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Young migrants – particularly refugees – are commonly the object of stereotypical visual media representations and often have no choice but to position themselves in response to them. This article explores whether making young migrants aware of the politics of representation through media literacy education contributes to strengthening their participation and resilience. We reflect on a media literacy program developed with teachers and 100 students at a Dutch "International Transition Classes" school. The educational program focuses on visual media production using smartphones, raising critical consciousness and promoting civic engagement. Ethnographic data analyzed include field notes, a focus group with teachers, in-depth and informal interviews, student-produced footage, and a 10-minute ethnographic film. In our increasingly polarized mediatized world, better recognition of how the needs of certain young people diverge depending on how they are situated in racialized, gendered, and classed structures of power is needed to work towards inclusive media literacy education.

Design Anthropology: Practices, Perspectives and Potentials - Ton Otto (Department of Culture and Society, Aarhus University, Denmark), Rachel Charlotte Smith (Department of Culture and Society, Aarhus University, Denmark) and Wendy Gunn (Mads Clausen Institute, University of Southern Denmark)Section One: Concepts, Methods and PracticesThe Social Life of Concepts in Design Anthropology - Adam Drazin (Institute of Anthropology, University College London, UK)Transforming Knowledge-pieces into Design Concepts: Creative Montage at Design Workshops - Mette Kjaersgaard (Department of Culture and Society, Aarhus University, Denmark)Tools and Movements of Engagement: Design Anthropology as a Particular Style of Knowing - Kyle Kilbourn (Institute of Technology and Innovation, University of Southern Denmark)Section Two: The Materiality of DesignDesigning by Doing: Building Bridges in the Highlands of Borneo - Ian J. Ewart, (Institute of Social and Cultural Anthropology, University of Oxford, UK) Anatomical Design: Making and Using Three-dimensional Models of the Human Body - Elizabeth Hallam (Department of Anthropology, University of Aberdeen, UK and School of Anthropology and Museum Ethnography, University of Oxford UK)Designing Heritage for a Digital Culture - Rachel Charlotte Smith (Department of Culture and Society, Aarhus University, Denmark)Section Three: The Temporality of DesignFrom Description to Correspondence: Anthropology in Real Time Caroline Gatt and Tim Ingold (Department of Anthropology, University of Aberdeen, UK)Conceptions of Innovation and Practice(S) of Inhabiting Indoor Climate - Wendy Gunn (Mads Clausen Institute, University of Southern Denmark) and Christian Clausen (Spire, University of Southern Denmark, and Danish Technical University) Ethnographies of the Possible - Joachim Halse (The Royal Danish Academy of Fine Arts, School of Design)Section Four: The Relationality of DesignGenerating 'Publics' Through Design Research - Brendon Clark (Interactive Institute, Stockholm, Sweden)Bridging Disciplines and Sectors: An Industry-academic Partnership in Design Anthropology - Christina Wasson and Crysta Metcalf (Department of Anthropology, University of North Texas and Motorola Mobility Inc., USA) Decolonizing Design Innovation: Design Anthropology, Critical Anthropology and Indigenous Knowledge - Elizabeth (Dori) Tunstall (Faculty of Design, Swinburne University of Technology, Australia)EpilogueEthnography and Design, Ethnography in Design--

On January 26th, 1990, Chile signed the Convention on the Rights of the Child (CRC), ratified by the General Assembly of the United Nations Organization in 1989. The CRC is composed of 54 articles that reflect the fundamental rights of children , grouped into 4 categories: right to survival, right to development, right to protection and right to participation. The latter constitutes the framework of governmental actions to promote spaces where children can express their opinions, practice democracy and citizenship, and be heard and respected in their proposals in order to generate a culture of participation and inclusion. The exercise of this right allows the development of autonomy and citizenship in childhood, with school being the ideal context for daily practice of participation. In this article a revision of the CRC is carried out to establish the framework in which the concepts of participation and childhood are developed. Next, the public policies developed to exercise the right to participation in Chilean educational institutions are analyzed. The purpose of this article is to contribute to the questioning and visibility of practices related to participation in childhood in educational contexts, in the perspective of contributing to the construction of a culture where childhood and youth are seen as valid others, opinion sovereign and, therefore, active subjects within our society. ; El 26 de enero de 1990, Chile suscribe la Convención sobre los Derechos del Niño (CDN), ratificada por la Asamblea General de la Organización de las Naciones Unidas en 1989. La CDN está compuesta por 54 artículos que recogen los derechos fundamentales de la infancia, agrupados en 4 categorías: derecho a la supervivencia, derecho al desarrollo, derecho a la protección y derecho a la participación. Este último constituye el marco de las acciones gubernamentales para fomentar espacios donde los/as niños/as puedan opinar, practicar la democracia, la ciudadanía, así como ser oídos/as y respetados/as en sus planteamientos de ...

