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Education, Poverty and Terrorism: Is There a Causal Connection? 出版年份: 2003 作者: Alan B. Krueger | Jitka Maleckova 机构作者: American Economic Association In the authors' view, any connection between poverty, education and terrorism is indirect, complicated and probably quite weak. Instead of viewing terrorism as a direct response to low market opportunities or ignorance, the article suggests it is more accurately viewed as a response to political conditions and long-standing feelings of indignity and frustration that have little to do with economics. Education, Poverty and Terrorism: Is There a Causal Connection? 出版年份: 2003 作者: Alan B. Krueger | Jitka Maleckova 机构作者: American Economic Association Selon les auteurs, le lien entre la pauvreté, l'éducation et le terrorisme est indirect, compliqué et probablement faible. Au lieu de considérer le terrorisme comme une réaction immédiate au manque d’opportunités d’accéder au marché du travail ou comme résultant de l'ignorance, l'article suggère de considérer le terrorisme comme une réaction à des situations politiques et des sentiments d'indignité et de frustration de longue date, dont le lien avec l'économie est faible. 
Homegrown terrorism and transformative learning: an interdisciplinary approach to understanding radicalization 出版年份: 2010 作者: Alex S. Wilner | Claire-Jehanne Dubouloz Since 2001, a preponderance of terrorist activity in Europe, North America and Australia has involved radicalized Westerners inspired by Al Qaeda. Described as ‘homegrown terrorism’, perpetrators are citizens and residents born, raised, and educated within the countries they attack. While most scholars and policy-makers agree that radicalization plays a central role in persuading Westerners to embrace terrorism, little research properly investigates the internal and cognitive processes inherent to radicalization. Transformative learning theory, developed from the sciences in education, health and rehabilitation, provides an unconventional and interdisciplinary way to understand the radicalization process. The theory suggests that sustained behavioural change can occur when critical reflection and the development of novel personal belief systems are provoked by specific triggering factors. Homegrown terrorism and transformative learning: an interdisciplinary approach to understanding radicalization 出版年份: 2010 作者: Alex S. Wilner | Claire-Jehanne Dubouloz Depuis 2001, une grande partie de l'activité terroriste en Europe, en Amérique du Nord et en Australie a impliqué des Occidentaux radicalisés inspirés par Al Qaïda. Décrite comme un « terrorisme venant de l’intérieur », leurs auteurs sont des citoyens et des résidents qui sont nés, ont grandi et ont été éduqués dans les pays qu'ils attaquent. Alors que la plupart des chercheurs et des décideurs conviennent que la radicalisation joue un rôle central pour convaincre les Occidentaux d'embrasser le terrorisme, peu de recherche étudie d’une manière adéquate les processus internes et cognitifs inhérents à la radicalisation. La théorie de la pédagogie transformative, développée à partir des sciences de l'éducation, de la santé et de la réadaptation, fournit une manière peu commune et interdisciplinaire de comprendre le processus de radicalisation. Cette théorie suggère que le changement de comportement de manière durable peut se produire lorsque la réflexion critique et le développement de nouveaux systèmes de croyance personnelle sont provoqués par des facteurs déclencheurs spécifiques. Engaging and Educating Women and Girls in the Prevention of Violent Conflict and Violent Extremism 出版年份: 2014 作者: Kathleen Kuehnast 机构作者: United States Institute of Peace (USIP) Dr. Kathleen Kuehnast, director of the Center for Gender and Peacebuilding at the U.S. Institute of Peace, testified on the importance of engaging and educating women and girls in conflict zones in order to prevent and mitigate violent conflict and violent extremism. Engaging and Educating Women and Girls in the Prevention of Violent Conflict and Violent Extremism 出版年份: 2014 作者: Kathleen Kuehnast 机构作者: United States Institute of Peace (USIP) Dr. Kathleen Kuehnast, directrice du Centre pour le genre et la construction de la paix (Center for Gender and Peacebuilding) à l’Institut américain pour la paix (United States Institute of Peace), témoigne de l'importance d'impliquer et d'éduquer les femmes et les jeunes filles dans les zones de conflit afin de prévenir et de contenir les conflits violents et l'extrémisme violent. Gain or Drain: Understanding Public Private Partnerships in Education 出版年份: 2013 机构作者: Asia South Pacific Association for Basic and Adult Education (ASPBAE) As a facilitating tool for education campaign coalitions and other education campaigners to begin to build deeper appreciation and understanding of the issue, this Primer specifically seeks to:• Contribute to achieving clarity on the origin, scope and context of PPPs in education• Provide a simple guideline in assessing PPP initiatives to measure how they relate to realising the right to education• Help education campaign coalitions and networks deepen their analyses and define their operational positions for policy engagement on PPP initiatives. 
LEARNING to Realize Education’s Promise 机构作者: World Bank The World Development Report 2018 (WDR 2018)—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the timing is excellent: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to place their learning at the center. The 2018 WDR explores four main themes: 1) education’s promise; 2) the need to shine a light on learning; 3) how to make schools work for learners; and 4) how to make systems work for learning. 
Toward one world or many? A comparative analysis of OECD and UNESCO global education policy documents 出版年份: 2019 作者: Vaccari, Victoria | Gardinier, Meg P. Education policymaking has gone global. The 2030 Agenda for Sustainable Development aims to galvanize efforts to promote sustainable development, decrease global inequalities, and realize universal quality education. Supporting these efforts, two leading international organizations, UNESCO and the OECD, have set out normative frameworks for their vision of global education. This paper examines the policy discourses of these organizations in light of SDG 4–Education. Specifically, through a comparative analysis of selected terms and underlying concepts in key policy documents, the paper distinguishes between UNESCO's notion of global citizenship and the OECD's framework for global competence. Ultimately, the authors discuss whether the organizations' agendas are aimed at a common global vision, or, alternatively, towards two distinct and divergent conceptualizations of an imagined future. 
The Role of Educational Policy in Promoting National Belonging: A Critical Analytical Study 出版年份: 2010 作者: Salem AlShamsi 机构作者: University of Aden This study focuses on analyzing the role of educational policy in promoting national belonging. It examines how education affects political participation. It also discusses the role that education should play in establishing national belonging.