David Little – författare

Featuring numerous case studies from various contexts and traditions, The Oxford Handbook of Religion, Conflict, and Peacebuilding brings together a diverse array of scholars to grapple with the tension between theory and practice, cultural theory, and the legacy of the liberal peace paradigm. This innovative Handbook offers provocative, elastic, and context-specific insights for strategic peacebuilding processes.

The book provides a comprehensive and interdisciplinary account of the scholarship on religion, conflict, and peacebuilding. Extending the scope of inquiry beyond previous parameters, the volume engages deeply with the legacies of colonialism, missionary activism, secularism, orientalism, and liberalism as they relate to the discussion of religion, violence, and nonviolent transformation and resistance. Featuring diverse case studies from various contexts and traditions, the volume is organized thematically into five different parts. It begins with an up-to-date mapping of scholarship on religion and violence, and religion and peace. The second part explores the challenges related to developing secularist theories on peace and nationalism. In addition, this section broadens the discussion of violence to include an analysis of cultural and structural forms, thereby expanding the scope of potential scholarship pertinent to the analysis of religion. The third part engages with the controversies within religion and development, religious-violent and nonviolent-militancy, religion and the legitimate use of force, the protection of the freedom of religion as a keystone of peacebuilding, and theories about gender and peacebuilding. The fourth part highlights peacebuilding in practice by focusing on constructive resources within various traditions, the transformative role of rituals, spiritual practices involved in the formation of peace-builders in contexts of acute violence, youth and interfaith activism in American university campuses, religion and solidarity activism, scriptural reasoning as a peacebuilding practice, and an extended reflection on the history and legacy of missionary peacebuilding. The conclusion looks to the future of peacebuilding scholarship and the possibilities for new growth and progress. Bringing together a diverse array of scholars, this innovative Handbook grapples with the tension between theory and practice, cultural theory, and the legacy of the liberal peace paradigm, offering provocative, elastic, and context-specific insights for strategic peacebuilding processes.

"The issue of the Protestant ethic and the spirit of capitalism has been debated endlessly, but few scholars have seriously continued Weber's own research into the Reformation sources of seventeenth-century England. David Little's study was one of the first to do so, and remains an important contribution."—Guenther Roth, University of Washington

Across the globe, there are more than 50 armed conflicts, many of which are being perpetrated in the name of religion. In these zones of violence, there are brave men and women who, motivated by their religious beliefs, are working to create and sustain peace and reconciliation. Yet their stories are unknown. This book explores the conflicts and the stories of 15 remarkable individuals identified and studied by the Tanenbaum Center for Interreligious Understanding from regions as far-flung as West Papua, Indonesia, the Middle East, Northern Ireland, Nigeria, El Salvador and South Africa. The book also captures important lessons learned when these peacemakers convened in Amman, Jordan for the 2004 Peacemakers in Action Retreat and discussed their best techniques and greatest obstacles in creating peace on the ground. Peacemakers in Action provides guidance to students of religion and future peacemakers.

Across the globe, there are more than 50 armed conflicts, many of which are being perpetrated in the name of religion. In these zones of violence, there are brave men and women who, motivated by their religious beliefs, are working to create and sustain peace and reconciliation. Yet their stories are unknown. This book explores the conflicts and the stories of 15 remarkable individuals identified and studied by the Tanenbaum Center for Interreligious Understanding from regions as far-flung as West Papua, Indonesia, the Middle East, Northern Ireland, Nigeria, El Salvador and South Africa. The book also captures important lessons learned when these peacemakers convened in Amman, Jordan for the 2004 Peacemakers in Action Retreat and discussed their best techniques and greatest obstacles in creating peace on the ground. Peacemakers in Action provides guidance to students of religion and future peacemakers.

This collection of essays by David Little addresses human rights in relation to the historical settings in which its language was drafted and adopted. Featuring five original essays, Little articulates his view that fascist practices before and during World War II vivified the wrongfulness of deliberately inflicting severe pain, injury, and destruction for self-serving purposes and that the human rights corpus, developed in response, was designed to outlaw all practices of arbitrary force. He contends that while there must be an accountable human rights standard, it should guarantee latitude for the expression and practice of beliefs, consistent with outlawing arbitrary force. Little details the theoretical grounds of the relationship between religion and human rights, and concludes with essays on US policy and the restraint of force in regard to terrorism. With a foreword by John Kelsay, this book is a capstone of the work of this influential writer on religion, philosophy, and law.

