Dissertationen zum Thema „Social sciences -> religion -> education“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-50 Dissertationen für die Forschung zum Thema "Social sciences -> religion -> education" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Dissertationen für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
McCrory, Victor Keith. „Social studies educators' perceptions of and beliefs about the inclusion of religion in textbooks“. unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-07082008-114344/.
Der volle Inhalt der QuelleTitle from file title page. Chara Bohan, committee chair; Lori Elliot, Joseph Feinberg, Caroline Sullivan, committee members. Description based on contents viewed Oct. 14, 2009. Includes bibliographical references p. 170-184).
Lipmen, Sara-Jean. „Inadvertent Evangalisms (Or Not)| Teachers' Views on Religion, Religious Beliefs, Positionality and Presence and Their Influence on Their Curricular Choices in the Classroom“. Thesis, University of Southern California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10287583.
Der volle Inhalt der QuelleThere has been very limited research on the possible role religion has in its influence on teacher choices, especially within a Social Science classroom. The purpose of this study was to examine how secondary Social Studies teachers explicitly and implicitly treat religion as a factor in the teaching of history and how their own affinity with/to a religion and beliefs about religious institutions influence their curricular choices. The following research question informed the study: How are teachers’ religious identities, affinities and positionality revealed in their curricular choices?
Through the use of the multiple case study model using interviews, observations and artifacts, this dissertation examined how secondary Social Studies teachers explicitly and implicitly treat religion as a factor in the teaching of history and how their own affinity with/to a religion and beliefs about religious institutions influence their curricular choices. Using the lenses of positionality and presence, while explicitly being aware of American Civil Religion, religious hierarchies and Christian Privilege, this study examined two Atheist/Agnostic teachers in a comprehensive urban high school settings.
The findings are presented as single case studies with a cross case analysis. The analysis of findings found that both teachers did not include religion as a significant factor of history and therefore, did not privilege religion as a topic in their classes. The data showed that both teachers, despite their religious identifications, had internalized Civil American Religion and its alignment with Christianity.
Halman, Loek, Josja Rokven und Inge Sieben. „Religion“. Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6575/.
Der volle Inhalt der QuelleAnagnostou, Emmanouil. „The Re-emergence of Religion in European Politics: The Greek Case of Church - State Relations and Religious Freedom in the Context of Education“. Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21701.
Der volle Inhalt der QuelleRoos, Bergman Johanna, und Belmina Omerhodzic. „Religionskunskapsämnets relevans i ett sekulariserat samhälle / The relevance of Religion Education in a secular society“. Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29565.
Der volle Inhalt der QuelleWilson, Charlene E. „Religion, spirituality & spiritual development of undergraduate students“. Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/632.
Der volle Inhalt der QuelleMcLaughlin, Terence Henry. „Parental rights in religious upbringing and religious education within a liberal perspective“. Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10018556/.
Der volle Inhalt der QuelleDaniel, Faxe, und Flodfält Axel. „Mångkultur i den svenska skolan Hur kan vi utnyttja dess styrkor?“ Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30160.
Der volle Inhalt der QuelleMote, Olivia K. „Lebanon’s “Social Mosaic”: The (Re)Making of Identities and the Impact of Liberal Education (A Preliminary Study)“. Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1313703729.
Der volle Inhalt der QuelleBaker, Joseph O., Kelli K. Smith und Yasmin A. Stoss. „Theism, Secularism, and Sexual Education in the United States“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/491.
Der volle Inhalt der QuelleAndersson, Helena. „Livsåskådning : Ett sätt att se på livet“. Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67009.
