Bibliografías temáticas / Cultural education

Literatura académica sobre el tema "Cultural education"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 20 de febrero de 2023

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Artículos de revistas sobre el tema "Cultural education"

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Radjabboevich, Sulaymonov Ergashboy. "INTEGRATION OF PHYSICAL CULTURE PEDAGOGICAL FACTORS AND CULTURAL AND MORAL EDUCATION". International Journal of Pedagogics 02, n.º 05 (1 de mayo de 2022): 30–34. http://dx.doi.org/10.37547/ijp/volume02issue05-08.

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This article explains the necessity and possibilities of an integrated approach to the upbringing of a harmoniously developed generation. The article also outlines the ways of integrating physical and moral education into the formation of a student's personality. Basic concepts: education, upbringing, harmonious generation, integration, personality, physical education, spiritual and moral education, outdoor games, moral ethics, and didactic principle.
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Dr. P. Karthikeyan, Dr P. Karthikeyan. "Development of Cultural Flexibility Through Education". International Journal of Scientific Research 2, n.º 8 (1 de junio de 2012): 110–11. http://dx.doi.org/10.15373/22778179/aug2013/36.

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Contini, Rina Manuela y Antonio Maturo. "Cross - cultural education". Procedia - Social and Behavioral Sciences 2, n.º 2 (2010): 1794–805. http://dx.doi.org/10.1016/j.sbspro.2010.03.987.

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I.O., Barantsova. "TEACHING SOCIO-CULTURAL COMMUNICATION IN MODERN EDUCATION". Scientific Bulletin Melitopol State Pedagogical 2, n.º 25 (9 de febrero de 2021): 9–15. http://dx.doi.org/10.33842/22195203/2021/25/9/15.

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O’Brien, Catherine, Marlon Kuntze y Thangi Appanah. "Culturally Relevant Leadership: A Deaf Education Cultural Approach". American Annals of the Deaf 159, n.º 3 (2014): 296–301. http://dx.doi.org/10.1353/aad.2014.0026.

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Jagielska-Burduk, Alicja, Mateusz Pszczyński y Piotr Stec. "Cultural Heritage Education in UNESCO Cultural Conventions". Sustainability 13, n.º 6 (23 de marzo de 2021): 3548. http://dx.doi.org/10.3390/su13063548.

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The aim of the article is to analyse UNESCO conventions dealing with culture and assess the visibility and importance of cultural heritage education in these conventions and their implementation. First, it briefly presents the role of UNESCO in the area of culture and education, together with the UN Agenda 2030 and the challenges faced currently. Next, it discusses the existing UNESCO cultural conventions and their educational dimension with reference to the conventions’ provisions and aims. Each convention refers to education in the activities undertaken by States Parties, providing various tools and measures tailored to the scope of the convention. The article concludes that despite a lack of synergy and creation of education-related programs in convention-related siloes, UNESCO has managed to create a uniform and evolving system of educational measures aimed at various stakeholders and focus on various levels of awareness. Cultural heritage education is an imminent part of activities undertaken within States’ obligations and should involve various stakeholders, building networks and existing in synergy with other actions or campaigns based on different conventions.
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Cordelli, Chiara. "Cultural Proceduralism, Cultural Preservation, and Public Education". Political Theory 46, n.º 1 (28 de abril de 2017): 106–14. http://dx.doi.org/10.1177/0090591717696020.

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EunSook Seo. "Multi-cultural Ethics Education". Journal of Moral & Ethics Education ll, n.º 37 (diciembre de 2012): 363–402. http://dx.doi.org/10.18338/kojmee.2012..37.363.

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HASWAL, Dr RUKMANI. "IMPORTANCE OF CULTURAL EDUCATION". SDES-International Journal of Interdisciplinary Research 3, n.º 3 (7 de julio de 2022): 447–49. http://dx.doi.org/10.47997/sdes-ijir/3.3.2022.447-449.

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Vez López, Enrique. "Globalization, Cultural Diversity, Education". Enletawa Journal 10, n.º 1 (17 de noviembre de 2018): 13–24. http://dx.doi.org/10.19053/2011835x.8665.

