Human Rights and Conflict Transformation in Africa
- Authors: Juma, Laurence
- Date: 2013
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/127449 , vital:36012 , ISBN 9789956790418 , http://www.africanbookscollective.com/books/human-rights-and-conflict-transformation-in-africa
- Description: This study maps the interactions between human rights norms and values, on the one hand, and conflict resolution, post–conflict peace-building and reconstruction, on the other. It advances the view both from a theoretical and practical standpoint, that human rights have a role to play throughout the life of any conflict: from the pre-conflict to the post-conflict and reconstruction stages. Identifying entry points for human rights in the pre-conflict stage leading up to the establishment of the rule of law and societal reconstruction after the conflict, this book uses Sierra Leone and Democratic Republic of Congo experiences to illustrate the obstacles, the successes, and the significance of human rights norms to the overall peace agenda in societies afflicted by conflict.
- Full Text: false
- Date Issued: 2013
- Authors: Juma, Laurence
- Date: 2013
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/127449 , vital:36012 , ISBN 9789956790418 , http://www.africanbookscollective.com/books/human-rights-and-conflict-transformation-in-africa
- Description: This study maps the interactions between human rights norms and values, on the one hand, and conflict resolution, post–conflict peace-building and reconstruction, on the other. It advances the view both from a theoretical and practical standpoint, that human rights have a role to play throughout the life of any conflict: from the pre-conflict to the post-conflict and reconstruction stages. Identifying entry points for human rights in the pre-conflict stage leading up to the establishment of the rule of law and societal reconstruction after the conflict, this book uses Sierra Leone and Democratic Republic of Congo experiences to illustrate the obstacles, the successes, and the significance of human rights norms to the overall peace agenda in societies afflicted by conflict.
- Full Text: false
- Date Issued: 2013
Playing broken telephone with student feedback: the possibilities and issues of transformation within a South African case of a collegial rationality model of evaluation
- Authors: Belluigi, Dina Z
- Date: 2013
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66943 , vital:29003 , https://doi.org/10.1016/B978-1-84334-655-5.50001-5
- Description: publisher version , Drawing on the case of a small South African university which espouses a social justice approach to transformation, this chapter considers the possibilities and challenges created for student feedback within an institutional context that gives the individual lecturer a large degree of autonomy in evaluation. The chapter looks at some of the dominant perceptions of student feedback in addition to how it is collected and utilised, by referring to the institution’s policies and guideline documents; institutional research conducted with course coordinators; responses elicited from 40 lecturers on the issues outlined in this chapter; the author’s own reflections as a staff developer in the institution; and specific examples of good practice from lecturers situated within social science disciplines. The emerging concerns which structured this discussion are: the impact of student feedback on improving quality; enabling student voice; increasing student ownership; and the educational value of evaluation processes.
- Full Text: false
- Date Issued: 2013
- Authors: Belluigi, Dina Z
- Date: 2013
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66943 , vital:29003 , https://doi.org/10.1016/B978-1-84334-655-5.50001-5
- Description: publisher version , Drawing on the case of a small South African university which espouses a social justice approach to transformation, this chapter considers the possibilities and challenges created for student feedback within an institutional context that gives the individual lecturer a large degree of autonomy in evaluation. The chapter looks at some of the dominant perceptions of student feedback in addition to how it is collected and utilised, by referring to the institution’s policies and guideline documents; institutional research conducted with course coordinators; responses elicited from 40 lecturers on the issues outlined in this chapter; the author’s own reflections as a staff developer in the institution; and specific examples of good practice from lecturers situated within social science disciplines. The emerging concerns which structured this discussion are: the impact of student feedback on improving quality; enabling student voice; increasing student ownership; and the educational value of evaluation processes.
- Full Text: false
- Date Issued: 2013
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