Der volle Inhalt der QuelleThe purpose of the study was to describe how teachers interpret information in curriculum about the term worldview, and how they plan and perform education. The term worldview describes as a ground experience about humans’ worldviews. Humans can have different experiences in religious and non-religious meaning. Humans view on existence and the world, could be from a worldview. The term worldview includes many questions about why we exist, how humans are, what society stands for and the belief in “higher power”. International research from the 70th showed that there is not an equivalent term for the word “livsåskådning” (worldview). In the curriculum Lpo94, describes how education active can promote humans equal value. In the curriculum Lgr11 describes how humans view on life had changed and still is. Religion and worldview is central terms in education of religion, because they are important for the human culture. In society of today we live in diversity and with increased knowledge we understand each other better. In education in religion will pay attention to how human in religious traditions lives and express their beliefs in different ways. In curriculum Lgr11 describes how the pupils should have abil- ity to develop and reflect over their questions of life, identity and approach. In education are discussions about what may affect pupils understanding to religion and their worldview. There is negative aspects with teachers decisions about content in edu- cation when teachers themselves have an own worldview and interpretation that they think are important. This could lead to that the pupils not have ability to develop their own worldview. The connection between worldview and didactics shows how pupils should be given space to create their own choice between different worldviews. Education in religion should provide pupils knowledge about different worldviews. The pupils are often given knowledge about world religions and a fast review about worldviews. Non-religious worldviews constitute a part of the subject of religion in different forms of rituals and culture. The study is built on a qualitative design, which means to develop deeper understanding of the subject. This study is based on interviews with three teachers in elementary school, 4-6, who teaches religion. The interviews was performed with semi- structured, audio recording interviews with opened supplementary. After the interviews the material was transcribed directly by the author. The text was read several times to find similarities and differences in the teacher’s description of the term worldview. The result are divided in categories that connect the interview questions. Four categories showed: The term worldview, Teachers description of the term worldview in the curriculum and Teachers interpretation of the curriculum and also planning and implementing of their education current worldview. In the category teacher’s interpretation of the curriculum and also planning and implementing of their education current worldview are divided into five subcategories: interpretation, implementing and teacher’s description of the pupils and teachers team. The result showed that informants did not have awareness about the term worldview and did not have time to educate about the term in the subject religion. The study also showed that the teachers thought it were difficult to discuss the term with the pupils their worldview though it could perceive as sensitivity.
Vale, Rosângela Martins. „Representação social sobre fé e razão no espaço público educacional, na cidade de João Pessoa“. Universidade Federal da Paraíba, 2015. http://tede.biblioteca.ufpb.br:8080/handle/tede/7902.
Der volle Inhalt der QuelleMade available in DSpace on 2016-02-19T12:31:00Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1972337 bytes, checksum: 98f4d5955b8ec1624db082863b2a9f47 (MD5) Previous issue date: 2015-06-29
This study in Religion Studies points out religion and philosophy as a knowledge possibility of social representation on faith and reason. In this perspective, it was studied the social representations that rise in the public educational space, of the relation of faith and reason in the dynamics of knowledge construction through pedagogical practices of teachers / learners. In order to do that, we approach the social-cultural, historical and philosophical dialogue based on Paul Tillich (1886 – 1965), whose critical-reflexive view is of extreme importance, René Descartes (1596 – 1650) with the Discourse of Method and Meditations, highlighting the importance of method for the scientific knowledge, and Emmanuel Kant (1724 – 1804) with the works Critique of Pure Reason and Religion in the Limits of Simple Reason, once they relate to the concepts investigated and contribute in this dialogue in a position which avoids dogmatism and fanaticism. The final reflections describe the study of social representations as fruitful for understanding the relation faith/reason, Religion/Science between the subject thought and the social production context in the public school spaces, in view of that he social construction in the heterogenic space rise from the subjective, intersubjective and transubjective spheres. In this sense, from the conception of the integral human being while a spiritual and biopsychosocial being who experiences and expresses his/her faith or his/her spirituality in the total experience of his/her life, we propose that the religions, with their faiths representations and religion practices be understood in the context of social productions of public school spaces, in the transdisciplinary of integral education, in order to educate the human being for living and coexist with each other in their diversity.