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With the advent of globalization and an ever-growing widespread access to information and communication technologies (ICTs), the cultural minorities become increasingly involved in a process of cultural standardization at the expense of their own cultural identity and language. Different social, economic, and technological elements, together with mainstream education play a very important role in the negation of regional and local cultural identities. These factors lead minoritarian cultural groups to see the dominant culture as more attractive and modern, which often pushes them to abandon their own culture in the hope of better employment perspectives and a better lifestyle for them and their children. In the face of this cultural crisis, intercultural education for all can help stop the erosion of cultural diversity around the world.
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Tesis sobre el tema "Cultural education"

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Nyarambi, Arnold. "Cultural Influences on Behavior: Culturally Responsive Behavior Management". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8237.

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Maged, Shireen. "Teacher education for cultural diversity". Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/1499.

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The rapidly growing cultural diversity of school children is an international trend that has been accompanied by concerns that teacher education programmes are not adequately preparing pre-service teachers for culturally diverse classrooms. This qualitative instrumental case study was conducted to gain deep insights into how one teacher education programme at a New Zealand university prepared pre-service teachers for cultural diversity. The study was conceptualised, conducted and analysed through a critical constructivist lens and underpinned by Vygotskian sociocultural theory. The primary research question asked: In what ways are New Zealand pre-service teachers prepared to meet the learning needs of students in culturally diverse classrooms? The question was explored on four levels: Curriculum, pedagogy, perceptions of effectiveness and diversity capacity. Data were collected using semi-structured interviews, observation, document analysis and field notes and were thematically analysed and interpreted through deductive and inductive coding.Results were reported thematically and reflected multiple layers of meaning and interpretations emphasising the complexity of the issue. Key curriculum findings revealed variability in the depth of pre-service teacher preparation for cultural diversity and a predominantly conceptual development of sociocultural competence. The pedagogical findings reported on three types of pedagogical activity, namely dialogic activity, monologic activity and reflective activity and four types of social relationships, namely expert-novice, professional partnership, critical minority and silent minority. Additionally, findings on participant perceptions of effectiveness and on the impact of the teacher’s cultural background on teaching and learning are detailed. The study makes three propositions on how to prepare pre-service teachers for cultural diversity. Limitations of the study and directions for future research are outlined.
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Guilherme, Maria Manuela Duarte. "Critical cultural awareness : the critical dimension in foreign culture education". Thesis, Durham University, 2000. http://etheses.dur.ac.uk/1533/.

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Rodgers, Paulina. "Effects of multicultural literature on dominant culture students' cultural awareness". University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1608664609540068.

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Cooley, Margaret. "How students from non-dominant cultures perceive their social and cultural experiences in relation to school success". Thesis, Wayne State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646956.

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This study explores the shared narratives of males who are African American, come from low-income families, struggled with school success, and may have been identified as needing specialized instructional services or having learning disabilities. This study includes three participants' narratives on the obstacles and supports they faced during their high school years and when transitioning beyond. It identifies shared themes of sports, reputation, and instruction, transitioning, and mentoring — including the relationship between each and how it impacted their school success.

The development of these thematic elements are related to developing networks and resources related to culture values, identities, and access to social capital. Participants ranged from 22-23 years of age, all having officially graduated from high school, transitioned to college to play sports, but failed to meet the academic requirements necessary to maintain eligibility.

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Okoli, Emmanuel Chinyeaka. "Reconciling cultural values through drama education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20798.pdf.

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Short, Christine W. "The cultural metamorphosis of Cree education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38548.pdf.

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Grimes, Janice. "Cultural capital, ethnicity and early education". Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282941.

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Schartner, Alina. "Cross-cultural transition in higher education". Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2429.

