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Yamamoto, Kaori. "What is Our “Homeland?”: Zainichi Korean High School Students on “Homeland Visit” Tours to the DPRK." Culture and Empathy: International Journal of Sociology, Psychology, and Cultural Studies 4, no. 2 (June 25, 2021): 119–42. http://dx.doi.org/10.32860/26356619/2021/4.2.0004.
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Less Zainichi youth are opting for Chosŏn (i.e. pro-DPRK) schools, partially because of integration into Japanese society and the wider career options that Japanese public education offers. Nevertheless, Chosŏn schools continue to provide universal education in Korean to nurture “proud and proper Koreans.” To this end, Korean schools aim to connect the students to their “homeland”: The Democratic People’s Republic of Korea. Participant observation of school trips to the DPRK reveals what the “homeland” means to the students and how it relates to the schools’ educational goal. Vis-à-vis the rampant xenophobia in Japan, the schools’ practices carry an urgency that cannot be ignored.
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Garde, Murray. "The Maningrida Outstation Schools Radio Program." Aboriginal Child at School 19, no. 2 (May 1991): 27–31. http://dx.doi.org/10.1017/s0310582200007392.
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Children living on a number of remote outstations or homeland centres in Central Arnhem Land have had access to European style education for nearly twenty years now. The Northern Territory Education Department employs visiting teachers who make regular visits to some outstations to work with Aboriginal teachers and children in these small ‘remote’ communities. The visiting teachers mostly live in a central larger community and use the central hub school as their base. A number of these hub schools or C.E.C.s now have homeland centre education resource buildings which provide the base for the provision of educational services to homeland centre schools.
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Gutsu, Elena G., Nadezhda N. Demeneva, Svetlana A. Zaitseva, Oksana V. Kolesova, Elena V. Kochetova, and Tatiana V. Mayasova. "Study of the value attitude towards the Homeland in primary school children." Perspectives of Science and Education 52, no. 4 (September 1, 2021): 280–96. http://dx.doi.org/10.32744/pse.2021.4.18.
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Introduction. The formation of a value attitude in the younger generation towards their Homeland, a sense of patriotism, as well as pride in their Homeland is the basis of the statehood of any country. This problem is especially acute in modern conditions, characterized by a large-scale rethinking of traditional values, the formation of new ideals, and spiritual and moral guidelines. Objective: to study the value attitude towards the Homeland in children aged 8-9 years. Materials and methods. The study was conducted on the basis of secondary schools in Nizhny Novgorod and the Nizhny Novgorod region (Russian Federation), the sample consisted of 316 students aged 8-9 years. The χ2-Pearson criterion was used to statistically evaluate the effectiveness of formative influences. Research results. Based on the theoretical analysis of current research and their own experience, the authors determined the criteria for developing the value attitude of children to the Homeland: awareness of the concept of "Homeland", moral categories, as well as inclusion in social activities. The data of the ascertaining stage showed that only 22.2% of the respondents have a high level of formation of the value attitude towards the Homeland. A significant number of students' answers (77.8%) testifies to the lack of the necessary knowledge regarding the Homeland. This necessitated the organization of purposeful activities aimed at forming a value attitude towards the Homeland among primary school students. As part of the formative stage, the following content lines were implemented: "Russia is my Homeland", "Native land", "I am a patriot of my country", "Father's house", "Culture and traditions of my people". Discussion and conclusion. For the first time, the value attitude towards the Homeland has been purposefully diagnosed among schoolchildren of 8-9 years old. Empirically, the results were obtained, reflecting the peculiarities of awareness of the concepts of "Homeland", "small homeland" by younger schoolchildren. The dynamics are most pronounced in terms of the indicators "Awareness of the concept of "Homeland" and "Involvement in active social activity" (χ2= 91.77; p<0.001).
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Glassner, Barry. "A Curriculum of Fear: Homeland Security in U.S. Public Schools." Contemporary Sociology: A Journal of Reviews 47, no. 2 (February 21, 2018): 209–11. http://dx.doi.org/10.1177/0094306118755396dd.
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Buckley, Paul. "What Entitles a School to Legitimately Call Itself an Aboriginal School?" Australian Journal of Indigenous Education 24, no. 1 (April 1996): 10–16. http://dx.doi.org/10.1017/s1326011100002209.
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According to the 1995 Northern Territory Department of Education Directory, the numberof schools within the Territory which cater for Aboriginal students are as follows:• 40 preschools in predominantly Aboriginal communities• 67 primary schools of predominantly Aboriginal communities• 53 outstations and Homeland Learning Centres in predominantly Aboriginal communities• 33 Community Education Centres and other post-primary schools in predominantly Aboriginal communities.
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Pulko, Radovan. "The Russian Emigrant School System in Interbellum Slovenia." Monitor ISH 16, no. 1 (November 21, 2014): 87–106. http://dx.doi.org/10.33700/1580-7118.16.1.87-106(2014).
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In almost every country where they settled, the Russian emigrants who had left their homeland after the defeat of the antirevolutionary forces organised their own school system. This was also the case in the Kingdom of Serbs, Croats and Slovenians, where Russian emigrant schools were not only included in the educational system of the so-called ‘Expatriate Russia’ but integrated into the educational system of the host country as well. The Russian educational institutions in the Kingdom of Serbs, Croats and Slovenians included some recognised institutions from Tsarist Russia, which had emigrated together with their students and teachers after the Russian Civil War, as well as institutions recently founded by Russian emigrants. The territory of present-day Slovenia hosted Russian kindergartens, primary schools, school groups, a Realgymnasium and – briefly – two cadet corps.
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Berlioz, Esther María Claros. "A Curriculum of Fear: Homeland Security in U.S. Public Schools by Nicole Nguyen." Diálogo 21, no. 2 (2018): 119–20. http://dx.doi.org/10.1353/dlg.2018.0039.
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Abdullah, Irwan, Bambang Hudayana, Pande Made Kutanegara, and Agus Indiyanto. "Beyond School Reach: Character Education in Three Schools in Yogyakarta, Indonesia." Journal of Educational and Social Research 9, no. 3 (September 1, 2019): 145–59. http://dx.doi.org/10.2478/jesr-2019-0032.
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Abstract The ability of Indonesian schools related to the character education of students is still far from the expectations and mandate of the law. Based on the qualitative research conducted in the three schools in Indonesia, the current study shows that the educational process only introduce students to the standardized concepts with no involvement in social process and practices, which will give them experience and opportunities to adopt the character values. The school curriculum only forms the ideal type of character, does not stimulate the active involvement of students in the community. Students only learn the character, based on dominant values constrained by the state, i.e.: having loyalty, defending the country, and loving homeland. In addition to narrowing the character space values to the interests of the state, the character education also does not accommodate the wealth of ethnic and religious cultures in Indonesia. This paper proposes the need for changes in school autonomy from an extension of the government, leading to provision of a conducive climate for the emergence of various approaches to improve character education. Character education stems from differences in school ideology and Indonesian cultural diversity. The education system should release itself from the text orientation to better fit in with the dynamic cultural context as a source of character learning.
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Ferrari, Marco. "Not all Americans are creationists. Not all creationists are American." Journal of Science Communication 05, no. 02 (June 21, 2006): C03. http://dx.doi.org/10.22323/2.05020303.
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In addition to their intrusive presence in American schools, creationists - or more modern epigones thereof, known as “intelligent designers” - are also and unexpectedly to be found in other countries. Take the United Kingdom as an example. Over the past few years, Darwin’s homeland has actually been witnessing attempts to introduce literal faith in the Bible into school programmes in a way which does not significantly differ from the one adopted in the United States. It is multi-billionaire Howard H. Ahmanson who generously finances the Discovery Institute across the Atlantic, one of the dissemination centres of the creationist “creed”.
