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From Residential Schools to Indigenous-Perspective Schools Transforming Canada’s colonial history into a future of truth and reconciliation Marianne Vardalos Canada’s aboriginal policy has changed remarkably since the 1800s from a call for cultural genocide of Indigenous people, to a call for truth and reconciliation regarding its blood-stained history. As a result, the role of schools in enacting those policies has also changed considerably over the last century. Tracing ap- proaches and perspectives represented in education of Indigenous people

More Schools for Afghanistan LAILA NOOR As daughter of the last freely elected mayor of Kabul, I hastily left Afghanistan together with my family after the occupation of the Soviet Union in 1979. Today I live both in Germany and in Afghanistan and I am chairwoman of the Inde- pendent Afghan Women Association (IAWA), based in Bremen, Germany. In retrospect, the period between 1933 and 1973, the reign of Mohammed Zahir Shah, which I have witnessed in part, is referred to as the golden era in which Afghanistan opened up to the west. This modernization

Schools on the Frontline The Struggle over Education in the Afghan Wars THOMAS RUTTIG INTRODUCTION The Taleban have become known in the West for their strong anti-education stance, particularly against girls’ education. Reports about them burning down girls’ and other schools were abundant over a period of time. This continues to echo in current descriptions of this – despite the recent emergence of local Islam- ic State franchises – still by far strongest insurgent movement in Afghanistan. Two problems have been widely overlooked in this context

Performing the School Boris Charmatz in dialogue with Jeroen Peeters on Bocal1 Between July 2003 and July 2004, the French choreographer Boris Char- matz and the association edna conducted the project Bocal within the framework of a three-year residency at Centre National de la Danse. A nomadic and temporary school, Bocal sought to develop the idea of a contemporary dance school by inventing the modalities of their own education. Charmatz and fifteen participants with different backgrounds investigated issues of pedagogy within an artistic project outside

BANC/School (of fish) Dag O. Hessen Social organization is not only a topic for sociology but also a core topic within biology, in the contexts of ecology, evolution, and behavior alike. The trade- offs between the individual and the group appears at all hierarchical levels, from cells to individuals, further to groups or tribes, and then to the village or local community up to the state and beyond. At all these levels there is a potential conflict between the lower and higher levels. Still, the group has some benefits relative to solitude: it is simply

›Two Schools Under One Roof‹ Visible Segregation in the Education System in Bosnia and Herzegovina Jasmin Donlic »Education is the most powerful weapon which you can use to change the world.« (Nelson Man- dela) INTRODUCTION AND HISTORICAL OUTLINE The Dayton Agreement – a sign for peace in Bosnia and Herzegovina and its most significant side effect Marking the end of a bitter three-and-a-half-year war, in which close to one hun- dred thousand people perished and two million people were displaced, the Day- ton Agreement, an important

INTRODUCTION020 The commonly used terminology “Düsseldorf School” or “Becher School” proves extremely resilient in the historiography of this subject. It is not our aim here to systematically examine its history. However, the importance of the reception of its proponents calls for a rapid sur- vey of this phenomenon, as that label has considerably impacted the perception of digital works. Except for the mention of a geographical, historical or circumstantial link to the Kunstakademie Düsseldorf or the Bechers as inspirational or tutorial figures, there has

4 Challenging Disabling School Policies Since 2003, the »Training Room Program (TRP)«, a time-out model that is based on the American »Responsible Thinking Process (RTP)«, has become established in German schools in response to students’ increas- ingly challenging learning and social behavior. School administrators and academics alike recommend the implementation of the TRP as part of their efforts to conform to the UN convention in order to ensure the success of inclusive schooling for students with emotional and social needs. But in doing

School Entry Proceedings as Organisational Practices Ethnographic Perspectives on the Inter ferences between Governmental and Situated Regulations Helga Kelle abstr act This contribution focuses on educational organisations and asks how interfer- ences of governmental and situated regulations in state-run organisations can be explored ethnographically. The contribution is based on an ethnographic re- search project on the German school entry proceedings, including the applied diagnostics and the processed educational decisions. Since the late 1990s, all