Este estudo, nas Ciências das Religiões, destaca a religião e a filosofia como possibilidade de conhecimento das representações sociais sobre fé e razão. Nesta perspectiva, estudamos as representações sociais que surgem no espaço público educacional, da relação fé e razão na dinâmica da construção do conhecimento através das práticas pedagógicas dos ensinantes / aprendentes. Para isso, abordamos o diálogo filosófico, histórico e sociocultural, fundamentado nos teóricos Paul Tillich (1886 – 1965), cuja visão crítico-reflexiva é de extrema importância, René Descartes (1596 – 1650) com o Discurso do Método e Meditações, destacando a importância do método para o conhecimento científico e Emmanuel Kant (1724 – 1804) com as obras Crítica da Razão Pura e A Religião nos Limites da Simples Razão, uma vez que se relacionam com os conceitos investigados e contribui nesse diálogo numa posição que evita o dogmatismo e o fanatismo. As reflexões finais descrevem o estudo das representações sociais como frutífero para compreender as relações de fé/razão, Religião/Ciência entre o pensamento do sujeito e o contexto de produção social dos espaços públicos escolares, tendo em vista que a construção social neste espaço heterogêneo surge das interações nas esferas subjetiva, intersubjetiva e transubjetiva. Neste sentido, a partir da concepção do ser humano integral enquanto ser biopsicossocial e espiritual que vivencia e expressa sua fé ou sua espiritualidade na experiência total de sua vida, propomos que as religiões, com suas representações de fé e práticas religiosas, sejam compreendidas nos contextos de produções sociais dos espaços públicos escolares, na transdisciplinaridade da educação integral, com o objetivo de educar o ser humano para viver e conviver com o outro na sua diversidade.
Baker, Joseph O., und Andrew L. Whitehead. „Gendering (Non)Religion: Politics, Education, and Gender Gaps in Secularity in the United States“. Digital Commons @ East Tennessee State University, 2016. https://doi.org/10.1093/sf/sov119.
Der volle Inhalt der QuelleAl-Saud, Reem. „Female religious authority in Muslim societies : the case of the Da'iyat in Jeddah“. Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:cf61954d-93ef-46c2-a1ca-3e38e12bd9ec.
Der volle Inhalt der QuelleThao, Jai. „Relationships Between Religious Involvement, Stress, Depression, and Academic Performance of Graduate Students in Education“. Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3701.
Der volle Inhalt der QuelleJabbari, Fatma. „The Discursive Production of Citizenship, Social Identity, and Religious Discrimination:The Case of Tunisia“. Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1524332005234282.
Der volle Inhalt der QuelleStovall, Juliett Viola. „A study of the perception of elementary, middle, and high school principals on school social work consultation, collaboration and program development“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/AAIDP14675.
Der volle Inhalt der QuelleAndersson, Ingela. „Att förebygga och motverka främlingsfientlighet och rasism genom religionskunskapen“. Thesis, Kristianstad University College, Department of Teacher Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-5928.
Der volle Inhalt der QuelleSyftet med studien var att undersöka vilken innebörd lärarna i religionskunskap i grundskolans senare år lägger i begreppen främlingsfientlighet och rasism samt vilken roll dessa lärare uppfattar att religionskunskapsämnet har när det gäller att förebygga och motverka främlingsfientlighet och rasism hos eleverna. Vidare syftade studien till att undersöka hur och i vilken utsträckning dessa religionskunskapslärare uppfattar att de i sin undervisning arbetar för att hos eleverna förebygga och motverka rasism och främlingsfientlighet. Undersökningen är kvalitativ och utgörs av fem semistrukturerade intervjuer med religionslärare i grundskolans senare år. Forskningsbakgrunden redogör för hur begreppen främlingsfientlighet och rasism debatteras i den allmänna och akademiska debatten samt för skolans och religionskunskapsämnets uppdrag vad gäller att förebygga och motverka detta. Därutöver belyses didaktiska tillämpningar för hur man i undervisningen kan arbeta mot rasism och främlingsfientlighet. Resultatet tyder på att främlingsfientlighet uppfattas av religionslärarna som en rädsla för det som anses vara annorlunda oss själva och rasism som en hierarkisk indelning av folkgrupper i olika raser. Vidare visar resultatet att lärarna anser att religionskunskapsämnet har en viktig roll vad gäller att förebygga och motverka främlingsfientlighet och rasism, men att ämnet inte har ett mer specifikt uppdrag och ansvar än övriga skolämnen. Att öka elevernas kunskaper och förståelse samt främja en stabil grund hos eleverna ser lärarna som religionskunskapsämnets roll. De strategier som religionslärarna uppger att de tillämpar för att förebygga och motverka främlingsfientlighet och rasism är framför allt diskussion med eleverna, men även att i undervisningen utgå från ett aktuellt problem, tydliggöra likheter mellan olika kulturer och religioner samt att läraren visar sig vara en god förebild för eleverna. Slutligen uppvisar resultatet att lärarna inte planerar sin religionsundervisning med syfte att förebygga och motverka främlingsfientlighet och rasism, men att de flesta lärarna ändå anser att de arbetar med detta i stor utsträckning då det genomsyrar all undervisning de bedriver.