Atualmente, o desafio que a educação nos lança reveste-se de um cariz tão alargado quanto a própria definição do termo. Pensá-la para melhor poder intervir nas múltiplas tarefas que esta nos atribui, enquanto professores, representa um esforço de atualização e adaptação constante com o intuito de encontrar ferramentas de prevenção, deteção e resolução das mais variadas questões com ela relacionadas. Nesse sentido, o presente trabalho toma por base uma realidade educacional – a do ensino artístico, na vertente do ensino vocacional da música – que, sendo ainda um pouco desconhecida por parte da população em geral e em certa medida até pelas próprias entidades que a gerem, funciona como um reservatório de experiências de ensino e de aprendizagem transversais a toda uma gama de relações interpessoais que são dignas de ser analisadas à luz de um quadro científico rigoroso. A premência da investigação reside na tomada de consciência enquanto docente do Conservatório Regional de Música de Viseu "Dr. Azeredo Perdigão", relativamente ao facto de, nos últimos anos, este setor de ensino ter sofrido alterações várias sob a alçada de um projeto global de massificação do ensino da música, desenhado pelo governo que liderou Portugal até ao ano de 2011. Sendo parte integrante desta extensa engrenagem, vejo-me aliciado a analisar a realidade específica da minha escola, bem como o quadro sócio-organizativo desta, a partir de uma teorização em torno de temáticas lançadas pelos investigadores da área específica das Ciências da Educação. Assim, o que se realça, numa primeira fase, é a necessidade de analisar a própria tipologia de escola, nomeadamente o tipo de conceção que lhe assiste e em que medida esse suporte científico pode ou não trazer melhorias em todos os processos adjacentes à realidade da escola. Considerando-a uma construção sociocomunitária, a escola é um espaço onde se movem diferentes atores, cada um deles com papéis diferenciados e comportamentos expectáveis. Procurando afastar a ideia da escola enquanto locus de reprodução das desigualdades sociais, argumento este praticamente unânime ao nível da opinião pública, este trabalho presta ênfase à urgência de articular aquilo que é um saber sólido assente em rigorosas bases científicas, dentro de um contexto escolar relacional favorável, às valências de toda uma comunidade que a suporta e constrói no dia a dia. Ou seja, coloca-se a tónica na premência de colocar a escola ao serviço das comunidades locais, numa lógica de complementaridade. Igualmente no caso do Conservatório Regional de Música de Viseu, este caminho é a forma mais passível de se atenuar uma certa tendência para a elitização do ensino vocacional da música e de se atingir a real e efetiva participação do Conservatório na construção de uma identidade própria, paralela ao estímulo que tal significará no plano do reforço da identidade local. Naturalmente, esta via não pode surgir sem que outro dos pilares teóricos aqui dissecado tenha uma maior efetividade. Tal é a autonomia das escolas, um item que demora ainda a sair de um quadro puramente legal para um plano de ação concreta. Uma escola que não pode planear a sua própria ação, o que pode passar por ações várias como a própria contratação de profissionais do corpo docente, é uma escola enfraquecida sob o ponto de vista da sua eficácia. No que toca ao Conservatório, este aspecto é particularmente visível, ainda que no pólo oposto, uma vez que a relativa autonomia que possui tem-lhe permitido, desde a sua fundação em 1985, uma aproximação sólida e gradual à comunidade em que se insere, transferindo a sua própria cultura de escola para um plano extra-escolar. Tal como os alunos são avaliados, também a escola que os forma o deve ser. Porém, essa avaliação deve ter o intuito de detetar os problemas e apontar soluções, o que se afasta da vulgar ideia subjacente à avaliação de desempenho. Só assim se poderá saber se estamos ou não na presença de uma escola que é eficaz, à imagem daquilo que o movimento das escolas eficazes propõe. A dimensão das escolas, agora organizadas em mega-agrupamentos, tem cada vez mais um impacto negativo tanto no campo do trabalho dos professores como no dos alunos. É por isso de notar, com satisfação, que o Conservatório Regional de Música de Viseu soube conseguir crescer, sobretudo a partir do ano letivo 2007/08 (ano da entrada em vigor do novo regime articulado de frequência) com passos relativamente seguros, o que demonstra que a sua autonomia e o tipo de cultura de escola que incorpora (à imagem de uma escola de pequena dimensão) vêm ao encontro das necessidades da sua própria atualização. Embora seja hoje um pouco diferente do que era até 2007, o Conservatório mantém um corpo docente e discente que tenta a todo o custo instituir toda uma cultura adjacente a um projeto comum de luta pelo ensino da música. A unidade da escola advém de um núcleo alargado de colaboradores que agem em prol da escola, porque a sentem como sua. E, poder-se-á dizer, esse sentimento de pertença é atualmente aquilo de que mais carece a esmagadora das escolas, sejam estas do ensino regular ou vocacional. Nesta escola, o professor ainda consegue ter espaço para sonhar e viver apaixonadamente a sua profissão numa perspetiva de aprendizagem e partilha, entre colegas e alunos, constante. O presente trabalho propõe algumas formas de ação que se situam quase num plano de prevenção e correção de pequenos problemas que se prendem com a relativa debilidade da estrutura administrativa, salvaguardando