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Mustapa, Mustapa. "Love of Homeland Character Education through Green Harmony Program in State Elementary School Border Sambas - Malaysia." JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN 2, no. 1 (January 1, 2019): 11. http://dx.doi.org/10.26418/jp2d.v2i1.62.
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This research aimed to know the character education of love of homeland through a green harmony program at Border State Elementary School Sambas - Malaysia. Which viewed from the aspect of planning, implementation, and evaluation of learning characteristic of green harmony. Place of research conducted at Sajingan Besar 03 State Elementary School and Sasak 07 State Elementary School. This research was qualitative research that produces descriptive data. The subject of this research were headmasters, teachers, and students. Data collected by interview, observation, and documentation. Data were analyzed using data analysis techniques with data collection steps, data reduction, data presentation, and data verification (drawing conclusions). Technique examination of data validity by using technique triangulation and source. The results showed that character education through green schools program implemented in the planning, implementation, and evaluation of learning was running well. Characteristic learning planning begins with an understanding of school programs and planning of learning scenarios. The implementation of learning was carried out by applying SERU's learning (happy, effective, friendly, unique) and contextual learning approaches. Characteristic learning evaluation was conducted by observation, anacdetal record, and portfolio.
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Hapsara, Andhy Surya. "Building Independent Character of Children with Special Needs Through the Scrum Strategy in the Homeland of Totochan." Ideguru: Jurnal Karya Ilmiah Guru 4, no. 1 (October 1, 2019): 12–21. http://dx.doi.org/10.51169/ideguru.v4i1.78.
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Independence is the main character that needs to be grown in children with special needs, which can be formed through inclusive education in regular schools and special education in special schools. Japan is one of countries that employs inclusive education in all schools at all levels of education. The empowerment of children with special needs in Japan is comprehensively carried out through the formation of a Scrum team that involves medical teams (physician), government, schools (teachers), universities (lecturers), and parent. The Scrum team works together continuously to assist and provide recommendations at every level of education followed by the selection of appropriate employment opportunities for children with special needs. The independent character of children with special needs is the key for them to free themselves as a burden on their family and society. Government, family, and community supports are needed to shape the independence character of children with special needs. The inclusive education system in Japan is one of the ideal models that can be adapted in Indonesia with all of its challenges, both theoretical and practical.
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Untari, Aryanti Dwi. "KEGIATAN EKSTRAKURIKULER KESENIAN ANGKLUNG SEBAGAI SARANA PENGEMBANGAN PERILAKU CINTA TANAH AIR." Pro Patria: Jurnal Pendidikan, Kewarganegaraan, Hukum, Sosial, dan Politik 1, no. 1 (August 31, 2018): 14–29. http://dx.doi.org/10.47080/propatria.v1i1.136.
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The low sense of patriotism student at school became the focus of the problem in this research. In addressing this, schools have a very important role in imparts values and developing student’s patriotism behavior through various programs and activities was held in schools. This study aims to find out how the extracurricular activities of angklung arts can be used as a means of developing patriotism behavior. By using descriptive qualitative method, this research will examine the extracurricular activities of angklung art in developing patriotism behavior in SMA Negeri 24 Bandung. The subjects in this study are students of SMA Negeri 24 Bandung who follow the extracurricular activities of angklung arts. The results showed that the extracurricular activities of angklung art at SMAN 24 Bandung were able to inculcate the noble cultural values through Sundanese cultural art, in which there are cultural values that can foster a sense of pride and love towards the homeland of Indonesia. This can be seen from the student's patriotism behavior which is reflected in the daily activities of the school.
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Collins, Kathryn F. "International Students’ Perceptions of Health Care." Journal of School Nursing 17, no. 3 (June 2001): 140–47. http://dx.doi.org/10.1177/10598405010170030501.
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International students are coming to the United States in increasing numbers to study in the independent school setting. Compared with the general student population, fewer international students seek nursing intervention or medical attention for common illnesses and ailments. The purpose of this study was to determine barriers, real or perceived, that impede international students in high schools from seeking and utilizing health services that are available to them in the school setting. This qualitative study used Leininger’s cultural care and universality theory. Self-contained focus groups were used to collect data that provided insight into attitudes, perceptions, and opinions as they relate to health care services, practices, and beliefs. Nursing implications include incorporation of culturally appropriate nursing care and the expansion of nursing practice to include traditional homeland remedies and medications in the treatment of international students in the school setting.
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Sihotang, Hotmaulina, and Stevanie Datrix. "Character education in schools implementing national curriculum and international baccalaureate." TERAPUTIK: Jurnal Bimbingan dan Konseling 1, no. 3 (March 15, 2018): 192. http://dx.doi.org/10.26539/1387.
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The purpose of the study was to evaluate the implementation of the character education program of Junior and Senior High School Victory Plus School using the national curriculum and International Baccalaureate. The research method used is mix method. The result of data analysis showed that the average self-concept score was 2.65 (less good); self-management is 2.73 (good); and social services is 2.73 (good) in the implementation of courageous, honest, active, mindful, innovative, open minded, and nobel (champion) value. The value of champion is relevant to the value of the national curriculum character but the value of hard work, religion, democracy, the spirit of nationality, and the love of the homeland have not yet appeared. The balanced and reflective values in the learner profile are not yet visible.
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DZHUS, OKSANA. "DEVELOPMENT OF UKRAINIAN SCHOOL AND EDUCATIONAL AFFAIR AS A BASIS OF PROFESSIONAL PREPARATION OF THE YOUTH OF UKRAINIAN DIASPORA IN THE SECOND HALF OF THE XX-TH CENTURY." Journal of Vasyl Stefanyk Precarpathian National University 6, no. 1 (April 17, 2019): 97–106. http://dx.doi.org/10.15330/jpnu.6.1.97-106.
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The formation and development of the Ukrainian school and educational affair as the basis for the professional training of Ukrainian youth in the Western countries in the second half of the XX-th century is examined in the article. The emphasis was given to the complexity and multiplicity of this process, which was caused by the socioeconomic and educational policies of the states, which became a new homeland for the Ukrainians, geography and compactness of their resettlement, employment in the different branches of the economy, the presence in the diaspora of the professional intelligentsia, its national awareness, the state religious life, etc. Accordingly, in different countries (Germany, Great Britain, Poland, Canada, USA, Australia, Argentina), this process was different, more or less intense and had results, but it still remains an object of interest as an important support of native cultural heritage, an inexhaustible source of preserving its spirituality bearers.
The institutional forms and types of obtaining of pedagogical education by Ukrainians in the Western countries of the second half of the 20th century, the peculiarity of teaching and educational activities in different types of educational establishment and the main tendencies of the development of the Ukrainian school and educational affairs are presented. Among them: an expansion of the network of pre-school establishments, primary, secondary and high schools in connection with the arrival of emigrants to countries of Western Europe, America and Australia; public uniting efforts of leading Ukrainian public associations in preserving the national identity and spirituality of Ukrainians born outside Ukraine's native land; development of scientifically grounded, adapted to the needs and conditions of Ukrainians living in the diaspora of the theory of teaching and national education of younger generations; improving the content of studying and educational process in all types of schools, bringing it to the standards of the existing state education system and the increased requirements of economic and cultural life of the countries that have become a new homeland for Ukrainians.
