Monisha Bajaj
Dados Biográficos
| ID | 80203 |
|---|---|
| NOME | Monisha Bajaj |
| PRENOMES | Monisha |
| SOBRENOME | Bajaj |
| ASSINATURA | BAJAJ M |
| AFILIAÇÕES | University of San Francisco |
| ORCID | 0000-0002-5011-2639 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 28 |
| TOTAL DE CITAÇÕES | 137 |
| TOTAL COMO AUTOR | 25 |
| TOTAL COMO EDITOR | 3 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2004 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 6 |
Teaching Palestine
“We Are Here...Because You Were There”
Grounded in the Black feminist tradition, this kitchen-table talk brings together five scholars who critically and authentically engaged in dialogue to dissect anti-oppressive and critical (immigrant) education in the post-Trump era. Through a postcolonial lens, we collectively disrupt the oversimplification of immigrant narratives, the notions of assimilation, and American saviorism. We recognize the grief and challenges that immigrants and mult…
World Yearbook of Education 2023
Educating for Peace and Human Rights
Over the past five decades, both peace education and human rights education have emerged distinctly and separately as global fields of scholarship and practice. Promoted through multiple efforts (the United Nations, civil society, grassroots educators), both of these fields consider content, processes, and educational structures that seek to dismantle various forms of violence, as well as move towards cultures of peace, justice and human rights. …
The "Warm Embrace" of a Newcomer School for Immigrant & Refugee Youth
This article examines the approaches of a public high school for newcomer youth, Oakland International High School in California, that provides holistic wrap-around services to students. By not isolating students from the larger context of their families and communities, the school's approaches allow for greater reciprocity between school and home. This article presents examples of the intentional practices the school engages in within and outsid…
Human Rights Education
Bringing together the voices of those deeply engaged in the politics and possibilities of human rights education, Monisha Bajaj's Human Rights Education shapes our understanding of its practices and processes and demonstrates how it has come to be a meaningful field of scholarship, policy, curricular reform, and pedagogy.
Critical transnational curriculum for immigrant and refugee students
This article explores the curricular approaches of three public high schools in the US that serve newly arrived immigrant and refugee youth, in order to define and illustrate a critical transnational curriculum. Drawing from qualitative research over the past 10 years at the different school sites, the authors posit four tenets of a critical transnational curriculum with examples of specific school practices: (1) using diversity as a learning opp…
Between Rights and Realities
This article presents data from a two-year ethnographic case study to explore how immigrant and refugee youth in the United States made sense of participation in a weekly human rights club after school. Three types of student responses to human rights education are exemplified through the profiles of students. The article offers new insights on studies of immigrant youth as well as possibilities that exist at the intersection of human rights educ…
Peace Education
Bringing together the voices of scholars and practitioners on challenges and possibilities of implementing peace education in diverse global sites, this book addresses key questions for students seeking to deepen their understanding of the field. The book not only highlights ground-breaking and rich qualitative studies from around the globe, but also analyses the limits and possibilities of peace education in diverse contexts of conflict and post…
The right to education in protracted conflict
The challenges of ensuring the right to education are numerous, especially when working with marginalised populations in fragile contexts. Despite having the legislation, strong constitutional support, and even educational innovations designed to guarantee the right to education, a major gap exists in Colombia between political intentions and the reality in flexible non-formal educational models designed for children affected by conflict. This ar…
Pedagogies of resistance’ and critical peace education praxis
This paper explores ‘pedagogies of resistance’ – or critical and democratic educational models utilized by social movements – and how global examples of engaged educational praxis may inform peace education. The central inquiry of this article is ‘How can educational projects that resist larger social, political and economic inequalities offer understandings about how we learn, teach, and act for peace in diverse settings?’ Drawing upon literatur…
Lanterns and Street Signs
Around the time I first received an invitation to contribute a chapter to this volume on junior faculty of color in the academy, my institution made headlines across the nation and the globe for a noose hung on the door of a professor of color.1 The charged and complex tensions involved in this incident focused my thinking on a more ambitious approach to mentoring, especially as it relates to junior faculty of color navigating the academy. An inc…
Human Rights Education in Small Schools in India
In the past three decades, the rise of human rights education (HRE) in global educational policy discourse and practice has paralleled the unrelated rise of small, independently run schools internationally that operate separately from government structures, whether they be private, charter, religious, or affiliated with non-governmental organizations (NGOs). This essay examines the intersection of these two phenomena — small schools and human rig…
Human Rights Education
As human rights education (HRE) becomes a more common feature of international policy discussions, national textbook reform, and post-conflict educational strategies, greater clarity about what HRE is, does, and means is needed. This article reviews existing definitions and models of HRE, and argues that ideology—as much as location or other variables—offers a means of schematizing varying approaches to HRE. This article reviews models organized …