no entanto a mais valia funcional do Conservatório Regional de Música de Viseu. ; Actuellement, le défi de l'éducation est de lancements de nature plus large que la définition même du terme. Jugeant préférable d'être en mesure d'intervenir dans les multiples tâches que nous assigne, en tant qu'enseignants, est un effort de mise à jour et d'adaptation afin de trouver des outils pour la prévention, détection et résolution de plusieurs questions liées à elle. En ce sens, le présent travail est basé sur une réalité de l'éducation – l' éducation artistique, dans la composante de l'enseignement vocationnelle de la musique – qui, cependant encore peu connu par la population générale et dans une certaine mesure par les entités mêmes qui la gèrent, agit comme un réservoir d'expériences d'enseignement et d' apprentissage dans toute la gamme des relations interpersonnelles qui méritent d'être analysés à la lumière d'un cadre scientifique rigoureux. L'urgence de la recherche réside dans une prise de conscience, de ma part et en tant que professeur du Conservatório Regional de Música de Viseu "Dr. Azeredo Perdigão", pour ce qui concerne le fait que, durant les dernières années, le secteur de l'éducation a subi plusieurs changements sous l'égide d'un projet global pour l'éducation de masse de la musique, conçu par le gouvernement qui a dirigé le pays jusqu'à 2011. Faisant partie de ce vaste engrenage, je suis porté à analyser la réalité spécifique de mon école ainsi que son cadre socio-organisationnelle, à partir d'une théorisation des questions lancées par les chercheurs dans le domaine des sciences de l'éducation. Par conséquent, ce qui est destiné à mettre en évidence, d'abord, est la nécessité d'analyser la typologie même de l'école, en particulier son type de conception et dans quelle mesure ce soutien scientifique peut ou non apporter une amélioration dans tous les processus adjacent à la réalité de l'école. Considérant l'école une construction sociocommunautaire, on la classifie comme un lieu où ils se déplacent divers acteurs, chacun avec différents rôles et comportements attendus. En regardant au loin l'idée de l'école comme un lieu de reproduction des inégalités sociales, ce qui est un argument commun, ce travail met l'accent sur l'urgence d'articuler ce qui est un bon savoir fondée sur une base scientifique rigoureuse, à un cadre de valences de toute une communauté qui soutient et renforce l'école de jour en jour. Autrement dit, il y a un accent mis sur l'urgence de mettre l'école au service des communautés locales, dans une logique de complémentarité. Dans le cas du Conservatório Regional de Música de Viseu, ce chemin est aussi le plus susceptible d'atténuer une certaine tendance à l'élitisme de l'enseignement vocationnelle de la musique et de parvenir à une participation réelle et effective du Conservatório à la construction de son propre identité, parallèlement à la relance que cela signifie en termes de renforcement de l'identité locale. Naturellement, cet itinéraire ne peut survenir sans l'efficacité d'un autre des piliers théoriques ici disséqué. Telle est l'autonomie des écoles, un élément qui prend encore du temps a sortir d'un cadre purement juridique en vue d'un plan d'action concret. Une école qui ne peut pas planifier sa propre action, ce qui peut passer par différentes actions telles que l'embauche de ses professionnels, est une école affaiblie du point de vue de son efficacité. En ce qui concerne le Conservatório, cet aspect est particulièrement visible, mais à l'opposé, puisque l'autonomie relative qui lui a permis d'avoir, depuis sa fondation en 1985, une approche solide et progressive à la communauté dans laquelle il opère, faisant le transfert de sa propre culture scolaire pour un plan extra scolaire. Tels que les étudiants sont évalués, également l'école le doit être. Cependant, cette évaluation doit détecter les problèmes et trouver des solutions, ce qui s'éloigne de l'idée commune derrière l'évaluation des performances. C'est alors seulement que nous pouvons savoir si on est en face d'une école qui est efficace ou non, à l'image de ce que le mouvement des écoles efficaces propose. La taille des écoles, désormais organisé en méga-groupes, a un impact de plus en plus négatif à la fois sur le champ de travail des enseignants que des élèves. On constate donc avec satisfaction que le Conservatório de Música de Viseu a pu se développer, en particulier depuis l'année scolaire 2007/08 (année d'entrée en vigueur du nouveau régime de fréquence articulé) selon des étapes solides, ce qui démontre que son autonomie et le type de culture scolaire qui incorpore (à l'image d'une petite école) viennent pour répondre aux besoins de leur mise à jour. Bien qu'il soit un peu différent aujourd'hui de ce qu'il était encore en 2007, le Conservatório a un corps de professeurs et d'étudiants qui essaie à tout prix de perpétrer toute une culture adjacente à un projet commun de lutte pour l'éducation musicale. L'unité de l'école vient d'un noyau de collaborateurs qui agissent au nom de l'école, parce qu'ils la voient comme la sienne. On peut dire que le sentiment d'appartenance est ce qui manque à la plupart les écoles, soient-elles issue de l'enseignement régulier ou vocationnelle. Dans cette école, l'enseignant peut encore rêver et vivre passionnément son métier selon une perspective d'apprentissage et de partage constants, entre collègues et étudiants. Cet article propose quelques formes d'action qui se trouvent plutôt sur un plan de prévention