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Gallagher-Mackay, Kelly. "Affirmative Action and Aboriginal Government: The Case for Legal Education in Nunavut." Canadian journal of law and society 14, no. 2 (1999): 21–75. http://dx.doi.org/10.1017/s0829320100006062.
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AbstractThe Nunavut Land Claim Agreement commits federal and territorial governments to the recruitment and training of Inuit for positions throughout government. In the justice sector, there is currently a major shortage of Inuit lawyers or future judges. However, there also appears to be a fundamental mismatch between what existing law schools offer and what Inuit students are prepared to accept. A northern-based law school might remedy some of these problems. However, support for a law school requires un-thinking certain key tenets of legal education as we know it in Canada. In particular, it may require a step outside the university-based law school system. Universities appear to be accepted as the exclusive guardian of the concept of academic standards. Admission standards, in particular, serve as both a positivist technology of exclusion, and a political rationale for the persistence of majoritarian institutions as the major means of training members of disadvantaged communities. Distinctive institutions – eventually working with university-based law schools – have the potential to help bridge the education gap between Inuit and other Canadians. In so doing, they have the potential to train a critical mass of Inuit to meaningfully adapt the justice system to become a pillar of the public government in the Inuit homeland of Nunavut.
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Vogt, Kristen. "A Curriculum of Fear: Homeland Security in U.S. Public Schools. Nicole Nguyen, University of Minnesota Press, 2016." Anthropology & Education Quarterly 48, no. 2 (April 20, 2017): 197–99. http://dx.doi.org/10.1111/aeq.12195.
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Ślęczka, Ryszard. "Wychowanie młodzieży w krakowskich szkołach zawodowych w duchu patriotycznym i obywatelskim (1918–1939)." Kwartalnik Pedagogiczny 63, no. 4(250) (April 24, 2019): 72–85. http://dx.doi.org/10.5604/01.3001.0013.1698.
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Vocational education was one of the most important stages of the educational system in those days, as it is today. In the interwar period vocational education took on a special significance, because with its help efforts were made to pursue specific educational goals aimed at shaping the attitudes that were then in force, defined as civic and patriotic. The analysis presented below shows the educational goals in reference to youth schools (Cracow vocational schools) focused mainly on youth organisations. Among the most important are Polish scouts. A wide organisational movement was developed alongside it, focusing on military and defense issues, touring, tourism, and sport and recreation. The organisational activities carried out within them were aimed at building strictly defined patterns of citizenship and patriotism among the local youth, which could help in defending their own homeland.
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Arpacık, Demet. "Redefining Kurdishness in the U.S. Diaspora: The experiences of Kurdish Students and Their Parents in Nashville Schools." Journal of Ethnic and Cultural Studies 6, no. 2 (August 16, 2019): 44. http://dx.doi.org/10.29333/ejecs/252.
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As a result of a cumulative history of genocide, discrimination, and assimilation, Kurds have found refuge in many countries around the world, including the U.S., with the hope of practicing their culture and speaking their language without the fear of imprisonment or death. Unlike their fellow Kurds in the homeland, Kurdish people in the U.S. largely have the freedom to talk in Kurdish, dance, and sing in Kurdish, and dress Kurdish clothing. Kurdish people enjoy certain political and cultural freedoms in the U.S., which is largely absent in their homeland (Hassanpour, Skutnab-Kangas, & Cyhet, 1996) but the on-going war on terror brings about new constraints and limits to these freedoms (Thangaraj, 2015b). This research aims to understand the dynamics of the Kurdish identity transformation and negotiations in the context of the U.S. diaspora and the role of educational institutions, as one of the primary spaces of encounter with the mainstream U.S. society, in this transformation. It seeks answers to how Kurdish students and their parents, as an inherently heterogeneous group, go through the complex process of negotiation of their identities in and through Nashville, Tennessee school system. It aims to understand the new struggles and possibilities that the Kurdish diaspora experience as they look for a place in the new society that has its own politics of identity. What does the information about Kurdish students and their parents’ experiences tell us about the sociopolitical context of the new country and its racial, ethnic and gender relations and more specifically about the educational system as one of its institutions in reproducing these relations and placing Kurds somewhere in the spectrum of these relations? How does the case of Kurdish students and parents speak to the larger Middle Eastern diaspora studies?
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Naji, Abdennasser. "The Repercussions of Covid-19 On the field of education." Education systems facing the challenges of covid-19 10, no. 16 (November 11, 2020): 1–21. http://dx.doi.org/10.37870/joqie.v10i16.225.
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Morocco was one of the first countries to take a set of precautionary measures aimed at curbing the spread of the virus, especially when it was found that all the cases discovered were from abroad. The goal was not to allow the virus to infect residents of the homeland by closing the air, land and sea borders. This contributed to reducing the number of local cases, without permanently canceling the occurrence of this matter. In line with the same proactive policy adopted by the state, several measures have been taken aimed at implementing the principle of social separation, which was mainly manifested in the application of lock-down to citizens. The school, which is attended by about a third of Moroccan citizens, has been closed since March 16, 2020, for fear that it will constitute hotbeds of the virus that are difficult to control. Given that schools represent spaces for heavy gathering for children and adults alike, this may provide an appropriate environment for the spread of Covid-19 in the school population.
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Febrianti, Mawar. "Gerakan Nasionalisme Islam Sebelum Kemerdekaan RI." SIASAT 2, no. 2 (July 16, 2018): 36–46. http://dx.doi.org/10.33258/siasat.v1i2.6.
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Nationalism among Indonesian Muslims has grown since a number of sultans in the homeland against the Dutch. The resistance of the empire was a physical war against the Dutch. After the Dutch conquered almost all local sultanates and kingdoms, so that the Dutch controlled Indonesia completely, the form of resistance then changed. Changes in the form of struggle are marked by the birth of Islamic movements, both in the form of madrasa (schools), mass organizations, and political parties. Awareness of the spirit of nationalism was formed from the age of the empire, which then continued to grow among Islamic mass organizations, eventually becoming more crystallized within the bodies of political parties.
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Uhlmann, Allon J. "ARABIC INSTRUCTION IN JEWISH SCHOOLS AND IN UNIVERSITIES IN ISRAEL: CONTRADICTIONS, SUBVERSION, AND THE POLITICS OF PEDAGOGY." International Journal of Middle East Studies 42, no. 2 (April 13, 2010): 291–309. http://dx.doi.org/10.1017/s0020743810000061.
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Teaching is never merely a technical, pedagogical issue. This is especially true of Arabic teaching in Israel. Two related factors have conditioned the evolution of Arabic instruction in Israel in various, often contradictory ways. One is the Zionist modernist project of inventing a Jewish nation by bracketing off Jews from gentiles and reconstituting them as a distinct Hebraic ethno-linguistic community. The other is the project of securing historic Palestine as an exclusive national homeland for this newly invented nation and the consequent ambivalence toward Arab existence in historic Palestine. Both make up what I term Zionist sectarianism, and their influence on Arabic pedagogy has been decisive and pervasive, yet contradictory and unpredictable, demonstrating that although practice is always political, it is never mechanically reducible to its political underpinnings.
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Kavan, Štěpán, Lucia Kováčová, and Jozefína Drotárová. "Military Defence Training as an Element of Civil Defence Education in Former Czechoslovakia." Security Dimensions 30, no. 30 (June 28, 2019): 98–113. http://dx.doi.org/10.5604/01.3001.0013.7788.
