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The PeaceJam Foundation: An Analytical Program Review through a Transformative Peace Education Lens
Get PDFThis article focuses on the PeaceJam Foundation Ambassadors Curriculum, analyzing how its content and structure align with a Transformative Human Rights Education (THRE) approach. A THRE approach centers on creating social change and encourages youth to analyze structures and conditions that lead to injustice. It embraces emancipatory learning strategies and promotes social change through both individual actions to address human rights violations, as well as through collective action to work toward wider community development. In this article, the author examines the strengths and limitations of how the curriculum’s content, structure, and context align with a THRE approach. The analysis includes takeaways for the wider field about developing quality human rights programming centered on community-engaged praxis, youth participation, transformative agency, and empowerment
Between Urgency and Uncertainty: The Challenge of Being a Human and an Educator in the Age of Climate Change
Get PDFThe window in which we may act to avoid the most extreme impacts of anthropogenic climate change is rapidly closing. Addressing this crisis requires immense collective action and political will. Climate Change Education (CCE) is a global movement and a long-term strategy to empower all members of society to engage in climate action. Educators are the heart of this movement; they are tasked with appropriating CCE frameworks to the reality of their own context and classroom. In this study, we use survey data from a research-practice partnership between <name removed> and New York City Public Schools to explore educators’ beliefs, attitudes, and practices around climate change and education. Our findings paint a complex picture. Educators show high levels of concern and negative emotions about climate change, as well as confusion and underestimation about climate change causes and impacts. Educators support comprehensive CCE in schools, and are overall aligned with international frameworks. While we find growing instructional time dedicated to climate change, the data also point to the important sociological barriers (e.g., perception and labeling of climate change as mostly relevant to the STEM curriculum). We discuss the implications of our findings and offer strategies to enhance CCE in New York City and beyond
On Representations of the Palestinian Arab “other” in A Borrowed Identity (2014)
Get PDFThis study examines representations of the Palestinian Arab “other” in Eran Riklis’s 2014 film A Borrowed Identity, an adaptation of Sayed Kashua’s acclaimed novel Dancing Arabs. The film’s protagonist, Eyad Barhum is a Palestinian teenager navigating identity and belonging within Israeli society after transferring to a Jewish prep school in Jerusalem. Through Eyad’s network of relationships, the film illustrates his identity production through Palestinization, Israelization, and eventual Judaization, as he progressively distances himself from his Palestinian roots to assimilate into Israeli Jewish society. Using frameworks of representation, nationalism, and identity, the study highlights how Eyad’s transformation reflects the complexities of identity production within a society marked by systemic oppression rooted in ethnic binaries. The film critiques but ultimately reinforces the boundaries of the Zionist vision of Israel as a Jewish state–rather than a state of all its citizens– by portraying Eyad’s erasure of his Palestinian identity as the only path to equality and acceptance. This tragic conclusion underscores the impossibility of acceptance without assimilation in a society structured by ethnic hierarchies
Birth in Prison: Systemic Discrimination Barriers to Acknowledging the Legal Personhood of the Child
Get PDFThis Article uses systems theory to outline the problem of automatic rights denial of children born to incarcerated persons. Despite the demonstrated health importance of bonding in early infancy, children are routinely separated from their mothers at birth without due process or consideration of their interests. While this separation is enacted by corrections administrators, it is in fact conduct sent into motion by the earlier decision to incarcerate a pregnant person, even in the knowledge that this will mean automatic separation of the child and mother at birth. This Article argues that such incarceration decisions are communicating a devalued understanding of the pregnant person, labeling her as a worthless mother to her child. By identifying and rejecting discriminatory norms in legal system communications, the rights of children can be better projected
To Prison, With Mom: International Due Process Issues for Children and Mothers Posed by Prison Nurseries
Get PDFSome jurisdictions automatically permit infants born in custody to stay with their mothers, while others enforce immediate separation. Both practices contradict the United Nations Convention on the Rights of the Child’s best interests standard and violate general notions of due process. By comparing automatic actions in Mexico, India, and Canada with the United Kingdom’s multi-agency admissions boards and Australia’s Living with Mum Program, this Article demonstrates how transparent, case-by-case decision-making upholds the human rights of both mother and child. We recommend that each case be thoroughly assessed by an interdisciplinary team to ensure the child’s voice is heard and their best interests are prioritized. Decision-makers must weigh the risks and benefits of placing a child in prison with a parent, considering factors such as the child’s age, maturity, and the conditions of both the prison and alternative placements. The decision-making process should be transparent, with written findings and an opportunity for judicial review. Meanwhile, governments must systematically collect data and support longitudinal research to ensure policies truly prioritize the human rights of both mother and child
Online Investigations of the Quadrilateral Hierarchy Using “Launch-Explore-Summarize”
Get PDFOne of our favorite face-to-face teaching frameworks is “Launch, Explore, Summarize” (LES). However, transitioning LES activities to online settings challenged us to reimagine how learning and its interactions could be supported in this new environment. We explore our experience transitioning an LES lesson on the quadrilateral hierarchy to a synchronous platform in an online geometry course for middle school teachers. We describe how constructivism provided a foundation for our choices, how we navigated the interactions that arose, and the valuable learning opportunities that resulted from these interactions. Our work suggests the promise of LES as an instructional method in online mathematics teacher education
Unveiling Dark Matter in a Galaxy: A Case Study of NGC 1068
Get PDFThe dark matter distribution in NGC 1068 is analyzed by determining its mass using dynamical mass from HI-based rotation curves and stellar mass from spectral energy distribution fitting of ugriz photometric data. High-precision photometry was achieved through Gaussian fitting, star masking, 3-sigma clipping, and error propagation, enabling robust flux measurements for spectral energy distribution analysis with CIGALE. Beyond 1.5 kpc, the dynamical mass begins to exceed the stellar mass. As the error bars do not overlap, the presence of dark matter is confirmed. The difference between the two masses is used to map the dark matter distribution from 1.5 kpc to 13 kpc. This study reproduces earlier findings using high-resolution data. Furthermore, the method for constraining dark matter distributions in individual galaxies and provides detailed spectral energy distribution results with uncertainties is refined