et correction de problèmes mineurs qui ont trait à la relative faiblesse de la structure administrative, en préservant toutefois la fonction de gain du Conservatório. ; Currently, the challenge launched by education is as wide as the very definition of the term. Thinking it best to be able to intervene in the multiple tasks that education assigns us, as teachers, represents an effort to update and constantly adapt in order to find tools for prevention, detection and resolution of various issues related to it. In this sense, the present work is based on the reality of a less known education - the art education, specifically the musical vocational education - which is still somewhat unknown by the general population and to some extent even by the very entities that administrate it. This particular reality acts as a reservoir of experiences of teaching and learning across the whole range of interpersonal relationships and consequently deserves to be analyzed in the light of a rigorous scientific framework. The urgency of this research lies in the awareness, while teaching at the Conservatório Regional de Música de Viseu " Dr. Azeredo Perdigão", regarding the fact that, in recent years, the education sector has undergone several changes under the umbrella of a global project for mass education of music, designed by the government that led Portugal till 2011. Being part of this extensive gear, I am induced to analyze the specific reality of my school, as well as its social and organizational features, theorizing from issues launched by researchers in the field of educational sciences. Initially, the enhance is put in the need to analyze the very type of school, particularly the kind of design that is being considered and to what extent this scientific support may or may not lead to improvements in all processes adjacent to the reality of school. Considering it as a socio-communitarian construction, school is a place where different actors, each one with different roles and behaviors expected, move. Looking away from the idea of school as a locus of reproduction of social inequalities, this argument virtually unanimous in terms of public opinion, this work lends emphasis to the urgency of articulating what is a sound knowledge based on rigorous scientific basis, within a favorable relational school context, to the valences of an entire community that supports and builds it day by day. That is, there is the stress on the urgency of putting the school at the service of local communities, in complementarity logic. Also in the case of the Conservatório Regional de Música de Viseu, this path is the most likely to mitigate a certain tendency toward elitism of the vocational education of music and to achieve real and effective participation of the Conservatório in building is own identity, parallel to the stimulus that this will mean in terms of strengthening the local identity. Naturally, this route cannot arise without a greater effectiveness of another theorical pillar discussed here. Such is the autonomy of schools, an item that is taking time to move away from purely legal framework to a concrete action plan. A school that cannot plan is own action, which can go through various actions such as hiring its own professionals, is a weakened school from the point of view of effectiveness. Regarding the Conservatório, this is particularly visible, albeit at the opposite pole, since the relative autonomy it possesses has allowed it to have, since its foundation in 1985, a solid and gradual approach to the community in which it operates, transferring is own school culture to the whole social plan about. As students are assessed, also the school that educates them should be. However, this assessment should be taken in order to detect problems and identify solutions, which departs from the common idea behind the performance evaluation. Only then we can know whether or not we are in the presence of a school that is effective, in the light of what the effective schools movement proposes. The size of the schools, now organized into mega-clusters, has an increasingly negative impact both on the field of the teachers' and the students' work. It is therefore noted with satisfaction that the Conservatório Regional de Música de Viseu has been able to grow, especially since the school year 2007/08 (when the new frequency articulated regime entered into force) with relatively safe steps, which demonstrates that its autonomy and the type of school culture it incorporates (as in the image of a small school) come to meet the needs of its own update. Although it is a little different today than it was until 2007, the Conservatório has a faculty and student body who tries at all costs to establish a culture adjacent to a joint project of fighting for music education. The unit of the school comes from a core range of collaborators who act on behalf of the school, because they feel it like theirs. And it may be said that this sense of belonging is what currently lacks the more in the majority of the schools, whether from regular or vocational type. In this school, the teacher still has room to dream and live passionately his profession in a perspective of constant learning and sharing, among colleagues and students. This paper proposes some forms of action that lie almost in a plane prevention and correction of minor problems due to the relative weakness of the administrative structure, preserving however the gain function of the Conservatório Regional de Música de Viseu.