Byrge, Treasure L. „Sex Education, Religious Commitment and the Role of Parental Communication in Developing Intimacy Attitudes in Young Adults“. Walsh University Honors Theses / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=walshhonors1555634597059955.
Der volle Inhalt der QuelleFaxe, Daniel, und Nicolaj Josefsson. „Att undervisa om religion och vetenskap : En inblick i lärares didaktiska val i den svenska gymnasieskolan“. Thesis, Malmö universitet, Malmö högskola, Institutionen för samhälle, kultur och identitet (SKI), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43914.
Der volle Inhalt der QuelleSams-Iheme, Mira. „The psychological aspects of battered African-American women“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/AAIEP15793.
Der volle Inhalt der QuelleSchmidt, Bonnie. „Core professional nursing values as experienced by baccalaureate nursing students who are men“. Diss., NSUWorks, 2014. https://nsuworks.nova.edu/hpd_con_stuetd/12.
Der volle Inhalt der QuelleStääv, Martin. „Religionsundervisning i grundsärskolan“. Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27825.
Der volle Inhalt der QuelleThe 2011 Swedish curriculum for special education (Lgr 11) has undergone major changes in comparison to its predecessor regarding the course syllabuses that include religious studies. Focus has shifted from questions of life and existential questions to a more mixed subject matter that also include studies on the subject of specific religions. This study examine how religious education is handled within special education, and in what capacity the students have the ability to take in religious education. The study has been performed using qualitative data derived from interviews, and is weighed against Edwin Cox´s classification of which “senses” that are demanded for religious studies. The study shows that religious studies have to be tangible to meet the needs that pupils within special education-schools has. Suggestions are given on how religious studies within special education can evolve, and as a final note a request is made regarding a more extensive commentary for the syllabuses in Lgr 11.
Watkins, Tawanda M. „Will "Hallelujah" Help Me? Exploring the Relationship Between Spirituality and Emotional Intelligence Among Black Women in Higher Education“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2019. http://digitalcommons.auctr.edu/cauetds/176.
Der volle Inhalt der QuelleRookstool, William. „The Interrelationships of Socialization, Integration, and Spirituality Among Students at a Historically Black College“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5121.
Der volle Inhalt der QuelleOkpara, Theophilus T. „Religious Beliefs and Counseling Ethical Guidelines: Challenges for Catholic Counselors“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3910.
Der volle Inhalt der QuelleCrock, Rosemary J. „Abortion decision-making attitudes of adolescents attending Roman Catholic schools“. Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/379.
Der volle Inhalt der QuelleLane, Marcie Lorin. „Securing supplemental revenue in private elementary school: A case study of one Jewish community day school“. Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/110.
Der volle Inhalt der QuelleOkafor, Hyacinth C. „Perceptions of Loss and Grief Experiences within Religious Burial and Funeral“. ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1657.
Der volle Inhalt der QuelleRivera-Hernandez, Maricruz. „Self-Management, Social Support, Religiosity and Self-Rated Health Among Older Mexicans Diagnosed with Diabetes“. Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1366390281.
Der volle Inhalt der QuelleSokoli, Arlinda, und Per Edén. „Värdegrundsarbetet, hur ska vi göra? : Hur väl förberedda är religionslärarstudenter på Malmö Universitet för arbetet med värdegrunden?“ Thesis, Malmö universitet, Malmö högskola, Institutionen för samhälle, kultur och identitet (SKI), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-44045.
Der volle Inhalt der QuelleLewis, James R. „SPIRITUAL FITNESS AND RESILIENCE FORMATION THROUGH ARMY CHAPLAINS AND RELIGIOUS SUPPORT“. Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1447863288.
Der volle Inhalt der QuelleAndersson, Anna-Sara. „Jaget, miget och instaflödet : En kvalitativ studie om hur sociala medier kan verka som ett identitetsfrämjande verktyg i undervisningen om identitet och livsfrågor i religionskunskap för årskurs 4-6“. Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49899.
