Call for Papers

go to site Call: Conference Купить Витамин Перевоз War-Flight-Migration-Peace source link 1st of December University of Osnabrück Купить lsd в Задонск Закаменск купить иней see url Organizers: Forum Dialogue Niedersachsen here Association for Integration and Education, Hannover go here (Leinetal Gymnasium and Realschule) enter go here Купить закладки спайс россыпь в Гдове In media discourse on war, migration and peace, there is a widespread consensus that a peace education in this context takes a prominent role. This consensus is based in most of the cases on a strictly essentialist view of education. It is assumed that "global learning" is a decisive precondition that absorbs ideas and principles of the Third World-, environment-, peace- and intercultural education and makes them effective in an integrative didactic approach. (vgl. Global Lernen 1996:2). Купить Гертруда Павловский Посад Peace education is thus understood on a socio-ideological order scale between "understanding" and "education" about war-oriented-, migration-related and peaceful processes and events. Following this modelling order, from an educational perspective as well as from an application perspective, in particular the Peace Research practice, result numerous questions, including: go site click a) Peace – A challenge for pedagogy in the migration society source The conference aims to provide the background information, causes, consequences, solutions and methodological requirements of education theory - and practical peace education research, as well as to put up the possible practical peace-education approaches for discussion. source link Василевичи купить Белый see b) Peace – Interdisciplinary perspectives on peace in the migration society get link Which unavoidable restrictions - for example, peace education in the learner and teacher training - are subjected to a peace education, which is limited in this way to instrumental pedagogy functions? How does this shape the self-conception and self-regulation of the involved parties (EU-Organizations, ministries, university, school, non-university and extracurricular institutions, associations, theatre-, music- and art institutions, etc.)? What opportunities does the project "Social peace through education" have, when people are ranked, divided, marginalized and discriminated in terms of their national, cultural and social origin, gender or religious beliefs? And what are the alternatives? Should and can be War-, Migration- and Peace aspects stronger weighted by peace education models and concepts, so that they achieve a better benefit for the social peace integration? Depending on the answers to such questions by the "Applied pedagogy" and on the implementation of relevant findings in Peace education concepts, as they are currently demanded more and faster than ever, the reality of cultural diversity will shape the future design of democratic societies. go Купить закладки скорость a-PVP в Удомле c) Languages – The bridge to peace
What weight does the mother tongue have for the integration of refugees? Does the mother tongue prohibit or allow - support or obstacle the multilingualism? What kind of qualifications does a teacher require to convey German (or the language of the country) as a second language? How can teachers use the mother tongue of the learner as a benefit to facilitate the learning of a second or of an additional foreign language?

Desired are not only the contributions about already existing researches, but also especially those that raise questions, theses, sketches, observations, interviews, documentaries, movies, etc. for discussion. The conference sees itself explicitly as a discussion forum that addresses the educators as well as the scientists from the humanitarian and social sciences and the educationally justified general didactics. Thereby, the relations should be in focus and should be understandable not only on the German, but also on the international level.

- Gender und Frieden (2010): In: GLOBAL LERNEN, Heft 2, S. 1-12.
- Globales Lernen (1996): In: Brot für die Welt, Heft 3, S. 1-12.
- Grasse, Renate/Gruber, Bettine/Gugel, Günther (2008) (Hrsg.): Friedenpädagogik. Grundlagen, Praxisansätze, Perspektiven. Reinbeck: Rowohlt.
- Gruber, Bettina/Hämmerle, Kathrin: (2008) (Hrsg.): Demokratie lernen heute. Politische Bildung am Wendepunkt. Wien/Köln/Weimer: Böhlau.
- Gruber, Bettina/Wintersteiner, Werner/Duller, Gerlinde (2009): Friedenserziehung als Gewaltprävention. Klagefurter Beiträge zur Friedens- und Konfliktforschung, Band 2. Klagefurt: Drava.
- Gruber, Bettina/Rippitsch, Daniela (2011) (Hrsg.): Modell Friedensreligion Alpen-Adria? Lernerfahrungen in einer europäischen Grenzregion. Schwallbach/Ts.: Wochenschau Verlag.
- Palencsar, Friedrich/Tischler, Kornelia/Wintersteiner, Werner (2006) (Hrsg.): Wissen schafft Frieden. Friedenserziehung in der LehrerInnen-Bildung. Klagenfurt: Drava.
- Rippitsch, Daniela/Klepp, Cornelia (2008) (Hrsg.): 25 Jahre Universitätslehrgang Politische Bildung in Österreich. Wien: Facultas Universitätsverlag.
- Wintersteiner, Werner (1999): Pädagogik des Anderen. Bausteine für eine Friedenspädagogik in der Postmoderne. Münster: Agenda Verlag.
- Wintersteiner, Werner (2010): Educational Sciences and Peace Education. Mainstreaming Peace Education into (Western) Academia? New York: Psychology Press.

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