Introduction /James J. Fox --Hierarchy, founder ideology and Austronesian expansion /Peter Bellwood --The elder and the younger -- foreign and autochthonous origin and hierarchy in the Cook Islands /Jukka Siikala --Rank, hierarchy and routes of migration: chieftainship in the central Caroline Islands of Micronesia /Ken-ichi Sudo --"All threads are white": Iban egalitarianism reconsidered /Clifford Sather --Origin, hierarchy and egalitarianism among the Mandaya of Southeast Mindanao, Philippines /Aram A. Yengoyan --The transformation of progenitor lines of origin: patterns of precedence in eastern Indonesia /James J. Fox --Origin structures and precedence in the social orders of Tana 'Ai and Sikka /E.D. Lewis --Precedence among the domains of the three hearth stones /Michael P. Vischer --The founding of the house and the source of life: two complementary origin structures in Buru society /Barbara Dix Grimes --Histories of diversity, hierarchies of unity: the politics of origins in a south-west Moluccan Village /Sandra Pannell --Rivals and wives: affinal politics and the Tongan ramage /Aletta Biersack --The politics of marriage and the marriage of polities in Gowa, South Sula Wesi, during the 16th and 17th centuries /F. David Bulbeck --The cultural construction of rank, identity and ethnic origins in the Sulu Archipelago /Charles O. Frake.

Problem je ovoga istraživanja nedovoljno učinkovit način obrazovanja vođa u poslovnim školama. Iako je potreba za vođama u svijetu sve veća, vjeruje se da je neadekvatno obrazovanje u poslovnim školama doprinijelo sustavnom nedostatku vodstva, što je dovelo do financijske i moralne globalne krize. Smatra se da poslovne škole u svojim obrazovnim programima premalo pažnje posvećuju etici i sustavu vrijednosti. Međutim, uz univerzalne principe vodstva, svako društvo i kultura moraju definirati svoje potrebe vodstva i "otkriti" svrhu, način djelovanja i upotrebu moći. Stoga je cilj ovoga istraživanja izraditi prijedlog učinkovitog kurikuluma za obrazovanje vođa u hrvatskim poslovnim školama. Šira je društvena svrha aktualizacija teme vodstva i obrazovanja za vodstvo kao nasušne potrebe hrvatskog društva na svim razinama. Za potrebe teorijskog dijela rada provedeno je sekundarno istraživanje znanstvene i stručne literature, stranih i domaćih autora. Objašnjeni su pojam, definicije i karakteristike vodstva te iznesen povijesni pregled raznih teorija i pristupa vodstvu. Naveden je kratki pregled istraživanja o učinku kulture i njezinom utjecaju na obrazovanje za vodstvo. Opisan je primjer dobre prakse u kreiranju i praćenju uspješnosti obrazovnih politika i strategija te neki obrazovni programi vodstva i njihov utjecaj na razvoj vođa. Na temelju spoznaja dobivenih iz provedenog sekundarnog istraživanja, kreiran je prijedlog kurikuluma za obrazovanje vođa koji nedostaje u Hrvatskoj. Predloženi višeslojni model temelji se na multidisciplinarnom znanju utemeljenom u tradiciji poslovnih škola i humanističkih znanosti, tako da potiče razvoj analitičkih, konceptualnih, međuljudskih i praktičnih vještina. Posebna je važnost dana praksi, coachingu i mentorskom pristupu kao alatima pomoću kojih se studentima omogućava iskustveno učenje. Inovativnim vježbama i praksom studente se priprema da budu transformacijski vođe koji će znati učinkovito komunicirati viziju i misiju svojim suradnicima i sljedbenicima. Posebno je naglašena globalna perspektiva i potreba za integracijom etike i sustava vrijednosti u svaki dio obrazovnog procesa. ; The focus of this study is on leadership education in business schools which is not effective enough. Although the global demand for leaders is growing, it is believed that the inadequate education in business schools contributed to the systemic failure in leadership that led to the current global financial and moral crisis. It is thought that business schools do not pay enough attention to ethics and the system of values. However, in addition to the universal principles of leadership every society and culture has to define their own leadership needs in order to 'discover' the purpose, mode of operation and use of power. Therefore, the aim of this research is to propose an effective curriculum for leadership education in Croatian business schools. A broader social objective is to promote the topic of leadership and education for leadership as the fundamental need of the Croatian society at all its levels. Secondary research of scientific and professional literature by Croatian and other authors was conducted for the theoretical part of the paper. The concept, definitions and characteristics of leadership are explained and a historical