 |
|
|
Item Details
| Title:
|
TOLERANCE MATTERS
INTERNATIONAL EDUCATIONAL APPROACHES |
| By: |
Seamus Dunn (Editor), K. Peter Fritzsche (Editor), Valerie Morgan (Editor) |
| Format: |
Paperback |
| List price:
|
£13.50 |
|
We believe that this item is permanently unavailable, and so we cannot source
it.
|
|
|
|
|
|
| ISBN 10: |
3892046468 |
| ISBN 13: |
9783892046462 |
| Publisher: |
BERTELSMANN FOUNDATION |
| Pub. date: |
1 May, 2003 |
| Pages: |
295 |
| Description: |
Tolerance, diversity, and human rights are issues that lie at the very core of democratic societies. Especially in times of conflict, the question arises: Is it possible to promote tolerance, democracy, and human rights through education? |
| Synopsis: |
Tolerance, diversity, and human rights are issues that lie at the very core of democratic societies. Especially in times of conflict, the question arises: Is it possible to promote tolerance, democracy, and human rights through education? Tolerance Matters identifies fundamental issues in the field of education for democracy, human rights, and tolerance. The 10 case studies compiled in this volume examine educational responses in a wide range of cultural, social and economic contexts. Set against an analytical framework that allows for comparison, the case studies explore the complexities, challenges, and opportunities inherent in attempting to use education as a mechanism for fostering understanding and tolerance. With contributions from Brazil, Chile, Germany, Israel, the Netherlands, Northern Ireland, the Philippines, Poland, South Africa, and the United States of America, this unique collection of case studies offers a cross- and intercultural approach to the issue of education for democracy. |
| Publication: |
Germany |
| Imprint: |
Bertelsmann Foundation |
| Returns: |
Returnable |
|
|
|
 |
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|