During the Rwandan genocide of 1994, radio was used as a tool to encourage hatred, to dehumanize 'others' and to incite the mass murder or targeted groups. It became infamous - the radio station was nicknamed radio machete. In Kenya in 2007-8, local radio stations broadcast messages which incited violence, and for twelve years Nazi-controlled radio spewed out a constant stream of racial hatred against Jews, Russians and other Slavs. This set the agenda for genocide and the inhuman treatment of enemy peoples. This book gives a detailed account of the development of propaganda and the way radio transformed the delivery and impact of propaganda, making possible the use of hate broadcasting as a weapon. Despite many studies of propaganda, the trials at Nuremburg, Arusha and an impending trial of Kenyans at the Hague, there is still no definition of hate radio - Keith Somerville provides a clear picture of what it involves and defines its key characteristics.
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This book gives a detailed account of the development of propaganda and the way radio transformed the delivery and impact of propaganda, making possible the use of hate broadcasting as a weapon.
In June of 2010, IE Business School, with King Abdulaziz University, gathered in Madrid some of the world's foremost scholars, academics and practitioners of Islamic Economics and Finance. These highlights of the symposium and original articles specifically address the post-crisis application of this growing and relevant economic philosophy in Europe.
In June 2010 IE Business School, with King Abdulaziz University, gathered in Madrid some of the world's foremost scholars, academics and practitioners of Islamic Economics and Finance.
This book is open access under a CC BY 4.0 license. This Open Access book investigates European citizenship after Brexit, in light of the functionalist theory of citizenship. No matter its shape, Brexit will impact significantly on what has been labelled as one of the major achievements of EU integration: Citizenship of the Union. For the first time an automatic and collective lapse of status is observed. It is a form of involuntary loss of citizenship en masse, imposed by the automatic workings of the law on EU citizens of exclusively British nationality. It does not however create statelessness and it is likely to be tolerated under international law. This loss of citizenship is connected to a reduction of rights, affecting not solely the former Union citizens but also second country nationals in the United Kingdom and their family members. The status of European citizenship and connected rights are first presented. Chapter Two focuses on the legal uncertainty that afflicts second country nationals in the United Kingdom as well as British citizens, turning from expats to post-European third country nationals. Chapter Three describes the functionalist theory and delineates three ways in which it applies to Brexit. These three directions of inquiry are developed in the following chapters. Chapter Four focuses on the intension of Union citizenship: Which rights can be frozen? Chapter Five determines the extension of Union citizenship: Who gets to withdraw the status? The key finding is that while Member states are in principle free to revoke the status of Union citizen, former Member states are not unbounded in stripping Union citizens of their acquired territorial rights. Conclusions are drawn and policy-suggestions summed up in the final chapter.
This book is open access under a CC BY 4.0 license. This Open Access book investigates European citizenship after Brexit, in light of the functionalist theory of citizenship.
This volume brings together marginalized perspectives and communities into the mainstream discourse on education for sustainable development and global citizenship. Building on her earlier work, Sharma uses non-western perspectives to challenge dominant agendas and the underlying Western worldview in the UNESCO led discourse on global citizenship education. Chapters develop the theoretical framework around the three domains of learning within the global citizenship education conceptual dimensions of UNESCO--the cognitive, socio-emotional, and behavioral--and offer practical insights for educators. Value-creating global citizenship education is offered as a pedagogical approach to education for sustainable development and global citizenship in addition to and complementing other approaches mentioned within the recent UNESCO guidelines.
This volume brings together marginalized perspectives and communities into the mainstream discourse on education for sustainable development and global citizenship.
Discover how the most sucessful international leaders got to where they are today, and why being truly global in today's economy is so important
Discover how the most sucessful international leaders got to where they are today, and why being truly global in today's economy is so important
This book provides a comprehensive analysis of the emergence, consolidation and development of the Irish women's movement, as a social movement, in the course of the twentieth century. It seek to address several lacunae in Irish studies by illuminating the processes through which the movement and, in particular, networks of constituent organisations, came to fruition as agencies of social change. The central argument advanced is that when viewed historically, the Irish women's movement is characterised by its interconnectedness and continuity: the central tensions, themes and organising strategies of the movement connects diverse organisations and constituencies, over time and space. This book will be essential reading for those interested in Irish studies, sociology, history, women's studies, and politics.
This book provides a comprehensive analysis of the emergence, consolidation and development of the Irish women's movement, as a social movement, in the course of the twentieth century.
This volume represents a rich multi-disciplinary contribution to an expanding literature on citizenship, identity, and education in a variety of majority and minority Muslim communities. Among its aims is to establish the theoretical possibility of a philosophically and doctrinally plausible overlapping consensus between Islam and democracy, to identify respect for difference as one critical component of that overlapping consensus, and to examine a range of Islamic educational practices in various socio-historical contexts. Accordingly, each of these essays offers important insights into the various ways one may identify with, and participate in, different democratic and democratizing societies to which Muslims belong.
Qur'an is to guide us it has to guide us through the squalor of history generated
contingencies . The question " what is it to be a Muslim ? " refers to , following the
example of the Prophet ( peace be upon him ) , giving spiritual expression to our
...