overview of various leadership theories and approaches is given. The paper gives a short overview of the research on culture and its impact on leadership education. An account of good practice is given concerning the establishment and monitoring of educational policies and strategies and some educational programmes for leadership and their influence on the development of leaders. A curriculum proposal is formulated for the education of Croatian leaders on the basis of insight gained from the secondary research. The proposed multilevel model is based on the multidisciplinary knowledge founded in the tradition of business schools and humanistic sciences so that it stimulates the development of analytical, conceptual, interpersonal and practical skills. Special importance is placed on practice, coaching and mentoring as the tools for students to learn from experience. By means of innovative assignments and practice students are prepared to become transformational leaders who will be able to effectively communicate the vision and mission to their co-workers and followers. Global perspective is emphasised as well as the need to integrate ethics and the system of values in every aspect of the educational process.

In this paper, we examine the possibility of teaching intercultural competence in high schools in the Sarajevo Canton. We conducted an analysis of two coursebooks in use in high schools, prescribed by the curriculum. The research objective is to examine the organization of intercultural teaching. In that sense, we first present an overview of teaching culture, as well as political goals elaborated in Europe during the 1990s. We start from the concept of language teaching and proceed with the definition of intercultural competence and its value according to the White Paper on Intercultural Dialogue, the Treaty of Maastricht and the Common European Framework of Reference for Languages (CEFR). Furthermore, we compare the data obtained by the analysis of the manuals with the goals of language teaching in Europe. The goal of the research is to put focus on elements of intercultural communication competence represented in the manuals to verify if it is possible to reach the goals determined by the Council of Europe. With that goal in mind, we conducted a qualitative analysis of the coursebooks with the aid of two tables of analysis which enable us to execute a contrastive analysis of the manuals and to compare intercultural elements with the counsels of the documents issued by the Council of Europe. Our hypothesis is that the manuals prescribed by the Ministry for Education, Science and Youth of the Sarajevo Canton represent the Italian culture in a traditional manner, and that they do not fully implement the CEFR instructions. This research can further be used in determining which manuals will be in use in high schools as well as in the curricular reform processes.

The tourism sector represents an area's potential and attractiveness due to its various uniqueness. Each region has distinct cultural characteristics that have been passed down through generations. Madiun Regency is one of the East Java Province areas with a strong connection to a traditional pencak silat culture. The history of pencak silat development in the Madiun Regency began in the 1900s and is still being maintained today. The presence of 14 pencak silat schools in Madiun Regency attests to this. However, the numerous Pencak silat schools in Madiun Regency frequently result in violence and conflict cases among other Pencak silat schools. This is what motivates the Madiun Regency Government to adopt pencak silat as the original culture of Madiun Regency, to change the community's negative perception of pencak silat and make the potential of pencak silat as the city branding of Madiun Regency with the brand name of Kabupaten Madiun Kampung Pesilat Indonesia. The method used in this study is a qualitative description with an interpretive single-study approach. Data collection methods include observation, literature review, in-depth interviews, and documentation studies. According to the findings of this study, the Madiun Regency Government's strategy is to educate the public through city branding as cultural tourism and foster synergy among stakeholders to foster good cooperation. Furthermore, it involves the community, entrepreneurs, and business people in the development of this branding. The government also develops a city branding policy and implements it through activities to increase tourist visits and regional income. However, the implementation of city branding must be improved so that people benefit from it.