Schooling for Social Change
Chapter One: Introduction Chapter Two: Historical Development, Multiple Definitions, and Ideological Orientations of Human Rights Education Chapter Three: Policy, Pedagogy, and Practice: The Emergence and Landscape of Human Rights Education in India Chapter Four: Linking Laws, Liberties, and Learning: The Institute of Human Rights Education Chapter Five: From 'Time Pass' to Transformative Force: Human Rights Education for Marginalized Youth Chapt…
Schooling for Social Change
Schooling for Social Change offers fresh perspectives on the emerging field of human rights education in India. 60 years after independence, the Indian schooling system remains unequal. Building on over a year of fieldwork, including interviews and focus groups with policymakers, educators, parents and students, Monisha Bajaj examines different understandings of human rights education at the levels of policy, pedagogy and practice. She provides a…
The Politics, Praxis, and Possibilities of Critical Peace Education
Conjectures on peace education and Gandhian studies
This article examines the similarities and differences of the fields of Gandhian studies and peace education through an exploration of their content, institutional development, and globalization since the mid‐twentieth century. The methods utilized include document review of syllabi and course descriptions in Gandhian studies and peace education, as well as interviews with individuals involved in both fields. Through an examination of the history…
The Politics, Praxis, and Possibilities of Critical Peace Education
The Politics, Praxis, and Possibilities of Critical Peace Education." Journal of Peace Education, 7(2), pp. 241–242
From “time pass” to transformative force
Special features
Why context matters
This study utilized in‐depth interviewing, participant observation, and student diaries completed by participants to examine the quality of teacher–student relationships at a low‐cost private school in the townships of Ndola, Zambia. Amidst economic decline and the HIV/AIDS epidemic facing Zambia today, teachers and students developed strong relationships that differed from those found in government secondary schools and were shaped by the econom…
Education for Sustainable Development as Peace Education
This article examines the intersections among peace education and environmental education to understand how these commonalities frame education for sustainable development. The authors trace the intersection of the two disciplines and explore the role of the United Nations in promoting and empowering individuals with the values to advance the twin goals of peace and ecological sustainability. The paper profiles the United Nation’s Decade of Educa…
Un/Doing Gender? A Case Study of School Policy and Practice in Zambia
Encyclopedia of Peace Education
The rise of peace education both in scholarship and in practice has yielded numerous documents, websites, and publications with often divergent perspectives on what the field is, does, and means. The Encyclopedia of Peace Education provides a comprehensive overview of the scholarly developments in the field to date, so as to provide a common denominator for the various actors involved in advancing peace education internationally. Thus, this edite…
Critical transnational curriculum for immigrant and refugee students
This article explores the curricular approaches of three public high schools in the US that serve newly arrived immigrant and refugee youth, in order to define and illustrate a critical transnational curriculum. Drawing from qualitative research over the past 10 years at the different school sites, the authors posit four tenets of a critical transnational curriculum with examples of specific school practices: (1) using diversity as a learning opp…
The "Warm Embrace" of a Newcomer School for Immigrant & Refugee Youth
This article examines the approaches of a public high school for newcomer youth, Oakland International High School in California, that provides holistic wrap-around services to students. By not isolating students from the larger context of their families and communities, the school's approaches allow for greater reciprocity between school and home. This article presents examples of the intentional practices the school engages in within and outsid…
The Politics, Praxis, and Possibilities of Critical Peace Education
Pedagogies of resistance’ and critical peace education praxis
This paper explores ‘pedagogies of resistance’ – or critical and democratic educational models utilized by social movements – and how global examples of engaged educational praxis may inform peace education. The central inquiry of this article is ‘How can educational projects that resist larger social, political and economic inequalities offer understandings about how we learn, teach, and act for peace in diverse settings?’ Drawing upon literatur…
Un/Doing Gender? A Case Study of School Policy and Practice in Zambia
Human rights education and student self-conception in the Dominican Republic
In 2001, a 3-month course in human rights based on critical inquiry was offered to 8th graders in a slum area of Santo Domingo. The students' attitudes, behaviors and knowledge of human rights principles were measured before and after the course. The curriculum focused on international principles and entrenched local problems such as discrimination against Haitian migrants, police brutality, violence against women and exploitation of child labor …
I have big things planned for my future’
This article explores the extent to which participation in alternative human values education affects students' conceptions of agency amidst the economic and HIV/AIDS crises in Ndola, Zambia. Drawing on the concept of transformative agency as developed by critical research in education, this study examines conceptions of agency based on data produced through interviews, focus groups and diaries given to pairs of siblings from lower to middle inco…
Between Rights and Realities
This article presents data from a two-year ethnographic case study to explore how immigrant and refugee youth in the United States made sense of participation in a weekly human rights club after school. Three types of student responses to human rights education are exemplified through the profiles of students. The article offers new insights on studies of immigrant youth as well as possibilities that exist at the intersection of human rights educ…