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This doctoral thesis reports on a longitudinal, mixed methods investigation of the academic, psychological and sociocultural adjustment and adaptation of a multinational sample of international postgraduate students undertaking one-year taught MA degrees in the humanities and social sciences at a single British university (N = 225). Despite a considerable body of empirical research on student sojourner adjustment, longitudinal mixed methods studies are rare (Zhou and Todman, 2009). Thus, this study combined a quantitative questionnaire-based approach with a qualitative interview-based approach. The quantitative element investigated associations over time between a set of contributory factors (English language ability, prior overseas experience, pre-sojourn knowledge about the UK, autonomy in the decision to study abroad, intercultural competence, social contact, and social support) and a range of adjustment outcomes (academic achievement, psychological wellbeing, satisfaction with life, sociocultural adaptation). The qualitative element aimed to monitor students’ academic, psychological and sociocultural adjustment processes over time. A further research interest was in whether and, if so, how an academic sojourn abroad affects student sojourners’ intercultural competence. Data-collection took place over a period of 14 months and comprised three stages: in stage one (October) particpants completed a self-report survey; in stage two (October to June) a sample of 20 student volunteers participated in three waves of one-to-one interviews; in stage three (June) particpants completed a second self-report survey. Additionally, students’ academic grades were obtained from the host university (November). The study revealed a number of associations between ‘pre-sojourn’ factors, social connectedness, and students’ level of adaptation. Moreover, three distinct patterns for academic, psychological and sociocultural adjustment could be teased apart from the data though students experienced the sojourn in distinct and nuanced ways. Finally, the study provides indications for the malleable and dynamic nature of intercultural competence over time. Informed by the empirical findings and in response to the paucity of theoretical models of the international student sojourn, this study proposes a new conceptual model of student sojourner adjustment and adaptation. The suggested model shows some similarities with other models in the wider acculturation literature, but it also refines and extends these models in scope.
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Bradley, Erin Nicole. "Cultural Competence: An Issue For Education". Kent State University Honors College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1303749360.

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Libros sobre el tema "Cultural education"

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Camilleri, Carmel. Cultural anthropology and education. Paris: Kogan Page in association with UNESCO, 1986.

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Camilleri, Carmel. Cultural anthropology and education. London: K. Page in association with Unesco, 1986.

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Alexander, Smith Ralph, ed. Cultural literacy & arts education. Urbana: University of Illinois Press, 1991.

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Cultural politics and education. New York: Teachers College Press, 1996.

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Banks, James A. Cultural Diversity and Education. Sixth edition. | New York, NY ; Milton Park, Abingdon, Oxon :: Routledge, 2015. http://dx.doi.org/10.4324/9781315622255.

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Education, International Bureau of, ed. Cultural anthropology and education. London: Kogan Page in association with Unesco, 1986.

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A, Adler Susan, ed. Cultural foundations of education. 2a ed. Upper Saddle River, N.J: Merrill, 1997.

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Education and cultural diversity. London: Longman, 1989.

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A, Adler Susan, ed. Cultural foundations of education. 3a ed. Upper Saddle River, N.J: Merrill, 2001.

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A, Adler Susan y Shadiow Linda, eds. Cultural foundations of education. 4a ed. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2006.

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Capítulos de libros sobre el tema "Cultural education"

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Khamis, Lina Edward. "Education". En Cultural Policy in Jordan, 65–83. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77580-7_4.

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Lewthwaite, Brian. "Cultural Change". En Encyclopedia of Science Education, 1–5. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_356-4.

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Hodson, Derek. "Cultural Imperialism". En Encyclopedia of Science Education, 1–2. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_357-2.

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Lewthwaite, Brian. "Cultural Change". En Encyclopedia of Science Education, 239–43. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_356.

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Hodson, Derek. "Cultural Imperialism". En Encyclopedia of Science Education, 243–45. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_357.

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Urban, Wayne J., Jennings L. Wagoner y Milton Gaither. "Colonization and Cultural Transplantation". En American Education, 14–49. Sixth edition. | New York : Routledge, 2019. | “First edition published by McGraw-Hill 1996”--T.p. verso. | “Fifth edition published by Routledge 2013”--T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9780429426179-2.

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Shachor, Ruth Mansur. "Narrating Cultural Identity". En Active Collaborative Education, 21–35. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-402-2_2.

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Smith, Jeremy. "‘Cultural Autonomy’ — Education, Language and Culture". En The Bolsheviks and the National Question, 1917–23, 144–71. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780230377370_6.

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Bekerman, Zvi y Sue Rosenfeld. "Culture: Restoring Culture to Jewish Cultural Education". En International Handbooks of Religion and Education, 47–62. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0354-4_4.

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Irwin, Rita L., Tony Rogers y Yuh-Yao Wan. "Making Connections Through Cultural Memory, Cultural Performance, and Cultural Translation". En Arts Education and Curriculum Studies, 36–50. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315467016-5.

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Actas de conferencias sobre el tema "Cultural education"

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Siliņa-Jasjukeviča, Gunta y Aīda Rancāne. "Cultural Literacy: Conceptual Issues of Selecting Content of Tradicional Cultural In Education". En 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.55.