When he was out playing Indian, enacting Hollywood-inspired scenarios, it never occurred to the child Roger Welsch that the little girl sitting next to him in school was Indian. A lifetime of learning later, Welsch's enthusiasm is undimmed, if somewhat more enlightened. In Embracing Fry Bread Welsch tells the story of his lifelong relationship with Native American culture, which, beginning in earnest with the study of linguistic practices of the Omaha tribe during a college anthropology course, resulted in his becoming an adopted member and kin of both the Omaha and the Pawnee tribes. With req

"Convergence and Divergence: Russia and Eastern Europe into the Twenty-First Century is a collection of papers that came out of the Ninetieth Anniversary Conference of the School of Slavonic and East European Studies (SSEES) in October 2005. Entitled Towards the SSEES Centenary: Ideas and Issues into the Next Decade, presentations at the conference covered the European Union, health and demography, business, the political heritage and rulership, literature, culture and the arts. The SSEES region is defined by more than the proximity of the Slavonic languages. With the exception of Finland, the countries of the region face common problems which differentiate them from the rest of Europe. Some are creating new identities. All have proclaimed their intention to move from the communist habits and build democracies and market economies. All are at the receiving end of the processes of globalisation. Most are undergoing changes in their relationship with the European Union. The region is defined not only by today's concerns, but by the interpenetration of its languages, cultures and histories. At SSEES the study of these languages, cultures and histories informs the study of contemporary politics, economics, society and culture. This is reflected in the papers presented here. Many problems affect the whole of Europe, East and West, including Russia. The collection of papers in this volume as a whole suggests that while the fall of Communism in 1989-1991 overcame one division of Europe, another division is developing, at least for the present. The volume is divided into contributions from 'past' and 'present' practitioners as well as academics. The speeches of Tomá Masaryk, that inaugurated SSEES in 1915, and Edvard Bene on the tenth anniversary of the School, are republished. Other contributors include Robin Aizlewood, Tim Beasley-Murray, Phillip Ross Bullock, Alexander Etkind, Christopher J. Gerry, Václav Klaus, George Kolankiewicz, Tomislav Longinovic', George Schöpflin and Jacob Torfing.

Geographical education as one of the important means of creating a cultural environment in the educational process of the school opens to the student the world with all the diversity of complex relationships of nature, society and personality, satisfies the need for self-knowledge, promotes the formation of personal qualities and values. Geographical education gives person great opportunities to develop a humane and tolerant attitude to other people, to other civilizations, political and economic systems, the geographical environment, to the planet Earth. Geography as a science of the humanities and natural cycle not only reveals the features of the material and spiritual culture of the peoples of the world, but also shows them in inseparable connection with the natural and social environment. Modern geography comprehensively considers the living environment of humanity, using a systematic geographical approach to knowledge of the world.Education in a broad, social sense is a function of society to prepare the young generation for life, carried out by all society: social institutions, organizations, the church, media and culture, family and school. Education in the learning process, as well as the learning process itself, is a complex phenomenon. In geography lessons education is the formation of morality and spirituality of students, especially those aspects related to human behavior in different geographical, economic, political conditions, education of citizens of their country, preparation of school graduates to perform social roles, because there is no effective economy, social peace in the state, responsible citizens without education. Keywords: geography, education, geography lessons, teacher, culture, morality, student's personality, social and educational work. ; У статті доведено, що саме географічна освіта, як один із важливих засобів створення культуротворчого середовища в освітньому процесі, відкриває учням навколишній світ з усією багатогранністю складних взаємовідносин природи, суспільства й особистості, задовольняє потребу в самопізнанні, сприяє формуванню особистісних якостей та ціннісних орієнтацій. Аргументовано, що виховання учнів на уроках географії полягає у формуванні їхньої моралі та духовності, особливо тих аспектів, що стосуються поведінки у різних умовах, підготовки випускників шкіл до виконання соціальних ролей. Ключові слова: географія, виховання, уроки географії, учитель, культура, мораль, особистість учня, соціально-виховна робота.

Geographical education as one of the important means of creating a cultural environment in the educational process of the school opens to the student the world with all the diversity of complex relationships of nature, society and personality, satisfies the need for self-knowledge, promotes the formation of personal qualities and values. Geographical education gives person great opportunities to develop a humane and tolerant attitude to other people, to other civilizations, political and economic systems, the geographical environment, to the planet Earth. Geography as a science of the humanities and natural cycle not only reveals the features of the material and spiritual culture of the peoples of the world, but also shows them in inseparable connection with the natural and social environment. Modern geography comprehensively considers the living environment of humanity, using a systematic geographical approach to knowledge of the world.Education in a broad, social sense is a function of society to prepare the young generation for life, carried out by all society: social institutions, organizations, the church, media and culture, family and school. Education in the learning process, as well as the learning process itself, is a complex phenomenon. In geography lessons education is the formation of morality and spirituality of students, especially those aspects related to human behavior in different geographical, economic, political conditions, education of citizens of their country, preparation of school graduates to perform social roles, because there is no effective economy, social peace in the state, responsible citizens without education. Keywords: geography, education, geography lessons, teacher, culture, morality, student's personality, social and educational work. ; У статті доведено, що саме географічна освіта, як один із важливих засобів створення культуротворчого середовища в освітньому процесі, відкриває учням навколишній світ з усією багатогранністю складних взаємовідносин природи, суспільства й особистості, задовольняє потребу в самопізнанні, сприяє формуванню особистісних якостей та ціннісних орієнтацій. Аргументовано, що виховання учнів на уроках географії полягає у формуванні їхньої моралі та духовності, особливо тих аспектів, що стосуються поведінки у різних умовах, підготовки випускників шкіл до виконання соціальних ролей. Ключові слова: географія, виховання, уроки географії, учитель, культура, мораль, особистість учня, соціально-виховна робота.