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Civil defence education in Czechoslovakia was one of the elements of education and the creation of conditions for every citizen to be physically and mentally capable and willing to fulfil his or her duties related to homeland defence. The aim of the paper is to examine the basic approaches to the implementation of military defence training as one of the basic elements of civil defence education in Czechoslovakia in the period from 1918 to 1989. The historical-comparative analysis is used as a method for researching military defence training issues. This method is treated as a qualitative research tool. The individual elements that military defence training included, such as exercising in nature, field orientation practice, and marching exercises are characterized. In military defence training in Czechoslovakia, emphasis was simultaneously placed on enabling children to be in touch with nature, to toughen them up and to train their observation skills. The training was an organizational form of school civil defence education. Its main aim was to train and prepare individuals, as well as schools as wholes, for emergencies.
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Mabruroh, Ulfiani. "Re-exploration of Pancasila as An Improvement in The Quality of Moral Education for The Indonesian Nation." Social, Humanities, and Educational Studies (SHEs): Conference Series 4, no. 4 (April 23, 2021): 253. http://dx.doi.org/10.20961/shes.v4i4.50618.
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<p><em>This think about point to depict the planting of the center values of Pancasila-based character instruction to shape understudies as youthful individuals who are great, shrewdly, and adore the homeland. This inquire about is included in library inquire about, so the information source utilized is library information, both within the shape of diaries, book and magazines. In this case there are two types of information source utilized, to be specific essential information sources and auxiliary information sources. Essential information sources are information sources that are straightforwardly related to the subject. Whereas secondary information sources are information sources supporting subjects determined from different considers. The comes about of the examination appear that the teaching of the center values of Pancasila-based character instruction to understudies in schools is exceptionally critical to carry out, since it contains the values of devout character, social care, autonomy, national soul, popular governmet, resilience, and teach. The teaching of the center values of Pancasila based character instruction for understudies in schools is done through the educating and learning process. </em></p>
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O’TOOLE, MICHAEL. "“Nothing Happened Without Music”: Teaching and Learning the Anatolian Bağlama in Berlin." Yearbook for Traditional Music 51 (November 2019): 167–85. http://dx.doi.org/10.1017/ytm.2019.5.
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In his article “The Ethnomusicology of Music Learning and Teaching,” Timothy Rice argues that the practices of teaching and learning music are fundamental to the ways in which music is conceptualised, transmitted, and invested with symbolic meanings (2003). Ethnomusicologists studying music and diaspora have also drawn attention to the significance of music education as a key medium for the construction and maintenance of diasporic identities.1 In diasporic communities, music education can be a principal means for transmitting perspectives on the historical and political forces that have shaped the diaspora and for developing the linguistic and cultural competency of younger generations. Music schools and other institutions of musical learning can also play important roles in the public representation of diasporic communities and in articulating the relationship of the diaspora to the linguistic, musical, religious, and national heritage of its perceived homeland.
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Nugraha, Andika Rizky, and Dinie Anggraeni Dewi. "Hubungan Pendidikan Kewarganegaraan Dengan Pancasila: Wujud Implementasi Nilai Pancasila." Journal of Education, Humaniora and Social Sciences (JEHSS) 4, no. 1 (June 24, 2021): 247–56. http://dx.doi.org/10.34007/jehss.v4i1.647.
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This research aims to describe how the values of Pancasila are implemented in community life, elementary schools and students. The research method used a qualitative approach with a literature study method. The information that is used as study material comes from literary sources such as journals, article, and books. The results showed that the implementation in the society of Pancasila Village and MI Hambail Falah has been carried out well and of course can be used as an example for the society and other students. And for the college student environment (campus), the implementation of Pancasila values can be integrated with state defense attitudes such as: love for the homeland, awareness of the nation and state, belief in Pancasila as the state ideology, a sense of willingness to sacrifice, and finally having the basic ability to defend the state
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Fahrenthold, Stacy. "SOUND MINDS IN SOUND BODIES: TRANSNATIONAL PHILANTHROPY AND PATRIOTIC MASCULINITY IN AL-NADI AL-HOMSI AND SYRIAN BRAZIL, 1920–32." International Journal of Middle East Studies 46, no. 2 (April 10, 2014): 259–83. http://dx.doi.org/10.1017/s0020743814000105.
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AbstractEstablished in 1920, al-Nadi al-Homsi in São Paulo, Brazil was a young men's club devoted to Syrian patriotic activism and culture in the Americanmahjar(diaspora). Founded by a transnational network of intellectuals from Homs, the fraternity committed itself to what it saw as a crucial aspect of Syrian national independence under Amir Faysal: the development of a political middle class and a masculine patriotic culture. Al-Nadi al-Homsi directed this project at Syrian youth, opening orphanages, libraries, and schools in both Syria and in Brazil. In these spaces, men and boys congregated to celebrate a polite male culture centered on secular philanthropy, popular education, and corporeal discipline through sports. This article argues that during the 1920s and 1930s, al-Nadi al-Homsi's politics of benevolence was part of a larger social milieu that drew analogies between strong Syrian minds and bodies and a sovereign, independent Syrian homeland.
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Modeen, T. "The Lapps in Finland." International Journal of Cultural Property 8, no. 1 (January 1999): 133–50. http://dx.doi.org/10.1017/s0940739199770645.
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The Lapps of Scandinavia constitute a small indigenous ethnic community divided between four states: Norway, Sweden, Finland and Russia. The Lapps used to depend on reindeer farming and lacked their own schools. Because of their low social status and the lack of governmental understanding for their cultural needs, most of the Finnish Lapps had been assimilated with the majority population. Only in recent years an effort has been made by the government to encourage the preservation of the Lapp language and the Lapp civilization. A Lapp parliament has been created and the Lapp Language Act makes it possible for the Lapps to communicate in their own language with the authorities. It is to be hoped that these measures will bring positive results in a situation where only few Lappish speaking people remain in Finland, many of them having difficulties finding a livelihood in their homeland, the northernmost part of Finland.
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Šenkár, Patrik. "Lowland Slovak youth literature and its interpretational and educational aspects (within and outside the school)." Journal of Language and Cultural Education 7, no. 3 (December 1, 2019): 97–114. http://dx.doi.org/10.2478/jolace-2019-0023.
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Abstract An integral part of the Slovak cultural context is also Lowland Slovak literature, which includes certain areas of Hungary, Romania and Serbia. The paper outlines the partial development of Slovak youth literature in these regions. It gradually characterizes the most important aspects of diachrony of this segment of writing (in a certain chronotope that is bound to selected prototexts). Based on objective-subjective interpretations of three emblematic works of this context, it highlights - as a certain typology - not only the general / universal, but also the specific / particular (that is particularly relevant to the context) in intra- and intercultural relations. It accentuates the literary tradition, which is still a useful source of realistic short stories and novels for child percipients in these diasporas. It also traditionally and innovatively points out the typical features of teaching in individual national-minority schools in the mentioned countries. Methodologically (but also practically) it is, of course, based, on thematic, motif related, etc. aspects of the analyzed (selected) works and their possible reflection in school education and learning environment. Finally, the use of language / features / motifs / aspects / procedures is concretized in specific conditions outside the physical boundaries of the homeland as a kind of perspective on the correlation of the difficult process of cultural education itself.
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Mishina, Olga A. "ACTUAL PROBLEMS OF SOCIAL ADAPTATION, EDUCATION AND FORMATION OF MIGRANT CHILDREN IN SCHOOL GENERAL EDUCATION INSTITUTIONS OF THE REPUBLIC OF MORDOVIA." Historical Search 2, no. 1 (March 25, 2021): 73–81. http://dx.doi.org/10.47026/2712-9454-2021-2-1-73-81.