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Cultural literacy today is an important educational outcome in the context of individual identity, civic education and multiculturalism. It allows an individual to understand and respect themselves, their culture and the diversity of the other cultures, know the origins, and connotations. Cultural literacy as a result of education is related to two ideas: how to live meaningfully, consciously in society and the cultural environment, how to take responsibility for cultural heritage and values ​​and create cultural values ​​for oneself. Traditional celebration and rituals are an important phenomenon in traditional culture. In the rituals, society has encoded the main world scenes and patterns of human behavior that have contributed to the well-being of the collective and the individual. The attachment of a ritual to a specific point in time and space is one of the most important conditions for its existence. Eternity and infinity are too vague abstractions for the limited human imagination. In order to understand the world we live in, these abstractions are saturated with reference points, markers. To master the content of traditional celebration means to orient oneself in these spatial and temporal markers, to know the participants of the ritual, their roles and functions, at the same time offering to experience those aspects of the ritual in which the experience cannot be explained only by rational thought processes. In this article the components of the content of the traditional cultural calendar celebration from the point of view of the ritual were substantiate. Recommendations for the implementation of traditional culture content in primary education are offered.
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Gautam, Matma y Snehal Tambulwadikar. "Design Education and Multiculturalism". En LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.86.

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Design education exists at the cross-disciplinary intersection of sociology, cognitive psychology, technology and material history. In India, as in many other countries which have experienced colonisation, the wave of decolonisation demands questioning the normative ways of knowing, doing and being. The idea of decolonisation is reflected upon as peeling off the layers of dogmas created by other cultures on existing ones. In the wake of decolonisation, there is a rising concern for plural and multicultural societies. The practise of living out day to day varies across the cultures and often ends up alienating or excluding multiplicity of voices. In today's context digital disruption, with added layers of social media, the concept of ‘self’ and the ‘other’, the idea of ‘identity’ has become a complex phenomenon equated with cultural studies. The case study shared through this paper is carried out with students of first year at NID Haryana, in their first year first semester of undergraduate programme, Bachelor in Design. Facilitating a course on Indian Society and Culture for design students, posed a pedagogical challenge to bring together diverse and eclectic approaches while training the students to deepen their understanding of their own subjective positions and exploring cultural narratives in which their design ought to function. The findings and discussion points are an outcome of the assignment attempted by the student during the module inputs ‘Approaches to Indian Culture’, structured using autoethnography research framework. The said assignment was introduced in the context of online education due to Covid -19 where students were encouraged to pay attention to their immediate home environment as a living cultural repository. The day-to-day cultural resources available to us often become invisibilised, in favour of tangible predefined ones like those of museums or tangible objects. The students were encouraged to look at being part of the cultural context, but still retain a distance from which they could question, interrogate and challenge some of the normative assumptions that come as part of belonging to the said cultural context. The paper discusses the need to become aware and situate oneself as a designer in the cultural context that has shaped his/her/their identity and intrinsic motivations. The aspirant designer was subjected to become aware of his/her vulnerable position in the light of his newly acknowledged socio-cultural context through the means of mapping cultural changes in his family over last three generations. This has been instrumental in initiating a journey to engage with cultural change with sensitivity, appreciate and become aware of the role of oneself in making conscious choices. Through this paper, we would like to investigate this process of decolonising the identity of the designer. The paper expands on complexity of aspects mapped by the students, their reflections and probes further on methods, approach that ought to be adopted in the process of decolonising the designer.
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Afrin, Tahera. "Inquiring About Cultural Components of Early Childhood Education". En Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2206005.

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Culture and diversity are familiar yet challenging concepts for early childhood kaiako (teachers). This is a background paper to stimulate thoughts and queries around cultural components in early childhood environments. The author presents findings from a completed research that supports culturally responsive practices within the early childhood teacher education context. The completed research applies a Teaching as Inquiry model to formulate queries for the lecturers. The author then proposes a future research project within the early childhood education context to explore the components of culture. Under a sociocultural research framework, the proposed research aims to collect data from a range of early childhood settings in Tāmaki Makaurau Auckland. Convenience sampling will be used to select willing centres from the initial teacher education (ITE) providers’ database. With the collected data, the proposed study is aimed at enabling participants to develop a reusable reflection model for early childhood kaiako who seek to embrace culturally relevant pedagogy. In support of the proposal, the author theoretically applies a Teaching as Inquiry model to selected questions for reflection listed in Te Whāriki, the early childhood curriculum. The discussion may extract thoughts to help kaiako to formulate focus queries, learning queries and teaching queries within the early childhood education environment.
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Merchant, John y Sylnovie Merchant. "Information Technology and the Work/Cultural Orientations of Americans, Mexicans and Germans". En InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3118.

