Pendekatan dan pengaplikasian motivasi agama dalam modul pembangunan diri remaja: kajian terhadap Program Motivasi Alihan Pelajar (MAP)

Remaja adalah suatu fasa dalam peringkat kehidupan yang perlu diberi perhatian. Ketidakstabilan keadaan psikologikal remaja boleh menimbulkan pelbagai konflik dan kecelaruan sekiranya tidak diurus dengan baik. Dalam suatu proses pembangunan diri, remaja akan berdepan dengan pelbagai cabaran yang berupaya menjejaskan motivasi diri mereka. Justeru, suntikan motivasi agama yang bersifat komprehensif dan sistematik amat diperlukan. Dengan menggunakan metode analisis kandungan secara holistik dan pemerhatian, kertas ini akan menghuraikan pendekatan motivasi agama berserta pengaplikasiannya menerusi modul pembangunan diri remaja dalam Program Motivasi Alihan Pelajar. Berdasarkan analisis, kesemua sebelas slot yang terkandung dalam modul tersebut telah menggunakan pendekatan motivasi agama yang terdiri daripada langkah pertama iaitu; pengurusan emosi dan pemikiran dan langkah kedua; konsistensi amal. Kajian ini merumuskan, intervensi pembangunan diri remaja melalui dua pendekatan motivasi agama ini didapati lebih komprehensif dan integratif sesuai dengan keperluan psikologikal remaja. Justeru pendekatan ini amat wajar diaplikasikan dalam membantu proses pembangunan diri remaja secara holistik

Born radicals? Prevent, positivism, and ‘race-thinking’

In the contemporary Western climate, counter-terrorism discourse dealing with so-called Islamic extremism appears to be obsessed with trying to understand the motives behind what prompts somebody to turn to terrorism. This paper will argue that attempts to locate extremist motives in such a way can be seen to reinforce earlier iterations of positivist criminology and race-thinking. Through a critical examination of the works of criminologist Cesare Lombroso, this paper will tease out the interconnections between his ‘criminal types’ thesis, and the British government’s current Prevent policy that seeks to identify ‘extremist types.’ By developing a rich critique of these positivist approaches, the paper will go on to question how we might think beyond the essentialism, reductivism, and racism/Islamophobia inherent within such frameworks. In this way, the paper raises a series of conceptual implications for criminology and terrorism studies, while at the same time, develops a contribution to critical race and ethnicity studies

Mapping the meaning of "difference' in Europe: A social topography of prejudice

This paper draws on original empirical research to investigate popular understandings of prejudice in two national contexts: Poland and the United Kingdom. The paper demonstrates how common-sense meanings of prejudice are inflected by the specific histories and geographies of each place: framed in terms of ‘distance’ (Poland) and ‘proximity’ (United Kingdom), respectively. Yet, by treating these national contexts as nodes and linking them analytically the paper also exposes a connectedness in these definitions which brings into relief the common processes that produce prejudice. The paper then explores how inter-linkages between the United Kingdom and Poland within the wider context of the European Union are producing – and circulating through the emerging international currency of ‘political correctness’ – a common critique of equality legislation and a belief that popular concerns about the way national contexts are perceived to be changing as a consequence of super mobility and super diversity are being silenced. This raises a real risk that in the context of European austerity and associated levels of socioeconomic insecurity, negative attitudes and conservative values may begin to be represented as popular normative standards which transcend national contexts to justify harsher political responses towards minorities. As such, the paper concludes by making a case for prejudice reduction strategies to receive much greater priority in both national and European contexts

Against the epistemicide. : Itinerant curriculum theory and the reiteration of an epistemology of liberation

Echoing Ettore Scola metaphor “Bruti, Sporchi & Cativi”, this chapter challenges how hegemonic and specific (or so called) counter hegemonic curriculum platforms – so connected with Western Eurocentric Modernity – have been able to colonize the field without any prudency to “fabricate” and impose a classed, raced and gendered philosophy of praxis, as unique, that drives the field to an ideological surrealism and collective suicide. Such collective suicide framed by a theoretical timesharing unleashed by both dominant and specific counter dominant platforms that tenaciously controlled the circuits of cultural production grooms the field as a ghetto, flooded with rudeness, and miserable ambitions, a theoretical caliphate that wipes out any episteme beyond the Western Eurocentric Modern terrain, insolently droving to sewage of society the needs and desires of students, teachers and the community. Drawing from key decolonial thinkers, this chapter examines the way Western eugenic curriculum of modernity created an abyssal thinking in which ‘this side’ of the line is legitimate and ‘the other side’ has been produced as ‘non-existent’ (Sousa Santos B, Another knowledge is possible. Verso, London, 2007). The paper suggests the need to move a post-abyssal curriculum that challenges dominant and counter dominant traditions within ‘this side’ of the line, and respects ‘the other’ side of the line. The paper challenges curriculum studies to assume a non-abyssal position one that respects epistemological diversity. This requires an Itinerant Curriculum Theory (Paraskeva JM, Conflicts in curriculum theory: Challenging hegemonic epistemologies. Palgrave Macmillan, London, 2011), which is a commitment and a ruthless epistemological critique of every existing epistemology

Kumpulan kultum ramadhan

404 hlm. ; 20 cm