Religious education,communal identity and national politics in the Muslim world

This article discusses models for religious education in school in (parts of) the Muslim world and the implied relation between self and other, confessional and national identity. The question of how current models and discussions respond to globalized issues in education is also discussed. The last part of the article identifies triggering factors behind some recent attempts at establishing more inclusive ways of teaching about religion and ethics in school.     

Identifying the Prevalence of Courses on Mental Illness in Criminal Justice Education

Persons with Mental Illness (PMIs) require unique consideration and individualized attention in the criminal justice system. Research has demonstrated the prevalence with which police come into contact with these individuals, the unique considerations made by courtrooms serving PMIs, the overrepresentation of PMIs in correctional settings, and the problems PMIs experience when reentering the community from incarceration. Given the growth of attention to this area, and the increased reality of challenges that criminal justice professionals encounter when working with PMIs, this paper explores the prevalence of courses on mental illness in criminal justice undergraduate programs in the United States. The current review of over 640 curricula in the United States illustrates that courses devoted solely to the topic of mental illness in the criminal justice system are particularly rare. The importance of offering more courses in the interface between mental illness and criminal justice for future professionals in the field is discussed.     

Knowledge sharing in a multi-cultural setting: a case study

Organizational culture has been shown to influence the success of knowledge management practices. Hofstede's theory specifies that organizational culture is not independent of national culture. A case study of an international subsidiary was conducted to explore the extent to which knowledge sharing is dependent on national culture. Results indicate that language differences can create knowledge blocks, and cross-cultural differences can explain the direction of knowledge flows.