Schooling in the Shadow of Death
This article explores how Zambian youth encounter HIV/AIDS in their schools and communities, and presents ways in which they demonstrate their agency in creating new language, identities, and self-conceptions in response to these encounters. Utilizing qualitative interviews, participant observation, and student diaries, this study suggests that the role and delivery of schooling must be re-examined given high teacher mortality, teacher misinforma…
The right to education in protracted conflict
The challenges of ensuring the right to education are numerous, especially when working with marginalised populations in fragile contexts. Despite having the legislation, strong constitutional support, and even educational innovations designed to guarantee the right to education, a major gap exists in Colombia between political intentions and the reality in flexible non-formal educational models designed for children affected by conflict. This ar…
Conjectures on peace education and Gandhian studies
This article examines the similarities and differences of the fields of Gandhian studies and peace education through an exploration of their content, institutional development, and globalization since the mid‐twentieth century. The methods utilized include document review of syllabi and course descriptions in Gandhian studies and peace education, as well as interviews with individuals involved in both fields. Through an examination of the history…
From “time pass” to transformative force
Why context matters
This study utilized in‐depth interviewing, participant observation, and student diaries completed by participants to examine the quality of teacher–student relationships at a low‐cost private school in the townships of Ndola, Zambia. Amidst economic decline and the HIV/AIDS epidemic facing Zambia today, teachers and students developed strong relationships that differed from those found in government secondary schools and were shaped by the econom…
Human rights education and student self-conception in the Dominican Republic
In 2001, a 3-month course in human rights based on critical inquiry was offered to 8th graders in a slum area of Santo Domingo. The students' attitudes, behaviors and knowledge of human rights principles were measured before and after the course. The curriculum focused on international principles and entrenched local problems such as discrimination against Haitian migrants, police brutality, violence against women and exploitation of child labor …
Encyclopedia of Peace Education
The rise of peace education both in scholarship and in practice has yielded numerous documents, websites, and publications with often divergent perspectives on what the field is, does, and means. The Encyclopedia of Peace Education provides a comprehensive overview of the scholarly developments in the field to date, so as to provide a common denominator for the various actors involved in advancing peace education internationally. Thus, this edite…
I have big things planned for my future’
This article explores the extent to which participation in alternative human values education affects students' conceptions of agency amidst the economic and HIV/AIDS crises in Ndola, Zambia. Drawing on the concept of transformative agency as developed by critical research in education, this study examines conceptions of agency based on data produced through interviews, focus groups and diaries given to pairs of siblings from lower to middle inco…
Schooling in the Shadow of Death
This article explores how Zambian youth encounter HIV/AIDS in their schools and communities, and presents ways in which they demonstrate their agency in creating new language, identities, and self-conceptions in response to these encounters. Utilizing qualitative interviews, participant observation, and student diaries, this study suggests that the role and delivery of schooling must be re-examined given high teacher mortality, teacher misinforma…
Special features
Why context matters
This study utilized in‐depth interviewing, participant observation, and student diaries completed by participants to examine the quality of teacher–student relationships at a low‐cost private school in the townships of Ndola, Zambia. Amidst economic decline and the HIV/AIDS epidemic facing Zambia today, teachers and students developed strong relationships that differed from those found in government secondary schools and were shaped by the econom…
Education for Sustainable Development as Peace Education
This article examines the intersections among peace education and environmental education to understand how these commonalities frame education for sustainable development. The authors trace the intersection of the two disciplines and explore the role of the United Nations in promoting and empowering individuals with the values to advance the twin goals of peace and ecological sustainability. The paper profiles the United Nation’s Decade of Educa…
Un/Doing Gender? A Case Study of School Policy and Practice in Zambia
Conjectures on peace education and Gandhian studies
This article examines the similarities and differences of the fields of Gandhian studies and peace education through an exploration of their content, institutional development, and globalization since the mid‐twentieth century. The methods utilized include document review of syllabi and course descriptions in Gandhian studies and peace education, as well as interviews with individuals involved in both fields. Through an examination of the history…
The Politics, Praxis, and Possibilities of Critical Peace Education
The Politics, Praxis, and Possibilities of Critical Peace Education." Journal of Peace Education, 7(2), pp. 241–242
From “time pass” to transformative force
Human Rights Education
As human rights education (HRE) becomes a more common feature of international policy discussions, national textbook reform, and post-conflict educational strategies, greater clarity about what HRE is, does, and means is needed. This article reviews existing definitions and models of HRE, and argues that ideology—as much as location or other variables—offers a means of schematizing varying approaches to HRE. This article reviews models organized …