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From a business perspective, the political and economic effectiveness of the United States in the global market-place will depend on individual abilities to communicate with people from other cultures. Most multinational corporations have one individual from one culture managing employees from other cultures. This has led to conflict, law-suits, and reduced productivity. To date, US business people sent overseas have not fared well compared to their counterparts from Europe and Asia, primarily because of cultural conflicts. The future success of American business, therefore, is its ability to interact with other cultures and to understand the orientations of these individuals.
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Znikina, L. S. y D. V. Sedykh. "ORGANIZATIONAL AND METHODIC CULTURE OF THE MODERN HIGHER SCHOOL TEACHER IN MULTILINGUAL EDUCATIONAL ENVIRONMENT". En THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.28-33.

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The article deals with the essential aspect of modern higher education - organizational and methodic teacher's culture in the multilingual conditions. The concept of “multilingual educational environment” is stressed on. The role of the higher school teacher is reflected in the context of a cross-cultural dialogue. It is substantiated that the integration of four basic components: personality, professionalism, culture, multicultural conditions (environment) in educational process can be regarded as the factor of higher education quality improvement.
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Hamann, Kerstin, Ronan L. H. Wilson, Bruce M. Wilson y Maura A. E. Pilotti. "Causal Attribution Habits and Cultural Orientation as Contributing Factors to Students’ Self-Efficacy: A Comparison Between Female Students in the United States and Saudi Arabia". En Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12790.

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In the present research, we examined the extent to which explanations of desirable or undesirable outcomes (grades) can account for the self-efficacy of female college students from two societies with dissimilar cultural traditions: The United States of America, which is characterized by a dominant individualistic culture, and the Kingdom of Saudi Arabia, which has a dominant collectivist culture. A matched-pairs design (N=560; 280 matched pairs) was used to ensure that students’ self-efficacy levels were equated between cultural groups. We found cultural differences in the choice of explanations and in the extent to which explanations contribute to self-efficacy values. These findings are relevant to the development of curricula and instructional methods that are intended to prepare students from different cultures for academic success.
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Nalan, Arthur Supardan. "Wayang Ajen: Cultural Media Diplomated Culture". En 2nd International Conference on Arts and Design Education (ICADE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200321.044.

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November, Nancy, Sean Sturm y 'Ema Wolfgramm-Foliaki. "Critical Thinking and Culturally-Sustaining Teaching: Developing the Historical Literacy of Māori and Pasifika Undergraduates in Aotearoa/New Zealand". En Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11179.

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In this paper, we explore critical thinking in the context of developing culturally-sustaining historical literacy in Māori and Pasifika students at a large, multicultural university in Aotearoa/New Zealand. Critical thinking and culturally-sustaining historical literacy might seem like an odd couple insofar as critical thinking tends to be associated with liberal Western (academic) culture. Students can resist developing their critical thinking, not least because culturally-sustaining ‘critical being’ is a threshold concept, requiring a flexible, yet clearly structured pedagogical approach. But the development of critical being is vital to culturally-sustaining teaching because of the role the associated skills and dispositions play in supporting cultural autonomy and voice. We talked with nineteen teachers of a range of ethnicities from across the historical disciplines at the University of Auckland to document the pedagogical strategies they used to develop the critical thinking skills of their Māori and Pasifika students in a culturally-sustaining way: fostering peer dialogue that draws on personal experience; practising perspective-taking; drawing on popular culture for its contemporary and cultural relevance; drawing on one’s culture in choosing relevant topics; and creating learning spaces conducive to critical being.
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Чжоу, Сумен, y Приступа, Е.Н. "Cultural paradigms and educational change in digital education". En Современное образование: векторы развития. Социально-гуманитарное знание и общество: материалы VII конференции с международным участием, посвященной 150-летию МПГУ (г. Москва, МПГУ, 21–22 апреля 2022 г.). Crossref, 2022. http://dx.doi.org/10.37492/etno.2022.61.84.061.