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The Russian Federation has been and remains attractive to foreign citizens, especially for the CIS countries and the former republics of the Soviet Union. The main goals of voluntary migrants coming to Russia are primarily to improve their financial situation, as well as to provide material assistance to families and parents who have remained in their homeland. Recently, migrant parents who come to a foreign country bring their children with them. If for a young child it is easier to adapt to the language, culture and life of a foreign country, then school-age children from 7 to 18 years often have problems.
In the article, the author considers the main activities of general education schools of the Republic of Mordovia in solving actual problems of social adaptation of a school-aged child from a migrant family in an educational institution in a socio-cultural space which is new for him.
Migrant schoolchildren represent a special category of citizens who, due to their age, unformed psyche, and peculiarities of psychological perception of the educational and cultural environment, are subject to various stresses and involvement in complex conflict situations. Adaptation of migrant schoolchildren is a long time period, as it is a complex social process in which they face certain difficulties, including: a foreign language, a new school educational program, the socio-cultural environment, the peculiarity of climatic conditions, and much more.
There is no doubt that migrant parents who come to Russia and bring their families and children with them want to stay here for a long time. As a rule, the head of the family is mainly employed, and the spouse does housework. Their children receive education, attend preschool institutions, schools, and sections. It is not uncommon for migrant families to receive Russian citizenship under the state program «Compatriots» and to stay in Russia forever.
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Pasiska, Pasiska, and Zainal Azman. "Reideologi Warga Eks HTI: Doktrinisasi Nasionalisme, Moderasi Islam Dan Indonesia." EL-Ghiroh 18, no. 2 (October 2, 2020): 137–51. http://dx.doi.org/10.37092/el-ghiroh.v18i2.238.
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In this paper, we will review the phenomena that are present in this nation: this phenomenon is none other than the existence of a movement that is able to hegemony the community for love for the homeland carried out by former HTI residents, the method used in the research is descriptive qualitative research about what happens in everyday life, either in social media and phenomena that exist in society. As for the form of Reidology with the character education approach, the character education in question combines the concept of Islamic education in Islamic schools and education in state defense whose output gives birth to the nation's children, especially former HTI residents to return to love the Republic of Indonesia. Why is this important to do, so that there are no longer Indonesian citizens who are in crisis of nationalism and play an active role in filling this independence from a development perspective in their own way.
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Maskuri, Maskuri, and Minhaji Minhaji. "PERSPEKTIF KIAI: KETIKA PESANTREN DAN PENDIDIKAN KEAGAMAAN DIUNDANGKAN." LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan 13, no. 1 (June 29, 2019): 5–36. http://dx.doi.org/10.35316/lisanalhal.v13i1.447.
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The contribution of pesantren to the continuity of national life and statehood cannot be calculated with a numerical value. The sacrifice of the kyai as the central leader in the pesantren has also been proven in the history of the nation. During the colonial period carried out by the Dutch colonies and allies, in a period of more than 300 years, the kyai and pesantren appeared with zeal, with the motto of lovng the homeland is part of faith. The struggle of kyai did not stop after independence, so kyai and all pesantren committed to maintaining and filling independence in accordance to the purpose of the founder of the nation. So then it is time for the State to attend to the continuity of the pesantren through the policy of forming law. However, regulations through this law should not be used as a tool for the State to intervene in pesantren. Let the pesantren with their peculiarities continue to carry out all forms of service to the community. This paper is intended to see the views of kyai on Rancangan Undang-Undang (Draft of Law) on Islamic Boarding Schools and Islamic Education. This paper also analyzes using a public policy perspective on the content of draft of law for the Islamic Boarding School and Religious Education.
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Pugh, Derek. "Outstation School.S - A Case History." Aboriginal Child at School 20, no. 4 (September 1992): 21–26. http://dx.doi.org/10.1017/s031058220000537x.
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Maningrida is one of the largest of the Aboriginal communities in the ‘Top End’ of the Northern Territory. It is located on the eastern bank of the Liverpool River and is home for some 1000 residents. Maningrida is identified on most maps but what is not so readily identified is the large number of smaller communities, located within a 100 kilometre radius of Maningrida and provided with services from there (see Map 1). These small communities (outstations or homeland centres) are found on the homelands of the families who live within them and the groups are usually quite small.
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Arafat, Asrori, and Rosyid Ridlo. "STRATEGI PENANAMAN NASIONALISME PADA PONDOK PESANTREN (Studi Kasus Tentang Penanaman Nasionalisme pada Santri Pondok Pesantren Sunan Gunungjati Ba’alawy, Gunungpati, Semarang)." Journal of Development and Social Change 2, no. 2 (May 15, 2020): 56. http://dx.doi.org/10.20961/jodasc.v2i2.41667.
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<p>Nationalism is a form of expression of the love of citizens in the country's homeland. Today many young generations start to fade the soul of its nationalism so researchers want to know how the institution of boarding schools implanted nationalism to the students. This research took location in Sunan Gunungjati Ba’alawy Boarding School, Gunungpati, Semarang. The theory used in this study was the action theory put forward by Max Weber. This type of research is case studies, data is taken with in-depth interview techniques, observations, and documentation. Researcher use purposive sampling techniques and to ensure the validity of the used data triangulation source. From the results of the study can be concluded that the strategi of Sunan Gunung Jati Ba’alawy Boarding School in instilling nationalism is done with daily activities conducted by students, such as when living in the hut, to do something inside the hut. Through the activities of the week and every month, such as Roan, grave pilgrimage, study, Khitobah, and so forth. And also annual activities, such as activities on Islamic holidays, the Prophet's mawlid days, to the agenda activities of the country. Some factors that support among them are the concern of the surrounding community, teachers who can always be an example, the enthusiasm of students, and also good relations with the TNI and Police. But there are some things that become barriers, such as natural condition, students who had less sensitive to the surrounding. The implementation of this research will be expected to be a good example of other formal and non-formal education in cultivating nationalism to the younger generation.</p><p> </p>
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Gabbard, David. "A Curriculum of Fear: Homeland Security in U.S. Public Schools. By Nicole Nguyen. Minneapolis: University of Minnesota Press, 2016. Pp. 291. $91.00 (cloth); $26.00 (paper)." American Journal of Sociology 123, no. 2 (September 2017): 625–27. http://dx.doi.org/10.1086/693004.
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Tukvadze, Avtandil A., Irakli Z. Ubilava, Nadezhda V. Shulenina, Helen Z. Gelashvili, and Nana A. Giorgashvili. "The sociology and education of the political elite in post-Soviet Georgia." SHS Web of Conferences 103 (2021): 02015. http://dx.doi.org/10.1051/shsconf/202110302015.
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In this paper, the main reasons that led in the post-Soviet period to the process of replacing the ruling classes with the counter-elite are analyzed. In the study, using the dialectical methodology, the authors identify trends and, following them in a logical chain, explain the order of procedures for political elites’ circulation. This paper also focuses on the education factor, which significantly determines the process of formation and circulation of political elites in post-Soviet Georgia. If, in the Soviet period, one of the criteria for the formation and recruitment of local elites was local education, the trend in this direction in post-Soviet Georgia has been changed significantly. Education gained in Western, EuropeanAmerican universities has been one of the defining factors in the formation and recruitment of political elites by Georgia since its independence. However, in Georgia, mainly in Tbilisi, there are educational centers, socalled “elite schools”, the vast majority of which are attended by children of new Georgians, but according to the criteria of skills, 3-4 percent of schools accept students. This is the first phase of education for junior members of local political and powerful financial groups. The second phase is the migration of graduates of these institutions to higher education institutions of Western countries to get an education. Which makes it easier for returnees to the homeland to integrate into the elite structure. In conclusion, those criteria are set out that are necessary factors for replacing the power elite with the counter-elite.