This collection of essays by David Little addresses human rights in relation to the historical settings in which its language was drafted and adopted. Featuring five original essays, Little articulates his view that fascist practices before and during World War II vivified the wrongfulness of deliberately inflicting severe pain, injury, and destruction for self-serving purposes and that the human rights corpus, developed in response, was designed to outlaw all practices of arbitrary force. He contends that while there must be an accountable human rights standard, it should guarantee latitude for the expression and practice of beliefs, consistent with outlawing arbitrary force. Little details the theoretical grounds of the relationship between religion and human rights, and concludes with essays on US policy and the restraint of force in regard to terrorism. With a foreword by John Kelsay, this book is a capstone of the work of this influential writer on religion, philosophy, and law.

Engaging with Linguistic Diversity describes an innovative and highly successful approach to inclusive plurilingual education at primary level. The approach was developed by Scoil Bhríde (Cailíní), Blanchardstown, as a way of converting extreme linguistic diversity – more than 50 home languages in a school of 320 pupils – into educational capital. The central feature of the approach is the inclusion of home languages in classroom communication. After describing the national context, the book traces the development of Scoil Bhríde’s approach and explores in detail its impact on classroom discourse, pupils’ plurilingual literacy development, and their capacity for autonomous learning. The authors illustrate their arguments with a wealth of practical evidence drawn from a variety of sources; pupils’ and teachers’ voices are especially prominent. The concluding chapter considers issues of sustainability and replication and the implications of the approach for teacher education. The book refers to a wide range of relevant research findings and theories, including translanguaging, plurilingual and intercultural education, language awareness and language learner autonomy. It is essential reading for researchers and policy-makers in the field of linguistically inclusive education.

Engaging with Linguistic Diversity describes an innovative and highly successful approach to inclusive plurilingual education at primary level. The approach was developed by Scoil Bhríde (Cailíní), Blanchardstown, as a way of converting extreme linguistic diversity – more than 50 home languages in a school of 320 pupils – into educational capital. The central feature of the approach is the inclusion of home languages in classroom communication. After describing the national context, the book traces the development of Scoil Bhríde’s approach and explores in detail its impact on classroom discourse, pupils’ plurilingual literacy development, and their capacity for autonomous learning. The authors illustrate their arguments with a wealth of practical evidence drawn from a variety of sources; pupils’ and teachers’ voices are especially prominent. The concluding chapter considers issues of sustainability and replication and the implications of the approach for teacher education. The book refers to a wide range of relevant research findings and theories, including translanguaging, plurilingual and intercultural education, language awareness and language learner autonomy. It is essential reading for researchers and policy-makers in the field of linguistically inclusive education.

The city of Portland and its surroundings, including the islands of Casco Bay, have inspired a wide range of art over the past 200 years. The “city by the sea,” as Longfellow famously called it, has been a visual talisman for a host of artists, from early masters like Harrison Bird Brown and John Bradley Hudson to a remarkable roster of contemporary painters. Subjects include many of the city’s signature buildings, including the Custom House and Portland Head Light, as well as street scenes, the waterfront, harbor, back bay, and surrounding landscapes—even the Million Dollar Bridge. Paintings of Portland will feature a wide range of motifs, in all seasons and represented by an array of styles. About a quarter of the book will be devoted to historical pieces, the rest to paintings by contemporary artists.

Katahdin has been called Maine’s greatest treasure. In addition to the outdoor and sporting tradition that surrounds it, there is a distinct tradition of art. For more than a hundred years, some of the most prominent landscape painters—Marsden Hartley, Frederic Church, John Marin, and many others—have portrayed Katahdin. Art of Katahdin is the first book to catalog this tradition. Filled with hundreds of color artworks this books traces the artists who have worked at Katahdin, from the earliest renderings and maps of the area to contemporary views. The text follows some of the history of the region, as well as the artists’ ties to the mountain.

