title: Police education and democratic policing in Taiwan: a longitudinal quasi-experimental study of the effects of selection and police socialisation on human rights, moral reasoning and prejudice

authors: Lin, Keng‑hui

abstract: Objectives: To investigate the effects of selection and group socialisation on support of human rights, moral reasoning and prejudice in police officers in Taiwan. Methods: We used a longitudinal quasi-experimental design to track three cohorts of police officers (n = 585) and a comparison group of criminology undergraduates (n = 43). Results: There were no statistically significant differences in measures of human rights, moral reasoning and prejudice between new police recruits and the control group. However, time in police education was associated with a statistically significant reduction in police officer support of human rights, moral reasoning and an increase in prejudice. In the control group, the reverse was true. Conclusions: Exposure to police education in Taiwan resulted in police officers being significantly more prejudiced and significantly less adherent to the principles of human rights and moral reasoning. These results appear to be attributable to police socialisation rather than selection effects.

text: Police education and democratic policing in Taiwan: a longitudinal quasi-experimental study of the effects of selection and police socialisation on human rights, moral reasoning and prejudice Objectives: To investigate the effects of selection and group socialisation on support of human rights, moral reasoning and prejudice in police officers in Taiwan. Methods: We used a longitudinal quasi-experimental design to track three cohorts of police officers (n = 585) and a comparison group of criminology undergraduates (n = 43). Results: There were no statistically significant differences in measures of human rights, moral reasoning and prejudice between new police recruits and the control group. However, time in police education was associated with a statistically significant reduction in police officer support of human rights, moral reasoning and an increase in prejudice. In the control group, the reverse was true. Conclusions: Exposure to police education in Taiwan resulted in police officers being significantly more prejudiced and significantly less adherent to the principles of human rights and moral reasoning. These results appear to be attributable to police socialisation rather than selection effects.

year: 2023

title: The Role of the Arab-Islamic World in the Rise of the West: Implications for Contemporary Trans-Cultural Relations [Book Review]

authors: Drury, Abdullah

abstract: This article reviews the book 'The Role of the Arab-Islamic World in the Rise of the West: Implications for Contemporary Trans-Cultural Relations', edited by Nayef R. F. Al-Rodhan.

text: The Role of the Arab-Islamic World in the Rise of the West: Implications for Contemporary Trans-Cultural Relations [Book Review] This article reviews the book 'The Role of the Arab-Islamic World in the Rise of the West: Implications for Contemporary Trans-Cultural Relations', edited by Nayef R. F. Al-Rodhan.

year: 2013-07

title: Te tātari i te kaupapa

authors: Ka'ai, Tānia M.

abstract: The primary objective of this thesis focuses on the linking of the National Qualifications Framework and standards-based assessment as an emancipatory mechanism for Māori in Kaupapa Māori schooling and the wider Māori community in New Zealand.

Argued from an eclectic theoretical approach incorporating Kaupapa Māori theory, it espouses a position which rejects structural inequalities that perpetuate the subordinate positioning of Māori people through the development of culturally responsive assessment theories and practices in written language for teachers and children in Kura Kaupapa Māori which purport a culturally responsive pedagogy.

The thesis also links curriculum, assessment and pedagogy using Kaupapa Māori theory which provides insights into Māori views of emancipation in education.

text: Te tātari i te kaupapa The primary objective of this thesis focuses on the linking of the National Qualifications Framework and standards-based assessment as an emancipatory mechanism for Māori in Kaupapa Māori schooling and the wider Māori community in New Zealand.

Argued from an eclectic theoretical approach incorporating Kaupapa Māori theory, it espouses a position which rejects structural inequalities that perpetuate the subordinate positioning of Māori people through the development of culturally responsive assessment theories and practices in written language for teachers and children in Kura Kaupapa Māori which purport a culturally responsive pedagogy.

The thesis also links curriculum, assessment and pedagogy using Kaupapa Māori theory which provides insights into Māori views of emancipation in education.

year: 1995