The proposed Standards for interreligious textbook research and development are the result of an interreligious and international process of consultation. In the tension between a 'clash of civilisations' and the 'dialogue among civilisations', school textbooks have an important task. In many countries they are practically the 'teacher of teachers'. Based on the research project, “the representation of Christianity in textbooks of countries with an Islamic tradition“, discussions between scholars in different countries have taken place. The standards are proposed as possible guidelines for author teams and publishers, for education authorities and curriculum planners. Issues and tasks are envisaged under eight headings: covering the questions of an authentic portrayal of religions, developing a dialogue-orientated interpretation of religion, portraying religions' importance in the life of real people, dealing carefully with religions' history, with their cultural heritage and their context and with the controversial issues of mission, religious freedom and tolerance. Mutual understanding in the field of ethics should also be reflected. Last but not least, the life conditions of the students and their relevance for religious learning are to be taken seriously. Pedagogical and media didactic approaches have to accept the students as independent partners in the learning processes.
A Proposal for Standards
Nakia M. Gray
Faye Z. Belgrave and Joshua Brevard. 2015. African American Boys: Identity, Culture, and Development. New York, NY: Springer, 2015. 174 pp., $129.00 (hb) ISBN: 9781493917174.
Adolescent African American Boys' Response to Gender Scripting
Lionel C. Howard
This article focuses on the ways in which a select group of adolescent African American males respond to gender scripts. Drawing on interview and focus group data, the article describes four different responses to messages they receive from peers and significant adults about socio-culturally appropriate behaviors and characteristics of masculinity: 1) adapting or modifying their presentations of self, 2) internalizing ascribed gender scripts, 3) resisting, and 4) remaining conflicted about an appropriate response. Narratives highlight the complexity of gender identity development and active participation of African American boys in the construction of a masculine identity that feels most authentic, as well as the role of agents of socialization on identity.
Production and exchange, business and friendship
The provisioning of human societies is widely understood in terms of technological, ecological, and economic processes. It is also, somewhat less widely, recognized as a social and cultural process, but rarely as a moral one. As the concept of “moral economy,” which drew attention to the moral embedment of agrarian economies, has faded from view in the analysis of radically changing agrarian landscapes, the moral dimensions of agrarian economies have progressively become obscured. This article summarizes recent transformations of the moral economy of rice in Bali and discusses a project of economic development in which the project’s moral dimensions were revealed only in its failure.
Ideas about childhood and children’s experiences in a tribal area in southwest Iran have been changing along with major local sociopolitical relations over the past century quite in accordance with the functionalist model of education and socialization. However, in the most recent stage – a globalizing, consumer-driven society in a closed, totalitarian political system – child-rearing prepares children to have great aspirations and be dedicated consumers without furnishing opportunities and habits to attain the one and sustain the other. The ethnographic details about this development described in this article in the format of three stages are based on longitudinal anthropological fieldwork in Boir Ahmad over 50 years.
Participation in development projects in the Global South has become one of the most sought-after activities among American and British high school graduates and college students. In the United States this often takes the form of Alternative Spring Break trips, while in Britain students typically pursue development work during their 'gap years'. Development projects offer students a way to craft themselves in an alternative mould, to have a 'real experience' that marks them off from the cultural mainstream as 'authentic' individuals. The student development craze represents an impulse to resist consumerist individualism, but this impulse has been appropriated and neutralised by a new logic of consumption, transforming a profoundly political urge for change into a form of 'resistance' compatible with neoliberal capitalism. In the end, students' pursuit of self-realisation through development has a profoundly depoliticising effect, shifting their attention away from substantive problems of extraction and exploitation to the state of the inner self.
Wellbeing, Place and Extractivism in the Amazon
Juan Pablo Sarmiento Barletti
In this article, I argue for a broadening of the conceptualisation of wellbeing in the scholarly and policy literature on the topic. I do so as, despite the calls for the inclusion of place in analyses of wellbeing, the literature on the topic still carries a dominant conception of wellbeing as a measurable index based on Euro-American practices and discourses, with their associated views of humanity and nature. I will advance the discussion on wellbeing’s intimate connection to place and place-based consciousness through an ethnographic engagement with kametsa asaiki (‘living well together’), an ethos of wellbeing pursued by indigenous Ashaninka people in the Peruvian Amazon. This is a revealing context as Peru exemplifies how extractive development initiatives tend to misrecognise or underestimate their socio-natural consequences on local pursuits of wellbeing. I argue that an understanding of the role of place and place-based consciousness in wellbeing is key to enhancing the concept’s utility in policy and practice, especially due to its centrality in the United Nations Sustainable Development Goals. In doing so, I call for further ethnographic explorations of the link between wellbeing models and understandings of humanity and nature.
Considering Social Science and the Production of Island Vulnerability and Opportunity
This article argues that climate change has influenced the way in which small island nations are viewed and understood by the international climate community. Climate change has become an internationally recognized and specific language of vulnerability that is deployed in requests for international aid to fund adaptation and mitigation measures in some small islands, for population relocation plans and human rights advocacy in other islands, and for overhauling the 'tourism product' and creating new markets for travel in others. Vulnerability is a powerful idiom, especially in the contemporary climate context that has come to imply crisis, change, uncertainty, and immediacy. Importantly, vulnerability also gestures unambiguously toward seemingly limitless scientific and even commercial opportunity. These developments come with new forms of expertise in the natural and social sciences and the travel industry, as well as with new or reinstated forms of inequity. As the areas of small island expertise increasingly overlap, they come to reproduce the very context and form of small islands themselves.
Magnus Boström, Åsa Casula Vifell, Mikael Klintman, Linda Soneryd, Kristina Tamm Hallström and Renita Thedvall
The synergies and trade-offs between the various dimensions of sustainable development are attracting a rising scholarly attention. Departing from the scholarly debate, this article focuses on internal relationships within social sustainability. Our key claim is that it is difficult to strengthen substantive social sustainability goals unless there are key elements of social sustainability contained in the very procedures intended to work toward sustainability. Our analysis, informed by an organizing perspective, is based on a set of case studies on multi-stakeholder transnational sustainability projects (sustainability standards). This article explores six challenges related to the achievement of such procedures that can facilitate substantive social sustainability. Three of these concern the formulation of standards and policies, and three the implementation of standards and policies. To achieve substantive social sustainability procedures must be set in motion with abilities to take hold of people's concerns, frames, resources, as well as existing relevant institutions and infrastructures.
This article explores the development of girl characters in works for children and young adults during Perestroika. First, it examines established heroines from the Soviet era, such as Elli in Volkov's Volshebnik izumrudnogo goroda [The wizard of the emerald city], and then goes on to examine the depiction of female protagonists and characters in works written during the late 1980s and early 1990s. The conclusion is that although there was a clear demand for new heroines and a new role model for girls, writers did not succeed in providing strong, independent female characters with a sense of agency. Instead, the Soviet preference for male protagonists continued, with females often being portrayed stereotypically as weak and ineffectual.