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Narkhova, Elena Nikolaevna, Dmitry Yur'evich Narkhov y Ekaterina Gennad'evna Kalyuzhnaya. "THE HIGHER EDUCATION IN MODERN RUSSIA AS INSTITUTE OF CULTURAL TRANSFER AND TRANSFORMATION". En Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8106.

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The problem of changes in modern Russian education is analyzed in the article. Modernization of the Russian education system staticized questions of a ratio of traditions and innovations in education, about maintaining parity of training and education. The aerticle’s purpose is to define the mechanism of implementation of education in the system of modern Russian education as traditions of culture (2014-2017). The research of the relation of scientific and pedagogical workers, students, administrative and managerial personnel to the matter influences effectiveness of their activity. Extent of consent with this or that point of view staticizes the potential of communities of education that appears in the form of the social capital. Authors emphasize value of an educational role of institute of education as culture translator as in the course of education, comprehension of the world of people gets own perception of this world, the system of estimates of this world, the system of coordinates, including valuable. The cultural background which the person perceives in the course of education gives the chance already more multilaterally to perceive also modern reality, and itself in this reality
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Informes sobre el tema "Cultural education"

1

Zevenbergen, Justin. Cultural Knowledge Education. Fort Belvoir, VA: Defense Technical Information Center, febrero de 2009. http://dx.doi.org/10.21236/ada509933.

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van Puffelen, Emiel y M. A. A. U. van Oppen. Supporting cross-cultural university education. Gothenburg, Sweden: Chalmers University of Technology, 2020. http://dx.doi.org/10.18174/531990.

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Owens, Wade. Improving Cultural Education of Special Operations Forces. Fort Belvoir, VA: Defense Technical Information Center, febrero de 2010. http://dx.doi.org/10.21236/ada518468.

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Bower, C. J. Designing Cultural Training and Education for Non-resident PME. Fort Belvoir, VA: Defense Technical Information Center, febrero de 2006. http://dx.doi.org/10.21236/ada498108.

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Huang, Zhangkai, Gordon Phillips, Jialun Yang y Yi Zhang. Education and Innovation: The Long Shadow of the Cultural Revolution. Cambridge, MA: National Bureau of Economic Research, mayo de 2020. http://dx.doi.org/10.3386/w27107.

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Schell, Laurie. Introduction to Case-making and Systems Change in Arts & Cultural Education. Creative Generation, febrero de 2022. http://dx.doi.org/10.51163/creative-gen009.

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Introduction to Case-making and Systems Change in Arts & Cultural Education is an overview of a collaborative project between Creative Generation and ElevateArtsEd undertaken to better understand how practitioners - such as artists, educators, community leaders, and more - can make the case for and also advocate through arts and culture to drive systemic change and address complex challenges. The project seeks to expand the knowledge base of case-making and systems change in the field of arts and cultural education and provide resources to support effective actions for practitioners and young creatives. Investigating both the theory and the practice of case-making, the introductory article draws on research from three distinct sectors: cultural, education, and social justice. The approach represents both the science of advocacy-- building blocks for understanding what effective advocacy looks like-- and the art of advocacy with calls for improvisation, adaptability, and generative thinking, all characteristics of art making. The article describes six key learning themes and an expanded model for advocacy focused on self, field, and sector through an overarching lens of social justice.
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7

Abbe, Allison y Rebecca Bortnick. Developing Intercultural Adaptability in the Warfighter: A Workshop on Cultural Training and Education. Fort Belvoir, VA: Defense Technical Information Center, noviembre de 2010. http://dx.doi.org/10.21236/ada533997.

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Alrich, Amy A., Claudio C. Biltoc, Ashley-Louise N. Bybee, Lawrence B. Morton, Richard H. White, Robert A. Zirkle, Jessica L. Knight y Joseph F. Adams. The Infusion of Language, Regional, and Cultural Content into Military Education: Status Report. Fort Belvoir, VA: Defense Technical Information Center, enero de 2011. http://dx.doi.org/10.21236/ada562774.

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Jukes, Matthew C. H., Yasmin Sitabkhan y Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, septiembre de 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.
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10

Ota, Akiko. Factors Influencing Social, Cultural, and Academic Transitions of Chinese International ESL Students in U.S. Higher Education. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.1051.

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