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Kuswono, Kuswono. "CHARACTER EDUCATION MUHAMMADIYAH PATTERN (Case Study SMA Muhammadiyah 1 and MA Muallimin Yogyakarta)." GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling 3, no. 1 (September 13, 2013): 42. http://dx.doi.org/10.24127/gdn.v3i1.374.
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Abstrak: This research aims to find out the sources of character education at Islamic schools, character- building values application and actualization. This research was conducted in SMA Mubammadiyah I Yogyakarta and MA Muallimin Muhammadiyah Yogyakarta. The result of research showed that teacher's perception on character education relied on Islamic precepts to create akhakul karimah-human beings. The sources of character education included Quran and as=Sunnah/Hadist as well as Ijtihad. The character value implantation was carried out through learning in the classroom, precedents from figures, teachers and peers, well-behaving familiarization in the presence of rule and order, personality report, and extracurricular activities in knowledge, skill, sport, art, and organization fields. The form of character-building values actualization emphasized more on the Islamic activities such as collectively shalat, reading and reciting Quran, social service, participating actively in IPM, hizbul wathan, and tapak suci organizational activities. In addition, there were kader inti/an, mubalig jumat, mubalig hijarah, fasting, Friday sermon, becoming the orator in pengajian, and flag ceremony. Such these activities reflected on religious, cooperative, leadership, loving-to-homeland, social care, environmental care, and creative values.Keywords: Education, Character, Muhammadiyah.
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Shumilov, Vladimir N. "SIBERIAN PILOT GEORGY BAIDUKOV." Interexpo GEO-Siberia 5 (July 8, 2020): 25–44. http://dx.doi.org/10.33764/2618-981x-2020-5-25-44.
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The article is devoted to the life path of the Siberian pilot Georgy Filippovich Baidukov. An attempt to show not only his participation in the heroic flights of the 30s of the 20th century as part of the crew of the pilot Valery Chkalov, but the further service of the Air Force General during the Great Patriotic War and especially after the post-war service of military commander G.F. Baidukov at the USSR Ministry of Defense, responsible for the creation of the latest military equipment for the country's air defense forces was made. Due to the special secrecy of this type of troops, the participation of Georgy Filippovich in their creation was neither covered in his memoirs nor in official publications. Only in the beginning of the 21st century this page of the life of the great pilot, military commander was opened. The article shows the Siberian period of Georgy's life in the Kain district of the Tomsk province, now the Tatar district of the Novosibirsk region, studying at Omsk vocational school, working at Siberian Railway, serving in the Red Army, training in flight schools and then heroic work of a test pilot, performing record flights, participating in two wars: Finnish and Great Patriotic War. The whole life of the Siberian pilot was devoted to serving the homeland, strengthening its defenses. The biography of Georgy Baidukov can be as an example to young people in achieving their goals and in constant study of everything new, advanced in their main profession.
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Hewitt, Kenneth. "A Curriculum of Fear: Homeland Security in U.S. Public Schools by NicoleNguyen, University of Minnesota Press, Minneapolis, 2016, 296 pp., cloth, US$91.00 (ISBN 978-0816698264)." Canadian Geographer / Le Géographe canadien 62, no. 2 (March 8, 2018): e3-e4. http://dx.doi.org/10.1111/cag.12450.
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Radkevich, K. V., and A. V. Shabaga. "Eurasianism and geopolitics: Social mythologemes of space." RUDN Journal of Sociology 21, no. 1 (December 15, 2021): 139–53. http://dx.doi.org/10.22363/2313-2272-2021-21-1-139-153.
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The article considers the origins of Eurasianism as a Russian social doctrine that emerged as an answer to the Western geopolitical concepts, in particular of the Anglo-Saxon and German geopolitical schools. Both concepts serve to justify social institutions and associations based on the difference between the spaces of the Eastern and Western parts of Eurasia. The authors argue that geopolitics of both the Western-European and Eastern-European types is based on mythologemes which claim to be of scientific importance but are not capable of achieving this status. The article shows that both theories claim (1) the invention of an ideal timeless homeland of society on the basis of a mythological interpretation of space; (2) possession of sacred knowledge (through the sacralization of space) which is actually profane. The key difference between Western geopolitical schools (Anglo-Saxon and German) and Eurasianism is the proposed connection between space and a specific society. Geopolitics proceeds from the constant spatial opposition as a factor of social-political competition. The geopolitical assessment of reality is based on the need to attack the alien space due to its initial, natural hostility. The geopolitical hostility and even aggressiveness contradicts the defensive nature of Eurasianism which declares that space unites peoples with similar values; therefore, their societies should defend their space of development from the encroachments of the Western countries. Thus, Atlanticism as a global project of the contemporary Western geopolitics fundamentally contradicts Eurasianism which does not accept hegemonism and supports the principle of a multipolar world; today, the level of conflict between these projects is not high, although there are no prospects for this conflict resolution.
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Kresin, Susan. "Slavic and East European Language Programs and Heritage Language Communities." East/West: Journal of Ukrainian Studies 4, no. 1 (March 4, 2017): 11. http://dx.doi.org/10.21226/t2c014.
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Among Slavic and East European heritage communities, the post-1989 geopolitical situation in Central and Eastern Europe has changed both emigration patterns and core aspects of the relationship between speakers in the homeland and abroad. Many speakers have both an enhanced motivation to maintain their heritage languages and greater resources to do so. As a reflection of this increased interest in Slavic and East European heritage languages, recent years have witnessed a rise in the number and scope of community language schools, established primarily by parents who wish to ensure that their children maintain active use of their heritage languages. At the same time, many Slavic and East European language programs at the college level have increasingly come under threat, due to the combination of reduced enrollments, greater administrative focus on class sizes, and a loss of federal funding. In this paper, using Czech as the base language, I suggest that by placing a greater emphasis on connections with heritage communities, we may be able to enhance the viability of Slavic and East European programs at the college level. This potential is supported by a marked increase in research on heritage language learners over the past two decades, which provides a foundation for curricular adjustments that address the specific needs of heritage language learners.
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Joona, Tanja. "Safeguarding Cultural Rights of Sámi Children and Youth in Finland, with Special Emphasis on the Linguistic Part of Cultural Identity – Current Challenges." Yearbook of Polar Law Online 9, no. 1 (December 8, 2018): 109–29. http://dx.doi.org/10.1163/22116427_009010006.
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The article examines the common global phenomenon of indigenous urbanization. In Finland, more than 75% of the indigenous Sámi children are born outside the Sámi Homeland area. The development is fast and poses different kind of challenges for the entire Sámi society and culture. Youth and women are more likely to settle in urban areas and it is their Sáminess that is to survive or die in the cities. Indigenousness is no longer tied with traditional livelihoods or land use but instead requires other forms of cultural maintenance. In the contemporary situation Sámi have started through their own associations and networks require more appropriate services in the cities, including Sámi language learning in the schools and kindergartens. This is not always satisfactory. The article evaluates the existing international and domestic (Finland) legislation in regard to Sámi language, but also the implementation of these rights in practice.The author would like to acknowledge that the article is based on a joint research project called NUORGÁV – An urban future for Sápmi?, between Norway, Sweden, Finland and Russia, where it is studied how Sámi youth organise and network to impact urban Sámi policy. The project is funded by the Research Council of Norway and administrated by Norwegian Institute for Urban and Regional Research (NIBR).