Der volle Inhalt der QuelleSocial media has in many ways changed how we socially interact with each other. The youth of today are big consumers of social media, and this might have great impact upon their identity and self-image. The aim of this study is to increase knowledge of how social media can be used in identity and existential questions in religious education in grades 4–6 to promote their identity development. It is based on Erik Homburger Erikson’s psychological development theory. To fulfil the purpose, interviews were conducted with four religious education teachers where they discuss the possibility to use social media in order to promote their students´ identity development. The study has a qualitative approach and the hermeneutic circle has been used as method for analysing the material. The result shows that the teachers acknowledge the need and potential to use social media in their teaching, even though none of them has done so yet. Some of them talk about how different values and conceptions of life can be brought up for example by watching a clip where a youtuber or influencer talks about what he or she thinks about identity and existential questions. There is generally a positive attitude towards social media. However, some of the teachers describe how they see that the students are affected in a negative way due to stress and pressure from being constantly connected with others through the phone. The greatest challenge that emerges is that the teachers do not consider themselves to have enough knowledge about the media that the students are consuming or about the role models they follow. Lack of time is a recurring dilemma, since they do not think they have enough time for anything else but planning their classes. Finally, it is possible to establish that further research is necessary in this area.
Ali, Mohammad. „Boyshondhi Shikka is Obligatory for Religious and Medical Reasons: Bangladeshi Imams' perceptions about Adolescent Sexual and Reproductive Health Education: An In-depth Interview Study in Bangladesh“. Thesis, Uppsala universitet, Institutionen för kvinnors och barns hälsa, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-352627.
Der volle Inhalt der QuelleFoster, Hiram S. „Functions of Mentoring as Christian Discipleship“. Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1402510631.
Der volle Inhalt der QuelleNilsson, Mathilda, und Niclas Woodbride. „"En slöja är som ett iphone-skal, du skyddar det viktigaste du har" : Hur kommer fördomar till uttryck i skolan?“ Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-30924.
Der volle Inhalt der QuelleScheidler, Monika. „Interkulturelles Lernen in der Gemeinde : Analysen und Orientierungen zur Katechese unter Bedingungen kultureller Differenz /“. Ostfildern : Schwabenverlag, 2002. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=009947516&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
Der volle Inhalt der QuelleBjörck, Emelie. „"...där Adam betyder människa och Eva livgivande eller kvinna" : En genus- och jämställdhetsanalys om hur kvinnor och män framställs i religionerna judendom och islam i religionskunskapsböcker för mellanstadiet“. Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34058.
Der volle Inhalt der QuelleWard, Ulrika. „Den mångkulturella skolan och arbetet med värdegrunden : En kvantitativ enkätstudie om lågstadielärares attityd till värdegrunden i samband med mångkulturell undervisning“. Thesis, Karlstads universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-80221.
Der volle Inhalt der QuelleDenna studie undersöker lärares attityd till värdegrunden i samband med en mångkulturell undervisning. Den belyser även vikten av en fungerande mång-kulturell skola och vikten av ett aktivt värdegrundsarbete. Syftet med studien är att bygga vidare på tidigare forskning som berör mångkulturell utbildning i förhållande till skolans värdegrund.Jag har använt mig av två olika teorier genom undersökning. Den första och huvudsakliga teorin var kritisk mångkultur och den andra var ramfaktorteorin.Som metod har jag använt mig av kvalitativ enkätundersökning i form av 14 frågor. Enkäten var indelad i tre delar, sakfrågor, frågor gällande religionsdi-daktik samt en sista del som innefattade frågor om lärares attityd till värde-grunden. Mångkulturell utbildning var ett genomgående tema genom alla frå-geställningar.Resultatet visar att verksamma lärare till största del tycker det är viktigt att aktivt jobba för en mångkulturell undervisning och att grunden till en lyckad skolform av detta slag tar sitt avstamp i ett väl fungerande värdegrundsarbete.Slutsatsen av undersökningen visar på vikten av att lärare och elever blir till-godosedda kunskap kring hur en fungerande mångkulturell skola och samhälle ser ut. Utan den kunskapen kommer det skapas klyftor mellan samhällets in-vånare i form av vi och dem istället för att bara benämna alla samhällsmedbor-gare som ett inkluderande vi.Vidare implikationer till skolan som verksamhet. Lärare såväl som elever be-höver kunskap kring vad mångkultur innebär och hur ett fungerande mångkul-turellt samhälle ser ut. Detta börjar med ett gediget arbete kring värdegrunden och fortbildning för verksamma lärare inom mångkulturell undervisning. Detta är av stor vikt då det framkom på en del ställen i undersökningen att det före-kommer en del kunskapsbrist och ointresse från verksamma lärare idag.
