Suchergebnisse

Technological progress has a significant force in competition in all areas of life. Indonesian human resources achieve a demographic bonus with millennials who are adapting to today's popular digital culture. Increasingly providing real value to every millennial activity, especially in education, will provide more innovative additions. Islamic teachings teach every Muslim to adapt to cultural and educational developments to compete in all fields. Everyday using digital learning and the rigid understanding of Islamic culture's modernization causes Islamic education's quality and competition to be less than optimal. The Covid-19 pandemic creates a learning adaptation gap that prioritizes social distancing guards so that the government needs to formulate policies with 'Merdeka Belajar' that aim to achieve learning effectiveness. This research aims to examine digital learning's role in Muslim culture and school readiness for digital education development. This research uses quantitative methods with a descriptive analysis approach with secondary data as the data source. The research results in informal education have become the focus of effective learning supported by modern Islamic culture, where Islamic schools in Indonesia can adapt to current technological advances. Schools and educational institutions are ready with infrastructure in school learning using computers and internet networks and educational technology companies to implement digital education. The implication of 'Merdeka Belajar' of government policy is strengthening strategy through collaboration adaptive of digital learning education and modern Islamic culture with schools readiness and industries supporting to realize a learning system through digital technology.

Includes closing program of the Navajo School, June 14, 1918, operetta/play The Enchanted Wood, closing exercises Fort Defiance, AZ, June 7 & 8, 1923, Little Red Riding Hood play, June 2, 1925, Fort Defiance Indian School Band conducted by Wapahasha, Mr. Robertson, Phoenix Indian School, 12-28-25, I Am Music, Christmas greetings, December 23, 1917. BIOGRAPHICAL NOTE The Day Family were anglo Indian traders, on the Navajo Reservation in eastern Arizona. The collection includes the personal and business papers of Sam Day, Sr. (1845-1925) surveyor, Indian trader, legislator and United States Indian Commissioner; Anna Day, Sam Sr.'s wife (1872-1932); and of their children, Charles L. Day (1879-1918), Samuel Day, Jr. (1889-1944), United States deputy Marshall. The collection includes information on Navajo culture, stories and legends; the looting of Canyon del Muerta, and the Frank Dugan murder. The collection also contains 91 photographs depicting trading posts and eastern Arizona scenes.

Although democracy is generally defined as a form of government based on the sovereignty of the people, it is also a phenomenon that makes itself felt in all areas of life. It is possible for democracy to function in all segments of society with the existence of individuals who adopt democratic knowledge, skills, attitudes and values. A democratic culture of life can be achieved through schools and lessons. At this point, determining the perceptions of students who will be citizens of the future towards the concept of democracy will contribute to the formation of a democratic life culture. The aim of this study is to reveal the perceptions of secondary school students about the concept of democracy through metaphors. The study group of this research consists of 165 5th, 6th, 7th and 8th grade students who are continuing their education at a public school in Hilvan district of Şanlıurfa province in the spring term of 2016-2017 academic year. The participants were asked to fulfil the "Democracy is like …… because …." expressions featured in the survey form. In this study, the obtained data were analyzed by descriptive analysis. In this study, secondary school students developed 53 metaphors for the concept of "democracy". These metaphors are respectively the metaphors of freedom, equality, justice, life, election, republic, peace, politics, independence, scales, solidarity, country integrity and freedom of thought. When the metaphors were examined for the categories, students developed the most metaphor in the categories of democracy as a symbol of freedom and democracy as a tool of equality.

Drawing on conceptual metaphor theory, I investigated the school transition experience of an English as a foreign language (EFL) learner. In this narrative case study, the participant's emotion labor was followed throughout his first semester at a high school in Turkey. Exploring narrative journals, conceptual metaphors, and interviews, I examined his dynamic emotional states. The findings revealed that school transition may entail inhibiting emotion labor for high school freshman EFL learners. Moreover, it was also shown that these emotions may force adolescent learners to reconceptualize foreign language learning with a negative perspective and develop surviving learner's strategies that may support them in terms of getting satisfactory grades in a summative assessment culture but may jeopardize language learning in the long run.