Diversity - social, cultural, linguistic and ethnic - poses a challenge to all educational systems. Some authorities, schools and teachers look upon it as a problem, an obstacle to the achievement of national educational goals, while for others it offers new opportunities. Successive PISA reports have laid bare the relative lack of success in addressing the needs of diverse school populations and helping children develop the competences they need to succeed in society. The book is divided into three parts that deal in turn with policy and its implications, pedagogical practice, and responses to the challenge of diversity that go beyond the language of schooling. This volume features the latest research from eight different countries, and will appeal to anyone involved in the educational integration of immigrant children and adolescents.

Diversity - social, cultural, linguistic and ethnic - poses a challenge to all educational systems. Some authorities, schools and teachers look upon it as a problem, an obstacle to the achievement of national educational goals, while for others it offers new opportunities. Successive PISA reports have laid bare the relative lack of success in addressing the needs of diverse school populations and helping children develop the competences they need to succeed in society. The book is divided into three parts that deal in turn with policy and its implications, pedagogical practice, and responses to the challenge of diversity that go beyond the language of schooling. This volume features the latest research from eight different countries, and will appeal to anyone involved in the educational integration of immigrant children and adolescents.

This is the first book on language learner autonomy to combine comprehensive accounts of classroom practice with empirical and case-study research and a wide-ranging engagement with applied linguistic and pedagogical theory. It provides a detailed description of an autonomy classroom in action, focusing on Danish mixed-ability learners of English at lower secondary level, and reports the findings of a longitudinal research project that explored the learning achievement over four years of one class in the same Danish school. It also presents two learner case studies to show that the autonomy classroom responds to the challenges of differentiation and inclusion, and two institutional case studies that illustrate the power of autonomous learning to support the social inclusion of adult refugees and the educational inclusion of immigrant children. The concluding chapter offers some reflections on teacher education for language learner autonomy. Each chapter ends with discussion points and suggestions for further reading.

This is the first book on language learner autonomy to combine comprehensive accounts of classroom practice with empirical and case-study research and a wide-ranging engagement with applied linguistic and pedagogical theory. It provides a detailed description of an autonomy classroom in action, focusing on Danish mixed-ability learners of English at lower secondary level, and reports the findings of a longitudinal research project that explored the learning achievement over four years of one class in the same Danish school. It also presents two learner case studies to show that the autonomy classroom responds to the challenges of differentiation and inclusion, and two institutional case studies that illustrate the power of autonomous learning to support the social inclusion of adult refugees and the educational inclusion of immigrant children. The concluding chapter offers some reflections on teacher education for language learner autonomy. Each chapter ends with discussion points and suggestions for further reading.

The Common European Framework of Reference for Languages (CEFR) and its Companion Volume have established themselves as an indispensable reference point for all aspects of second and foreign language education. This book discusses the impact of the CEFR on curricula, teaching/learning and assessment in a wide range of educational contexts, identifies challenges posed by the Companion Volume and sheds light on areas that require further research and development. Particular attention is paid to three features of the two documents: their action-oriented approach, their focus on plurilingualism, and the potential of their scales and descriptors to support the alignment of curricula, teaching/learning and assessment. The book suggests a way forward for future engagement with the CEFR, taking account of new developments in applied linguistics and related disciplines.

The Common European Framework of Reference for Languages (CEFR) and its Companion Volume have established themselves as an indispensable reference point for all aspects of second and foreign language education. This book discusses the impact of the CEFR on curricula, teaching/learning and assessment in a wide range of educational contexts, identifies challenges posed by the Companion Volume and sheds light on areas that require further research and development. Particular attention is paid to three features of the two documents: their action-oriented approach, their focus on plurilingualism, and the potential of their scales and descriptors to support the alignment of curricula, teaching/learning and assessment. The book suggests a way forward for future engagement with the CEFR, taking account of new developments in applied linguistics and related disciplines.

Language education at all levels benefits from research in a multitude of ways. Conversely, educational practices and experiences offer fertile ground for research into language learning, teaching and assessment. This book views research in language education as a reciprocal venture that should benefit all participants equally. Practice is shaped by theory, which in turn is illuminated and refined by practice. The book brings together studies from different fields of language education in nine countries on four continents: Cameroon, Canada, Finland, India, Ireland, Israel, Italy, Japan and Sweden. The authors report on research that depends on the active involvement of teachers, teacher educators and learners of different ages and various backgrounds. The book focuses on projects designed to address challenges in the classroom and on the role of learners as collaborative agents in the research process as well as collaborative research in professional development and the role of collaborative research in the development of national policy.