Kozlowski, Lisa. „STUDENT CENSORSHIP IN THE SOCIAL WORK CLASSROOMS“. CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/459.
Der volle Inhalt der QuelleElizarni, FNU. „Gender, Conflict, Peace: The Roles of Feminist Popular Education During and After the Conflict in Aceh, Indonesia“. Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1605018870170842.
Der volle Inhalt der QuelleKarlsson, Johan. „”Balloon Wars & snapphanarna” : lärdomar av narrativt filmskapande i skolan“. Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-7871.
Der volle Inhalt der QuelleHossain, Makshuda. „Women’s education, religion and fertility in Bangladesh“. Thesis, Stockholms universitet, Sociologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-148750.
Der volle Inhalt der QuelleGoings, Carolyn Smith. „Racial Integration in One Cumberland Presbyterian Congregation: Intentionality and Reflection in Small Group“. Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1479350273590395.
Der volle Inhalt der QuelleWalters-Powell, Robin K. „THE IMPACT OF SOCIAL NETWORKS ON THE COMING-OUT PROCESS FOR LESBIAN, GAY, AND BISEXUAL INDIVIDUALS“. University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay147782605132415.
Der volle Inhalt der QuelleLeary, Judith A. „Funding Faithful Felons: A Phenomenological Analysis of the Higher Education Transitions of Ex-Offender Scholarship Recipients“. Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435679528.
Der volle Inhalt der QuelleEdvardsson, Linda. „Religion som ett maktmedel i USA“. Thesis, Kristianstad University College, Department of Behavioural Sciences, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-3457.
Der volle Inhalt der QuelleReligion som ett maktmedel är en aktuell företeelse i USA, där människor utnyttjas och vilseleds med manipulerande och religiösa guider som gärna visare dem deras väg till det religiösa livet och dess belöningar. Men vägen dit kostar, både människoliv och pengar. I den religiösa maktutövningen påverkas ett helt folkslag, amerikanarna, eftersom de lever i en värld där kapitalism, politik och det sociala blir till ett och influerar alla samhällskikt, till att till slut bli ett särdrag i USA. Syftet är att framställa detta med hjälp av frågeställningen;
hur används religionen som ett maktmedel i USA?
Det kommer att belysas; hur man använder sig av medel som rädsla, tradition, politik, meningssökande med mera för att rekrytera amerikanen till att bli religiös, för att skapa sig en egen förmögenhet eller sitt egna religiösa imperium. Med en tillräckligt god retorisk förmåga och en karismatisk utstrålning kan auktoritära personer i USA påverka och influera - personer, samhället och grupperingar - med hjälp av religionen, för egennyttiga ändamål. Detta är enkelt för kritikern att se, men tyvärr inte för den religiöse amerikanen som lever mitt i det.
Vidare finner man att detta grundas i en inbyggd religiös mentalitet som härleds från gamla tider och att det amerikanska samhället är uppbyggt på detta, vilket sedan kan användas som ett maktmedel. Man kan konstatera att VI och DE fenomenet är en avsevärd och viktig komponent i detta maktspelet och är även amerikanens rädsla, mer eller mindre. Individen vill inte hamna utanför samhället som det socialiserats in i och är därför präglad av detta och kan därmed identifiera sig utefter det. Detta blir således ett tillstånd i vilket amerikanen finner sin trygghet, vilket oftast är en religiös sådan.
Starnino, Vince. „Religion, spirituality, and social work education : taking the next step“. Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32830.
Der volle Inhalt der QuelleFredriksson, Madelene. „Doktrinen som religion – En undersökning om doktrinens kvalitet“. Thesis, Försvarshögskolan, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-6211.
Der volle Inhalt der QuelleDoktrin, Religion, Kvalitet, Kvalitetstandarder, Ångström, Widén
Beisswenger, Donald. „Singing Schools in Southcentral Kentucky“. TopSCHOLAR®, 1985. https://digitalcommons.wku.edu/theses/2128.
Der volle Inhalt der Quelle