Continuing his ongoing social critique, Henry Giroux now looks at the way corporate culture is encroaching on the lives of children by exploring three myths prevalent in our society: that the triumph of democracy is related to the triumph of the market; that children are unaffected by power and politics; that teaching and learning are no longer linked to improving the world. Looking at childhood beauty pageants, school shootings and the omnipresent nihilistic chic of advertising, Giroux paints a disturbing picture of the world surrounding our children. Ultimately, he turns to the work of Antonio Gramsci, Paulo Freire and Stuart Hall for lessons about how we can reinstitute a realistic childhood for our children

"We're Going to Learn Together": Groundwork on Johns Island, South Carolina, 1948-1957 -- "New Outposts in the Growing Movement": Citizenship Schools in South Carolina and Alabama, 1958-1961 -- "Bring This Community Leadership Program to Your Town and County": Groundwork in Southeastern Georgia, 1960-1961 -- "Say It Is for Citizenship": Citizenship Education in Southeastern Georgia, 1961-1964 -- "We Shall Overcome Today": Groundwork in the Mississippi Delta, 1961-1963 -- Freedom Days: Citizenship Education in Mississippi, 1963-1965 -- "So Much Taking Place . . . So Rapidly": Citizenship Education in Mississippi and Alabama, 1965-1967 -- The Citizenship Education Program's "Second Phase," 1966-1969

The Dalit community is a backward class, due to socio-economic and educational reasons. To providing equal opportunities in education but the problems also rised, if is not done, it will be difficult to achieving educational goals and opportunity of social change. Increasing the economic access of the Dalit community will lead to participation in development and inclusion of their children in education. The problems are expressed by educational progress of Dalit students due to Poverty, lack of consciousness, large number of families, landlessness, unemployment, lack of educational scholarships, lack of agricultural and business loans, lack of schools near slums, high fees, inferiority complex, traditional social norms, discrimination against children, wasteful spending, relocation and falling mentality. Due to this, governmental and non-governmental organizations have helped to Dalit parents in their economic and social development through Dalit oriented programs. The enrollment rate of basic level is 92% as per the national policy of the government and 8% of children are out of school according to government statistics and 25% out of school according to non-government data, the challenges of educational progress of Dalit children are still acute.

The purpose of the article is to consider as broadly as possible the relationship between the faithful of the Orthodox Churches and their perception of the problem of economy. It aims to portray together different ways of understanding this concept – from the "economy of salvation," through the ascetic economy (which is juxtaposed with Weber's "intra-world asceticism") to contemporary discussions on this subject both within the Orthodox Church and in relation to the latest economic indicators. It is argued that the current relatively low share of countries with a majority of Orthodox believers in the global GDP is rooted in a different than Western understanding of Christian ethics, and that the tradition of understanding it in this particular way is still alive.

Part 1: Immigrant and immigrant-origin teachers -- 1. Immigrant teachers' perceptions toward multilingualism at school: potentials, limitations and implications -- 2. Israel: Ethiopian-origin teachers in their first year of work -- 3. The Netherlands: Comparative looks on Chines and Polish immigrant-background teachers -- 4. Israel: Comparative study of Ethiopian and Russian origin teachers in Israeli schools -- 5. Switzerland: Diversity in the classroom, uniformity in the faculty -- 6. Germany: Inclusive school development by immigrant teachers -- 7. USA: Transitional international students from China as minority teachers -- Part 2: Trajectories and identities of migrant teacher educators -- 8. Indian-Asian migrant teacher educator in USA: navigating the foreignness American curriculum -- 9. From Korea to USA: a self- study on professional trajectory of minority EFL teacher educator -- 10. Understanding cultural influences on minority teacher educators' pedagogical choices, agency and identity -- 11. USA: being foreign teacher educator of color in "white" university -- 12. The growth of minority teacher educator: supervision of pre-service teachers' field experiences -- Part 3: Ethnic minority teachers as unrepresented groups -- 13. Turkey: Kurdish Teachers in Turkey within the context of history education -- 14. South Africa: Desegregated teaching, democratic citizenship education and integrating of ethnic minority teachers -- 15. South Africa: Critical discourse analyses on an under-represented ethnic minority teachers in higher education -- 16. Austria: An analysis of underrepresentation and stereotyped perceptions toward ethnic minority English teachers of color -- 17. Black-British born teacher: theoretical look on navigating oppressive white cultural attitudes in school settings -- Part 4: Ethnic minority teachers as culture mediators -- 18. New Zealand: Māory teachers as an ethnic minority in English-medium schools -- 19. China: Minority teachers as a change agent in a changing educational world -- 20. Germany: Networks of ethnic minority teachers and their role in developing multicultural schools- the case study -- 21. Finnish and Swedish schools: Muslim teachers as cultural brokers -- 22. Israel: Palestinian-Israeli teachers' identity as a culture mediator and their motives to teach in Jewish schools -- 23. A critical auto-ethnography of a Latina teacher in USA: Ethnic, cultural and academic teacher identity negotiations and the intersections between them. .

