as the International Decade for a Culture of Peace and Non-Violence for the Children of the World. It is a state of inner calm or end of conflict. Peace has been understood as absence of conflict or violence and conversely as the presence of states of mind and of society such as harmony, accord, security and understanding. Webster defines peace “as a state of quiet or tranquility, freedom from disturbance or agitation, calm repose”. In the absence of fundamentals such as tolerance, understanding, empathy, cooperation and respect for the difference in others, there cannot be peace. A world marked by extreme poverty, starvation, avoidable diseases, discrimination against minority groups and denial of human rights is a world devoid of peace and human security hence, it breeds anger and generates tension leading to armed conflict and war. Johan Galtung, a renowned peace theorist and researcher, argues that structural violence occurs when the wealth of affluent nations, groups or individuals is based on the labor and the essential resources drawn from nations, groups and individuals who, as a consequence, are required to live diminished lives of deprivation (Monez, 1973).
Show more

9 Read more

Education for Peace: Transforming the Culture of Violence

Education for Peace: Transforming the Culture of Violence

for defining, enriching and deepening identity as identity over conflict, which has been established by the texts referred above. School as a moral community shows appropriate sentiments towards a dominant value system of the wider society. In case of Bodoland, movement schools in these regions and the culture they promote among students could be an area to understand identity building of children in this area, which may reinforce or marginalise a particular group. More recently, scholars have linked Paulo Freire’s educational philosophy to peace education and titled it “critical peace education” (Diaz-Soto, 2005). Earlier, such philosophies were discussed in detail by Wulf (1974). While addressing wars that continue to be fought worldwide, Diaz-Soto grounds her call for a critical peace education in the United States based on a need to promote negative peace, or the absence of direct violence. Her recommendations to educators are rooted in a Freirean analysis of power with the aim of consciousness rising: she further calls for “border crossing,” “decolonization,” “inclusion,” “equitable economic distribution,” and reliance on “love as a paradigm” (Diaz-Soto, 2005: 96). Some of her analyses resonate with the ideas put forth in this article, particularly the call for attention to power, identity, culture and deconstruction of the hierarchical relation between the educator and the educand. This leaves scope for more and more empirical research based on the localised context of any conflict, school education and agency of the educator and educand to question the status quo.
Show more

11 Read more

Border cosmopolitanism in critical peace education

Border cosmopolitanism in critical peace education

The question of religion’s role in critical peace education could be addressed much more profoundly through the theories of post-universalism and post-secularism. Secularism is not universal, as Habermas points out, and its ‘Occidental rationalism [which] was once supposed to serve as a model for the rest of the world, is actually the exception rather than the norm’ (2008, 18). It would thus be a mistake to imagine that secular ethics are culturally neutral and universally inclusive, or that they provide a common ground upon which various religious perspectives can be considered. Secularism cosmopolitanism is culturally specific in that it arose simultaneously with Christian cosmopolitanism as ‘two different faces of the same imaginary—the imaginary of the modern/colonial world as an interstate system regulated by the coloniality of power’ (Mignolo 2000, 730). Rather than a resistance to colonialism, secular cosmopolitanism and its Kantian ethics were a reframing of its
Show more

33 Read more

Promoting World Peace Through Education

Promoting World Peace Through Education

Peace has been defined as ‗absence of violence‘. This is rather a narrow and negative definition. Peace should mean not only absence of war, but also violence in all forms, such as conflicts, threat to life, social degradation, discrimination, oppression, exploitation, poverty, injustice, and so on. Peace cannot be built as long as violent social structures exist in society. Naturally such structures will lead people to act violently. For instance, an unfair system of resource distribution in a society would lead to frustration of those who are deprived or get less. Frustration in turn could lead people to violence. Presence of all such obstructive and indicative factors can be termed negative peace. Peace as ‗absence of violence‘ means absence of fistfights or firing or carpet bombing or use of nuclear war heads. This is rather inadequate and incomplete definition. Peace is a state of mind. This is Abstract: In the modern world, violence in various forms and complex forces unleashed by techno-scientific development has transformed the people into miserable and restless creatures on this earth. Today, we are living in the world of international terrorism and warfare. War is not limited to battlefields or national boundaries; rather it has taken the form of Guerrilla war or the proxy war where the agents of enemies and terrorist groups create devastation amidst the civilian population of the countries. As the world is shrinking today, to a global village on one hand, on the other hand there is growing intolerance, violence, race, caste, sex, creed discrimination and fanaticism. There is no denying fact that the crime is also becoming globalized. As a measure, peace education can be the most appropriate way to prevent violence of all types and nourish the young learners from their formative period with rational and relational skills.
Show more

5 Read more

Redefining domestic counterinsurgency post-2001: Sulu Province, Republic of Philippines

Redefining domestic counterinsurgency post-2001: Sulu Province, Republic of Philippines

Madge Kho. Author and member of AFSC’s Peace and Economic Security Committee, Jolo Philippines. Madge was responsible for the “introduction” to the facilitator in Sulu who assisted in the translation and distribution of the questionnaires that made up the bulk of the primary sources of this study.

13 Read more

ROLE OF EDUCATION IN DEVELOPING A CULTURE OF PEACE

ROLE OF EDUCATION IN DEVELOPING A CULTURE OF PEACE

MAY-JUNE 2017, VOL- 4/31 www.srjis.com Page 5050 Culture of Peace and AlRES/53/243 (1997), Declaration and Programme of Action on a Culture of Peace, 1946)) It involves a holistic awareness of the changing world in which we live.

5 Read more

Show all 10000 documents...