دانلود کتاب آموزش برای صلح و عدالت اجتماعی در میانمار

Over the past five decades, both Peace Education and Human Rights Education have emerged from the margins to become legitimate academic fields with a burgeoning and rich body of scholarship. We have seen both fields over time be influenced and framed by critical feminist thought, demilitarization and peace studies, movements for climate justice, decolonial and postcolonial engagement, and indigeneity, raising critical issues and reflection for future directions of the field. While there have been both a proliferation of books related to these fields and an exponential increase in journals dedicated to the topics (such as the International Journal of Human Rights Education, the Human Rights Education Review, the Journal of Peace Education, In Factis Pax, among others), this book series on Peace and Human Rights Education is the first of its kind. Encompassing two related fields that are in dialogue with each other—Peace Education & Human Rights Education—the contributions to the series need not cover both fields, but together will advance our understandings of their role in educational development and transformation. This series highlights the central ideas, issues, debates, and questions surrounding peace and human rights education by bringing together cuttingedge scholarship on these fields, both separately and concurrently, from leading theorists, scholars, and practitioners in the field. The type of work in this series is robust—from the conceptual, to the reflective, to the empirical—as we aim to provide a cross-section of scholarly research that projects the dynamism of both fields as they have evolved over time. As a result, there are several overarching goals of the series, including (1) to highlight groundbreaking and rich studies and research on human rights and peace education around the globe; (2) to analyze limits and possibilities in the localization of peace education and human rights education in diverse contexts; (3) to analyze historical contexts that have shaped the directions of the fields; (4) to amplify marginalized voices and scholarship; and (5) to serve as the nexus for key debates, questions, and issues in the field. We launched the series with our own book, Educating for Peace and Human Rights: An Introduction, to lay the groundwork of the foundations of each field and explore the fertile terrain that lies at their intersection, conceptualized through the heuristic of a banyan tree nourished by the shared soil of core concepts such as dignity and transformative agency. One of the unique features of banyan trees is their capacity to drop down new roots (which, over time, conjoin with the primary trunk). We argue that these new drop-down roots are the renewals of the field, some which branch out in new directions, others that coalesce with the trunk and become central components of the tree. We envision each subsequent book in this series as a branch or drop-down root that offers new insights in distinct contexts and deepens our understanding of how liberatory education—namely efforts toward peace, human rights, and social justice education—is enacted, contested, and advanced in different local, transnational, and global settings.