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"Abdi, Ali A"
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Critical Theorizations of Education
Timely both in its topical relevance and time-space themed discursive interventions, analysis and recommendations, this edited volume examines and prospectively expands, with the critical as is performative construct, upon contemporary intersections of education, knowledge and social wellbeing.
eBook
Educating for human rights and global citizenship
Nearly sixty years after the Universal Declaration of Human Rights, in spite of progress on some fronts, we are in many cases as far away as ever from achieving an inclusive citizenship and human rights for all. While human rights violations continue to affect millions across the world, there are also ongoing contestations regarding citizenship. In response to these and related issues, the contributors to this book critique both historical and current practices and suggest several pragmatic options, highlighting the role of education in attaining these noble yet unachieved objectives. This book represents a welcome addition to the human rights and global citizenship literature and provides ideas for new platforms that are human rights friendly and expansively attuned toward global citizenship.
eBook
Decolonizing global citizenship education
\"The ideas for this reader came out of a conference organized through the Centre for Global Citizenship Education and Research (CGCER) at the University of Alberta in 2013. With the high expansion of global citizenship education scholarship in the past 15 or so years, and with most of this scholarship produced in the west and mostly focused on the citizenship lives of people in the so-called developing world, or selectively attempting to explain the contexts of marginalized populations in the west, the need for multidirectional and decolonizing knowledge and research perspectives should be clear. Indeed, the discursive as well as the practical constructions of current global citizenship education research cannot fulfill the general promise of learning and teaching programs as social development platforms unless the voices of all concerned are heard and validated. With these realities, this reader is topically comprehensive and timely, and should constitute an important intervention in our efforts to create and sustain more inclusive and liberating platforms of knowledge and learning.
Book
African Immigrant Students and Postsecondary Education in Canada: High School Teachers and School Career Counsellors as Gatekeepers
Schooling and education, in general, are perceived as a means of integrating children of new immigrants into Canadian society and preparing young immigrants for their future careers. High school education and the subjects taken prepare these young immigrants for postsecondary education and entry into the labour market. However, these newcomer students, particularly those of African origin, are discouraged by systemic structures from pursuing school curricula that may lead them to their aspired careers. This is, for a major part, the result of the role played by teachers and school career counsellors as gatekeepers. Research shows that teachers and career counsellors have preconceived negative, racist and prejudicial stereotypes about African students and their abilities for educational performance and success. Further, Canadian schools promote linguistic structures, authority patterns, and types of curricula that alienate African immigrant students. We contend that schools need to implement culturally appropriate career guidance programs that are conducted by professionals trained in cultural sensitivities. As such, this paper argues for the inclusion of teachers and counsellors who appreciate the culture and learning styles of these students, and who can serve as identity models for the students. In addition, we advance the need for inter-school-community mentorship programs that facilitate minority students' aspirations into the careers of their choice.
Journal Article
Lifetime prevalence, correlates and health consequences of gender-based violence victimisation and perpetration among men and women in Somalia
BackgroundHumanitarian emergencies increase the risk of gender-based violence (GBV). We estimated the prevalence of GBV victimisation and perpetration among women and men in urban settings across Somalia, which has faced decades of war and natural disasters that have resulted in massive population displacements.MethodsA population-based survey was conducted in 14 urban areas across Somalia between December 2014 and November 2015.ResultsA total of 2376 women and 2257 men participated in the survey. One in five men (22.2%, 95% CI 20.5 to 23.9) and one in seven (15.5%; 95% CI 14.1 to 17.0) women reported physical or sexual violence victimisation during childhood. Among women, 35.6% (95% CI 33.4 to 37.9) reported adult lifetime experiences of physical or sexual intimate partner violence (IPV) and 16.5% (95% CI 15.1 to 18.1) reported adult lifetime experience of physical or sexual non-partner violence (NPV). Almost one-third of men (31.2%; 95% CI 29.4 to 33.1) reported victimisation as an adult, the majority of which was physical violence. Twenty-two per cent (21.7%; 95% CI 19.5 to 24.1) of men reported lifetime sexual or physical IPV perpetration and 8.1% (95% CI 7.1 to 9.3) reported lifetime sexual or physical NPV perpetration. Minority clan membership, displacement, exposure to parental violence and violence during childhood were common correlates of IPV and NPV victimisation and perpetration among women and men. Victimisation and perpetration were also strongly associated with recent depression and experiences of miscarriage or stillbirth.ConclusionGBV is prevalent and spans all regions of Somalia. Programmes that support nurturing environments for children and provide health and psychosocial support for women and men are critical to prevent and respond to GBV.
Journal Article
Antibacterial susceptibility patterns and cross-resistance of acinetobacter, isolated from hospitalized patients, Southern Iran
Background : Acinetobacter is a multi-drug resistant and nosocomial pathogen. The aim of this study was to determine antibacterial susceptibility patterns and cross-resistance of Acinetobacter species. Methods : This study was conducted in Nemazee Hospital, Shiraz, Iran from October 2007 to September 2008. Species identification was carried out by API E20. Minimum inhibitory concentration and cross-resistance of the isolated strains to 12 antibiotics were determined by E-test method. Results : Eighty eight isolates of Acinetobacter were collected from patients’ samples. Acinetobacter baumannii was isolated most frequently (79 ; 89.8 %). Colistin, imipenem and meropenem were found to be the three most effective antibiotics with 97.7 %, 77.3 % and 72.7 % activity against the isolates, respectively. Multi-drug resistance was revealed among 2 to 11 antibiotics and high cross-resistance was also noticed. Conclusion : To alleviate the situation, strict control measures and appropriate effective antibiotic therapy should be adopted to reduce hospital costs and related mortality.
Journal Article
Critical perspectives on international education
To respond to these emerging learning and living contexts of our world, this book brings together some of the most active and established scholars in the field. As such, the book represents important epistemic interventions that analyze and critique the institutional, socio-economic, linguistic and pedagogical platforms of international education.
eBook
Recentering the Philosophical Foundations of Knowledge: The Case of Africa with a Special Focus on the Global Role of Teachers
The historical and actual marginalizations of African thought systems and knowledge constructions have been expansively responsible for the effectiveness of the dominant educational and governance systems imposed on Africa. The idea as well as the practice of these realities would conform to what Said (1993), Fanon (1967, 1968), and Memmi (1991) have called the cultural and psychosocial colonizations of both the physical and mental spaces of the conquered. The reality also speaks about the role of Europe's most important thinkers such as Kant, Hobbes, and Voltaire, who all directly or indirectly paved the way for the projects of \"de-philosophization\" and \"de-epistemologization\" that still affect people's lives. With the emergence of new cosmopolitanisms now creating highly multicultured societies in especially the so-called liberal democracies of the West, new contexts have also emerged of what one might counterintuitively call the \"multiculturalization of knowledge marginalizations.\" Thus there is an urgent need to aim for knowledge and learning multicentricities that both theoretically and pragmatically rewrite the learning trajectories of both the old colonized space and the new, still alienating multicultural classrooms. This article engages the historical and actual problematizations of the case and suggests some ideas for better possibilities that could enhance the schooling lives of current globally located learners.
Journal Article