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Book part
Publication date: 18 November 2019

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Interdisciplinary Perspectives on Human Dignity and Human Rights
Type: Book
ISBN: 978-1-78973-821-6

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1691

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Journal of Aggression, Conflict and Peace Research, vol. 10 no. 4
Type: Research Article
ISSN: 1759-6599

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Gender and the Violence(s) of War and Armed Conflict: More Dangerous to Be a Woman?
Type: Book
ISBN: 978-1-78769-115-5

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Book part
Publication date: 14 October 2022

Moran Benisty

The definition of the term “family” around the Western world is more heterogeneous than ever before and so are its roles and the social expectations of it. However, prisoners’…

Abstract

The definition of the term “family” around the Western world is more heterogeneous than ever before and so are its roles and the social expectations of it. However, prisoners’ families (specifically parents and siblings) are expected to support their incarcerated son/brother as they are perceived responsible for his choices and as having the closest relationship with him. Based on a study of parents and siblings of incarcerated men in Israel, this chapter’s goal is to shed light on families’ choice to support their incarcerated son or brother and the struggles this choice entails. A thematic analysis of semi-structured interviews with 17 parents and 10 siblings of incarcerated men in Israel showed that nuclear family members may experience various struggles throughout the legal proceedings, including family hardships, negative social experiences, and negative experiences with formal institutions – all leading to social self-exclusion. Looking through the intersectionality lens, the findings show that when accumulating hardships that prisoners’ families experience encounter perceived harsh institutional systems of oppression, preordained marginalization can be deepened as families operate in opposition.

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The Justice System and the Family: Police, Courts, and Incarceration
Type: Book
ISBN: 978-1-80382-360-7

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Book part
Publication date: 16 October 2020

Stacy Banwell

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Gender and the Violence(s) of War and Armed Conflict: More Dangerous to Be a Woman?
Type: Book
ISBN: 978-1-78769-115-5

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Book part
Publication date: 8 November 2019

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Victim, Perpetrator, or What Else?
Type: Book
ISBN: 978-1-78973-335-8

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Book part
Publication date: 13 April 2021

Ibrahim Natil

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Conflict, Civil Society, and Women's Empowerment: Insights from the West Bank and the Gaza Strip
Type: Book
ISBN: 978-1-80071-061-0

Open Access
Article
Publication date: 1 December 2014

Aleya James

This paper explores the work of the educational theorist Gert Biesta in a setting outside of the context where it was originally developed. It aims to address how Biesta’s…

Abstract

This paper explores the work of the educational theorist Gert Biesta in a setting outside of the context where it was originally developed. It aims to address how Biesta’s approach can help educators and policy makers question the philosophical underpinnings of education in the UAE and thereby start a conversation that is currently absent in this context. The paper comprises three elements: first, an overview of Biesta’s educational theory is given with a focus on ‘subjectification’ and his self-titled “pedagogy of interruption”. Secondly and in brief, I use Biesta’s framework of educational dimensions to analyse the philosophy underlying education in the United Arab Emirates using published government documents and media sources. Thirdly, I report a small-scale qualitative analysis of a specific educational space, three General Studies Courses in a UAE tertiary institution, to investigate the ‘risky’ possibilities involved in implementing a pedagogy of interruption. I find that despite a dominant policy discourse that discounts subjectification, there are significant opportunities for students to develop a strong sense of self. These opportunities are created by a small but strongly motivated group of teachers and taken up, on the whole enthusiastically, by students. However, my assertions are limited by a number of challenges which warrant further research. This paper hopes to provide a meaningful contribution to the limited discussion regarding the aims and expectations of education in the Middle East, and finds a pertinent philosophical grounding for liberal studies teaching in a tertiary context. As such the paper will be of value both to policy and decision makers in the Middle East and to teachers and trainers who teach in multi-cultural and international contexts.

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Learning and Teaching in Higher Education: Gulf Perspectives, vol. 11 no. 2
Type: Research Article
ISSN: 2077-5504

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Article
Publication date: 10 October 2016

Margaret Flynn and Bridget Penhale

240

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The Journal of Adult Protection, vol. 18 no. 5
Type: Research Article
ISSN: 1466-8203

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Publication date: 30 May 2022

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Systemic Inequality, Sustainability and COVID-19
Type: Book
ISBN: 978-1-80117-733-7

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