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Vanz, Samanta, and José Edimar de Souza. "Mobiliário para escolas públicas de ensino primário em Caxias do Sul/RS (1890-1930): vestígios da cultura escolar." Revista Educação e Emancipação 13, no. 3 (December 9, 2020): 255. http://dx.doi.org/10.18764/2358-4319.v13n3p255-276.
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O estudo investiga a cultura material escolar para o ensino primário no município gaúcho de Caxias do Sul, RS, entre 1890-1930. A perspectiva teórica e metodológica sustenta-se na História Cultural, dialogando com autores como Burke (1992), Chartier (1990) e Pesavento (2014), para atribuir sentido à cultura escolar e às escolas para o desenvolvimento do ensino primário. Nesse sentido, a análise documental histórica mobilizou conceitos de culturas escolares a partir de Escolano Benito (2017). A construção do corpus empírico envolveu fontes documentais como as correspondências de professores, inspetores escolares e intendentes municipais, solicitações e inventários escolares, relatórios da intendência, atos e decretos, assim como jornais da época. Desse modo, identificou-se que nas escolas públicas municipais os objetos mediaram o processo de escolarização, baseados na perspectiva do projeto republicano positivista de civilização, pátria e progresso. Dentre os artefatos identificados, destaca-se o papel do mobiliário escolar nas evidências de modos de fazer e produzir uma cultura escolar. Observa-se a importância da cultura escolar como constituinte do espaço escolar e mediadora das relações entre sujeitos: alunos, professores, inspetores escolares e comunidades.Palavras-chave: Mobiliário escolar. Ensino primário. Caxias do Sul/RS.Furniture for public schools of primary education in Caxias do Sul / RS (1890-1930): traces of school cultureABSTRACTThe study investigates the school material culture for primary education in the city of Caxias do Sul, RS, between 1890-1930. The theoretical and methodological perspective is based on Cultural History, dialoguing with authors such as Burke (2008), Chartier (1990) and Pesavento (2014), making it possible to give meaning to the school culture attributed to schools for the development of primary education. In this sense, the historical documentary analysis mobilized concepts of School Cultures from Escolano Benito (2017). The construction of the empirical corpus involved documentary sources such as: correspondence from teachers, school inspectors and city councilors, school requests and inventories, reports from the council, acts and decrees, as well as newspapers of the time. Thus, it was identified that in municipal public schools, objects mediated the schooling process, based on the perspective of the positivist republican project of civilization, homeland and progress. Among the artifacts identified, the role of school furniture in the evidence of ways of making and producing a school culture stands out. It is observed the importance of School Culture as a constituent of the school space and mediator of the relationships between subjects: students, teachers, school inspectors and communities.Keywords: School furniture. Primary school. Caxias do Sul/RS.Muebles para escuelas públicas de educación primaria en Caxias do Sul / RS (1890-1930): huellas de cultura escolarRESUMENEl estudio investiga la cultura del material escolar para la educación primaria en la ciudad de Caxias do Sul, RS, entre 1890-1930. La perspectiva teórica y metodológica se basa en la Historia Cultural, dialogando con autores como Burke (2008), Chartier (1990) y Pesavento (2014), lo que permite dar sentido a la cultura escolar atribuida a las escuelas para el desarrollo de la educación primaria. En este sentido, el análisis documental histórico movilizó conceptos de Culturas Escolares de Escolano Benito (2017). La construcción del corpus empírico involucró fuentes documentales como: correspondencia de maestros, inspectores escolares y concejales de la ciudad, solicitudes e inventarios escolares, informes del consejo, actos y decretos, así como periódicos de la época. Así, se identificó que en las escuelas públicas municipales, los objetos median el proceso de escolarización, basado en la perspectiva del proyecto republicano positivista de civilización, patria y progreso. Entre los artefactos identificados, se destaca el papel del mobiliario escolar en la evidencia de formas de hacer y producir una cultura escolar. Se observa la importancia de la Cultura Escolar como componente del espacio escolar y mediador de las relaciones entre las asignaturas: alumnos, docentes, inspectores escolares y comunidades.Palabras clave: Muebles escolares. Escuela primaria. Caxias do Sul/RS.
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MAASAWET, ELSJE THEODORA. "Model Pengelolaan Kelas Rangkap (PKR) untuk Sekolah Dasar yang Mengalami Kekurangan Guru di Daerah Perbatasan atau Terpencil di Provinsi Kalimantan Timur." Bioedukasi: Jurnal Pendidikan Biologi 8, no. 1 (February 1, 2015): 1. http://dx.doi.org/10.20961/bioedukasi-uns.v8i1.2944.
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<p class="5abstrak">On the issue of distribution of teachers, for example, we have not been able to spread evenly elementary teachers in remote homeland. In fact, the number of primary school teachers as a whole are not including less. As a result, there was a shortage of teachers locally everywhere, especially in the small, difficult and remote. On the issue of disparity in quality, basil learn the average elementary school student in the big cities are generally much higher than their counterparts in remote areas. Perhaps a more appropriate blamed is because we have not found the proper techniques to perform Duplicate Classroom Management (PKR). Understanding the nature or essence of PKR, PKR is expected to no longer regard as a difficult problem to overcome. In contrast, the self will grow understanding that PKR is a definite challenge to overcome. The purpose of this study was to determine how the management class for Elementary School Teachers Experiencing Shortage of the Frontier or Remote province of East Kalimantan that occurred during this time, to find out what happened to the problem of learning patterns that have been implemented in elementary schools Experiencing Shortage Teachers in the Frontier or Remote East Kalimantan Province and develop a model to solve the problems that occurred in the study that had been conducted at the Primary School Teachers Experiencing Shortage of the Frontier or Remote Kalimantan Timur.Model development modeled after Dick & Carey with steps to identify learning objectives, learning analysis, analysis of student characteristics, formulate learning indicators, developing test items, develop learning strategies, developing and selecting materials, designing formative evaluation and revise teaching materials. Classroom management model appropriate to deal with problems in elementary Sebatik Island due to shortage of teachers is classroom management model in the sense that 221 teachers teach two classes, two subjects in the same room. This model is considered to be appropriate to the circumstances on the island of Sebatik who have never applied for duplicate classroom management model management model 221 is a model of the simplest of the three models in the management of dual class.</p>
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Tuangratananon, Titiporn, Rapeepong Suphanchaimat, Sataporn Julchoo, Pigunkaew Sinam, and Weerasak Putthasri. "Education Policy for Migrant Children in Thailand and How It Really Happens; A Case Study of Ranong Province, Thailand." International Journal of Environmental Research and Public Health 16, no. 3 (February 1, 2019): 430. http://dx.doi.org/10.3390/ijerph16030430.
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Health and education are interrelated, and it is for this reason that we studied the education of migrant children. The Thai Government has ratified ‘rights’ to education for all children in Thailand since 2005. However, there are gaps in knowledge concerning the implementation of education policy for migrants, such as whether and to what extent migrant children receive education services according to policy intentions. The objective of this study is to explore the implementation of education policy for migrants and the factors that determine education choices among them. A cross-sectional qualitative design was applied. The main data collection technique was in-depth interviews with 34 key informants. Thematic analysis with an intersectionality approach was used. Ranong province was selected as the main study site. Results found that Migrant Learning Centers (MLCs) were the preferable choice for most migrant children instead of Thai Public Schools (TPSs), even though MLCs were not recognized as formal education sites. The main reason for choosing MLCs was because MLCs provided a more culturally sensitive service. Teaching in MLCs was done in Myanmar’s language and the MLCs offer a better chance to pursue higher education in Myanmar if migrants migrate back to their homeland. However, MLCs still face budget and human resources inadequacies. School health promotion was underserviced in MLCs compared to TPSs. Dental service was underserviced in most MLCs and TPSs. Implicit discrimination against migrant children was noted. The Thai Government should view MLCs as allies in expanding education coverage to all children in the Thai territory. A participatory public policy process that engages all stakeholders, including education officials, health care providers, Non-Governmental Organizations (NGOs), MLCs’ representatives, and migrants themselves is needed to improve the education standards of MLCs, keeping their culturally-sensitive strengths.