Schooling for Social Change
Chapter One: Introduction Chapter Two: Historical Development, Multiple Definitions, and Ideological Orientations of Human Rights Education Chapter Three: Policy, Pedagogy, and Practice: The Emergence and Landscape of Human Rights Education in India Chapter Four: Linking Laws, Liberties, and Learning: The Institute of Human Rights Education Chapter Five: From 'Time Pass' to Transformative Force: Human Rights Education for Marginalized Youth Chapt…
Schooling for Social Change
Schooling for Social Change offers fresh perspectives on the emerging field of human rights education in India. 60 years after independence, the Indian schooling system remains unequal. Building on over a year of fieldwork, including interviews and focus groups with policymakers, educators, parents and students, Monisha Bajaj examines different understandings of human rights education at the levels of policy, pedagogy and practice. She provides a…
The Politics, Praxis, and Possibilities of Critical Peace Education
Human Rights Education in Small Schools in India
In the past three decades, the rise of human rights education (HRE) in global educational policy discourse and practice has paralleled the unrelated rise of small, independently run schools internationally that operate separately from government structures, whether they be private, charter, religious, or affiliated with non-governmental organizations (NGOs). This essay examines the intersection of these two phenomena — small schools and human rig…
Lanterns and Street Signs
Around the time I first received an invitation to contribute a chapter to this volume on junior faculty of color in the academy, my institution made headlines across the nation and the globe for a noose hung on the door of a professor of color.1 The charged and complex tensions involved in this incident focused my thinking on a more ambitious approach to mentoring, especially as it relates to junior faculty of color navigating the academy. An inc…
Pedagogies of resistance’ and critical peace education praxis
This paper explores ‘pedagogies of resistance’ – or critical and democratic educational models utilized by social movements – and how global examples of engaged educational praxis may inform peace education. The central inquiry of this article is ‘How can educational projects that resist larger social, political and economic inequalities offer understandings about how we learn, teach, and act for peace in diverse settings?’ Drawing upon literatur…
Peace Education
Bringing together the voices of scholars and practitioners on challenges and possibilities of implementing peace education in diverse global sites, this book addresses key questions for students seeking to deepen their understanding of the field. The book not only highlights ground-breaking and rich qualitative studies from around the globe, but also analyses the limits and possibilities of peace education in diverse contexts of conflict and post…
The right to education in protracted conflict
The challenges of ensuring the right to education are numerous, especially when working with marginalised populations in fragile contexts. Despite having the legislation, strong constitutional support, and even educational innovations designed to guarantee the right to education, a major gap exists in Colombia between political intentions and the reality in flexible non-formal educational models designed for children affected by conflict. This ar…
Human Rights Education
Bringing together the voices of those deeply engaged in the politics and possibilities of human rights education, Monisha Bajaj's Human Rights Education shapes our understanding of its practices and processes and demonstrates how it has come to be a meaningful field of scholarship, policy, curricular reform, and pedagogy.
Critical transnational curriculum for immigrant and refugee students
This article explores the curricular approaches of three public high schools in the US that serve newly arrived immigrant and refugee youth, in order to define and illustrate a critical transnational curriculum. Drawing from qualitative research over the past 10 years at the different school sites, the authors posit four tenets of a critical transnational curriculum with examples of specific school practices: (1) using diversity as a learning opp…
Between Rights and Realities
This article presents data from a two-year ethnographic case study to explore how immigrant and refugee youth in the United States made sense of participation in a weekly human rights club after school. Three types of student responses to human rights education are exemplified through the profiles of students. The article offers new insights on studies of immigrant youth as well as possibilities that exist at the intersection of human rights educ…
The "Warm Embrace" of a Newcomer School for Immigrant & Refugee Youth
This article examines the approaches of a public high school for newcomer youth, Oakland International High School in California, that provides holistic wrap-around services to students. By not isolating students from the larger context of their families and communities, the school's approaches allow for greater reciprocity between school and home. This article presents examples of the intentional practices the school engages in within and outsid…
Educating for Peace and Human Rights
Over the past five decades, both peace education and human rights education have emerged distinctly and separately as global fields of scholarship and practice. Promoted through multiple efforts (the United Nations, civil society, grassroots educators), both of these fields consider content, processes, and educational structures that seek to dismantle various forms of violence, as well as move towards cultures of peace, justice and human rights. …
Political science (24 obras) · Sociology (23 obras) · Law (18 obras) · Peace and Human Rights Education (17 obras) · Pedagogy (17 obras) · Politics (13 obras) · Human rights (10 obras) · Law (10 obras) · Social science (9 obras) · Human Rights Education (8 obras)