Cover -- Title -- Copyright -- Contents -- List of Figures -- Acknowledgments -- Introduction: Toward a New Model of Fragmented History -- PART I Theory and Historiography -- 1 Historiography of Texts: From Literacy to Literacy Practices within the Anglo-Saxon School of Thought -- 2 Scribal Culture in Transnational Perspective -- 3 Local and Global Perspectives as Platforms for Barefoot Historians: A Microhistorical Approach -- PART II The Structure of Culture and Education -- 4 Setting the Scene within the Hard Rock of Reality -- 5 Vernacular Literacy between Two Campaigns -- 6 Emotions and Education -- PART III Barefoot Historians and their Everyday Life -- 7 Childhood, Local Culture, and Educational Processes -- 8 A Quest for a Space-A No-Place: Scribal Communities as Institutional Structures -- 9 Solidarity with Substance: "History Is no Respecter of Persons, It Depicts both High and Low" -- 10 Postscript: Cornerstone for a Creative Space in the Nineteenth Century -- Bibliography -- Index.

This study aimed in general to determine and describe the religious education in a democratic school culture is one of potential strategies in disseminating religious de-radicalization in schools. Applying qualitative naturalistic approach with case study, this study focused the location in Christian High School Urimessing Ambon. The object of this research was the all democratic phenomena found in the process of teaching and learning of Christian education. The results of this study can be described as follows: religious education in a democratic school culture has the potential to disseminate de-radicalization because the learning process optimized the attitude of critical thinking on freedom, independence, and accountability that were assumed to build the belief, attitude and norm of student to: (1) deepen and believe their own religious teachings; (2) commit to transform their religious teacgings in their daily life, both individually and socially; and (3) be­come the real who got off from violence and anarchy in realizing their objectives.

Specialized boarding art school of the Republic of Karakalpakstan Culture (from Latin cultura – cultivation, later – upbringing, education, development, veneration) is a concept that has a huge number of meanings various areas of human life. Culture is the subject of study of philosophy, cultural studies, history, art, linguistics (ethnolinguistics), political science, ethnology, psychoslogy, economics, pedagogy, etc.

Abstract
Citizenship and citizenship education have been traditionally bounded to either a geographically bound nation-state or a historically shared culture. In this article we argue that it is no longer enough to explore the complexity of what we term becoming-citizen in today's information-based society where multiple national and cultural connections and affiliations are a mouse click away. We make the case for the importance of understanding how developing literacies affect how citizenship is transformed in pedagogical settings, particularly in terms of how Information and Communication technologies (ICT), the curriculum and teaching intersect and affect each other as complex systems. To do this, we use Deleuze and Guattari's concept of agencement and Multiple Literacies Theory (MLT) to map how citizenship emerges in a group of young newcomer students' texts (broadly defined) as filmed with pocket size digital video cameras. The research reported here comprises part of a three-year research project on the interrelationships between citizenship, technology and pop culture in a French secondary inner-city Ottawa schools. We begin with an outline of the concepts of agencement and MLT. We then briefly summarize the current literature on citizenship education before proceeding to an account of how our research has been guided by rhizoanalysis. We then proceed to three vignettes associated with the curriculum used in the particular school under study and two video clips shot by two newcomer students. We conclude with a discussion of the implications of our study in terms of theory and practice.

The implementation of effective public awareness programs for environmental sustainability depends on certain symbolic steps that require the contribution and participation of each stakeholder. This aspect is generally believed to be to a larger extent based on the understanding of the cultural, economic, political and environmental realities of the domain under consideration. This article assesses the level of environmental sustainability awareness of some schools in Mubi, a locality in the extreme North-Eastern part of Nigeria with its unique cultures and attitudes towards the subject. The teacher and his students were targeted in the survey since this is one important institution upon which the future of societies is based. The survey conducted reveals the level of practice of environmental sustainability among this strong media of information dissemination (primary and secondary schools). Areas of concern in the result of the assessment were highlighted. Recommendations in areas of further improvements were suggested.