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Solihin Ichas Hamid and Tuti Istianti. "MATIC IMPLICATIONS OF SUNDANESE PUPUH SONG IN BUILDING MORAL VALUES TOWARD ELEMENTARY SCHOOL STUDENTS." International Journal of Social Science 1, no. 2 (August 3, 2021): 93–100. http://dx.doi.org/10.53625/ijss.v1i2.141.
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The title above has explained the purpose of this study, which is observing Matic's implication of children's moral values acquisition from learning activities to sing Pupuh Sunda Song in Elementary Schools – West Java. The methodology used is ethno-pedagogic because the extent of data collection and exploration were conducted toward the concept containing values that existed and lived amid the society within the context of ethnic tradition, that is, as far as signs and meanings are stored and expressed in vocal art expressions in the form of Pupuh Sunda song acted as a medium is message education praxis. Therefore, the phenomenology approach was carried out to observe a series of phenomena that can be analyzed during the concept values repeated into the performer's subconscious, the song, movements, and expressions in shared or personal situations. The stressing keyword point in this study is the repetition that can be assumed as a mechanical act on every subject learn to sing moral message content sung. The mechanical process activities result by repeating song memorization, expressing moral values inside the song. Qualitatively, it can be described as an automatic implication that has the potential and function as a fostering for the concept of value in building the expected character. Such as the direct utterance stored in the song containing the invitation and teaching always to be cheerful, accept everything with generosity, care to all being (compassionate), diligent in studying and fond of working, respecting the parents and teachers, love to the homeland and defending the state and nations, which becomes the focus of study.
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Wilkinson, Blair. "Review of Nguyen, Nicole. 2016. A curriculum of fear: homeland security in U.S. public schools. Minneapolis: University of Minnesota Press. pp 296. ISBN 978-0-8166-9828-8 paper." Security Journal 31, no. 3 (November 9, 2017): 798–800. http://dx.doi.org/10.1057/s41284-017-0118-x.
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Agung S., Leo. "THE ROLE OF SOCIAL STUDIES AND HISTORY LEARNING IN JUNIOR HIGH SCHOOL IN STRENGTHENING THE STUDENTS CHARACTER." Paramita: Historical Studies Journal 25, no. 2 (February 27, 2016): 238. http://dx.doi.org/10.15294/paramita.v25i2.5134.
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<p>Nowadays, in Indonesia a variety of violence and moral degradation event still occur. The moral degradation phenomenon (among others) is indicated with the spread of violence, criminality, drug abuse, free sexual-intercourse and other misbehaviors. Multidimensional crisis and nation deterioration originates essentially in self-esteem, and failure in developing nation’s character education. Essentially, Social Science learning aimed to develop personal, social, and intellectual behavior. Thus, Social Science learning in Junior High Schools becomes a means and opportunity of strengthening the student characters such as sense of critical, discipline, environment awareness, social care, religious, having reading interest, loving to homeland, willing to sacrifice, creative, honest, independent, and hard work, in order to build the nation and the state better, more prosperous, secure, and peaceful.</p><p> </p><p>Dewasa ini, di Indonesia terjadi beragam keke-rasan dan degradasi moral yang masih terus terjadi. Fenomena degradasi moral diindikaisikan dengan beragam kekerasan, kriminalitas, penggunaan narkotika, pergaulan bebas, dan berbagai penyimpangan perilaku. Krisis multidimensional dan berbagai kerusakan tersebut pada dasarnya berasal dari harga diri, serta kegagalan dalam pengembangan pendidikan karakter bangsa. Di satu sisi secara esensial Pendidikan IPS bertujuan untuk membangun kemampuan personal, sosial, dan intelektual. Dengan demikian pembelajaran IPS di SMP menjadi sarana dan kesempatan untuk memperkuat karakter siswa, seperti sikap kritis, disiplin, peduli lingkungan, peduli sosial, agama, memiliki minat baca, cinta ke tanah air, rela berkorban, kreatif, jujur, independen, dan kerja keras, dalam rangka membangun bangsa dan negara yang lebih baik, lebih sejahtera, lebih aman, dan damai.<br /> </p>
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Zeinali, Bahram, and Maedeh Najafi. "General features of the life of the Iranian and Russian elites; case study: life of Jalal Ale Ahmad and L. N. Tolstoy." Science and School, no. 2, 2020 (2020): 31–38. http://dx.doi.org/10.31862/1819-463x-2020-2-31-38.
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In this scientific work, we consider the role of educators in the Iranian-Russian cultural societies by bringing up examples of the life of two famous writers: Jalal Ale Ahmad and L. N. Tolstoy. The years of the life of both thinkers are twisted by eternal questions about the social state of life of their people and the welfare of their homeland. They both came to the conclusion that the role of teaching is a lot in the destiny of man. Parenting forms the personality of a person. Both thinkers began to work as teachers in schools. Like major writers and educators, both of them belonged to the elite layers of their society. They expressed their thoughts through the prism of their literary works. They both dropped out: Jalal dropped out of his higher education in his final year of postgraduate studies in Persian literature; L. N. Tolstoy could not adapt himself to the education system of Kazan University. Both writers delve deeply into the issue of religion. In the last years of their lives, they left their homes: Tolstoy abandons his house at the age of which he is so fragile and even cannot stand the freezing weather of Winter; he falls ill and succumbs to death at Astapovo station. In the last years of his life, Jalal and his wife went to live in a village in Gilan province. With this decision, they were both trying to change their life condition.
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Roszko, Danuta. "Национальное сознание литовского национального меньшинства в Польше." Acta Baltico-Slavica 36 (July 26, 2015): 81–92. http://dx.doi.org/10.11649/abs.2012.008.
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National identity of the Lithuanian minority in PolandIn the article, the author raises, essential for the Lithuanian minority in Poland, (1) the issue of comprehending the national identity, homeland, nation, and (2) the importance of the Lithuanian language, faith and educational system in the everyday life of the minority. She determines the elements shaping up the identity of the Suwalki Lithuanians residing in the ethnically cohesive border area, as well as the Suwalki Lithuanians moving from one place to another within Poland (internal migration). As the crucial elements of the two groups of Lithuanians, she recognizes their respect for the vernacular – the Lithuanian language, the history of Lithuania, the Catholic faith, and also the interior decorations of the Lithuanian household. Equally essential factors for the Lithuanian minority residing in the border area are the names, Lithuanian fairy tales and legends, as well as the local folk tales and wildlife. As far as the Suwalki Lithuanians of internal migration are concerned, the aforementioned elements are of less importance or even not physically present. They rather constitute an object of specific homesickness for the Lithuanians of seasonal migration, who pretty willingly and regularly get back to Suwalki, Sejny, Puńsk and its neighbouring areas to spend holidays there. The author also emphasizes the recent economic transformations, particularly those resulting in migrations leading to depopulating the Lithuanian ethnic areas and closing down the schools with the Lithuanian language as a language of instruction.