*Yıldırım, Erdal ( Aksaray, Yazar ) ; In this study, it is aimed to determine the opinions and practices of the teacher candidates educated on Classroom Education, academicians working in the Department of Classroom Education, and primary school teachers on the controversial subjects in the teaching-learning process. The research is patterned from qualitative research approaches through a case study. The study carried out in the spring semester of the 2018-2019 academic year included 29 students studying in the third grade of the Faculty of Education at three different public universities, 15 classroom teachers working at schools affiliated to the Ministry of Education, and 5 Ph.D. academicians within classroom education In the study, the data were collected by semi-structured interview forms, and the obtained data were analyzed by the thematic presentation of certain codes and categories. When the findings of the research are examined, it is seen that the information, culture (respect, conflict), and environment codes related to the importance of the culture of discussion are frequently expressed. The findings are remarkable in that the acquisition of necessary and sufficient knowledge related to the discussion culture encourages individuals to conduct the discussion process with different individuals or platforms in a healthy way. The style used in the efficiency of the discussion process, the acceptance of different ideas with respect and the ability to listen effectively are vital. The findings that positive school and classroom climate, which expresses the existence of suitable environments where controversial issues can be discussed, contributes to the development of respect based attitudes and behaviors among individuals, are also very important. Academics and teachers are responsible for creating ideal discussion environments. Moreover, the formation of positive thoughts on controversial issues should not be overlooked to encourage the expression of scientific, fair, and democratic ideas. Both academics and teachers should be a model for their students by ensuring correct communication with students. Participants in the teaching of controversial issues have some concerns and worries caused by pressure. Legal arrangements can be made to eliminate these situations.

A group of Ukrainian architects took part in celebrating the anniversary of the renowned architectural school. The authors share their impressions of the attitude of German society to Architecture and Architects. These traditions of appreciating architecture, architectural works and buildings have deep roots in the culture of the German nation and respect for their native architects.Architectural culture and the profession that underpins it have a new phase in the development of the Weimar Republic from 1918 to 1923. Founded in those days, the BAUHAUS School of Architecture added nuances to internationalism thanks to a galaxy of professionals in various fields of art. That is why BAUHAUS has profoundly influenced the development of many arts in the world's leading countries.The rapid spread of BAUHAUS ideas to world culture and art was, strangely enough, facilitated by fascist Germany, which closed the school in 1936. Most teachers and students were forced to flee to the United States through political and racist persecution. Here, they have assimilated and extended their creativity and activities so successfully that after the end of World War II, their ideas and achievements spread very quickly around the world. ; Група українських архітекторів прийняла участь у святкуванні ювілею славетної архітектурної школи. Автори діляться своїми враженнями з приводу відношення німецького суспільства до Архітектури та архітекторів. Ці традиції цінування архітектури, архітектурних творів та будівель мають глибокі корні в культурі німецької нації та поваги до їх носіів – архітекторів.Новий виток розвитку архітектурна культура та професія що на неї спирається отримала в часи Веймарської республіки 1918 – 1923рр. Заснована в ті часи архітектурна школа BAUHAUS додала оттінки інтернаціоналізму завдяки цілій плеяді фахівців з різних напрямків мистецтва. Саме тому школа BAUHAUS глибоко вплинула на розвиток багатьох видів мистецтва в ведучих країнах світу.Бистрому розповсюдженню ідей BAUHAUS на світову культуру та мистецтво посприяла, як не дивно, фашистська Німечччина, що в 1936 році закрила школу. Більшість викладачів та учнів вимушені були втекти в США завдяки політичним та расістським переслідуванням. Тут вони асимулювалися та подовжили свою творчість та діяльність настільки успішно, що після завершення Другої Світової Війни їх ідеї та досягнення дуже швидко розповсюдилися по всьому світу.