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Artículos de revistas sobre el tema "Cultural education"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 20 de febrero de 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Zolatareva, Larisa Romanovna. "Cultural strategy of education". Moscow University Pedagogical Education Bulletin, n.º 4 (29 de diciembre de 2012): 105–16. http://dx.doi.org/10.51314/2073-2635-2012-4-105-116.

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The reason of article writing is a very great interest to problem of culture and education correlation, which intensifies the research activity in this tendency, emphasized attention to the unused possibilities of culture and education. The scientific analysis of cultural versions of education is given, cultural approach to Education is explained, culture functions and education, cultural approach to Education, terms "Culture" and "Education" and their correlation, cultural approach as development of humanitarian education development, artistic - pedagogic education is the specific tendency of humanitarian education in the world of UNESCO educational sector are considered.

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12

Matthews, Nathan. "Māori cultural citizenship education". set: Research Information for Teachers, n.º 3 (1 de diciembre de 2016): 10–14. http://dx.doi.org/10.18296/set.0051.

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13

Briel, Holger. "Education and cultural citizenship". Language and Intercultural Communication 12, n.º 4 (noviembre de 2012): 386–87. http://dx.doi.org/10.1080/14708477.2012.722103.

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14

Charlesworth, Max. "Education and cultural diversity". Melbourne Studies in Education 28, n.º 1 (enero de 1986): 1–13. http://dx.doi.org/10.1080/17508488609556206.

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15

Dutton, Thomas A. "Cultural Politics and Education". Journal of Architectural Education (1984-) 44, n.º 2 (febrero de 1991): 67. http://dx.doi.org/10.2307/1425098.

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16

Juhari, Sham. "Education and cultural citizenship". Educational Research and Evaluation 18, n.º 6 (agosto de 2012): 614–16. http://dx.doi.org/10.1080/13803611.2011.643363.

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17

Sefton-Green, Julian. "CULTURAL STUDIES AND EDUCATION". Cultural Studies 25, n.º 1 (enero de 2011): 55–70. http://dx.doi.org/10.1080/09502386.2011.534581.

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18

Dutton, Thomas A. "Cultural Politics and Education". Journal of Architectural Education 44, n.º 2 (febrero de 1991): 67–68. http://dx.doi.org/10.1080/10464883.1991.11102671.

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19

Betancourt, Joseph R. "Cross-cultural Medical Education". Academic Medicine 78, n.º 6 (junio de 2003): 560–69. http://dx.doi.org/10.1097/00001888-200306000-00004.

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20

Mills, Sarah y Peter Kraftl. "Cultural geographies of education". cultural geographies 23, n.º 1 (3 de diciembre de 2015): 19–27. http://dx.doi.org/10.1177/1474474015612717.

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21

Akkari, Abdeljalil. "Cultural Approaches to Education". Contemporary Psychology 47, n.º 3 (junio de 2002): 262–65. http://dx.doi.org/10.1037/001114.

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22

de la Mata, Manuel L. y Juan Daniel Ramírez. "Cultura y procesos cognitivos: hacia una psicología cultural". Infancia y Aprendizaje 12, n.º 46 (enero de 1989): 49–70. http://dx.doi.org/10.1080/02103702.1989.10822235.

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23

Rodríguez-Ferrándiz, Raúl. "From Cultural Industries to Entertainment and Creative Industries. The Boundaries of the Cultural Field". Comunicar 18, n.º 36 (1 de marzo de 2011): 149–56. http://dx.doi.org/10.3916/c36-2011-03-06.

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This article analyzes the current trend towards dilution of the concept of «cultural industries» and the increasing usage of terms such as «entertainment industries», «leisure industries» or even «creative industries». We review recent specialized literature, identify overlapping between the above terms and conclude that this change is a new turning point in the concept of culture, closely associated with new spaces and times for its enjoyment, with the technological evolution of cultural products, changes in the ownership of their suppliers as well as with the shifting roles of author, actor and spectator. To understand this change, we identify and explain three factors: 1) from the strong, closed materiality and textuality of the classic cultural product to the malleability and convertibility permitted by new technologies; 2) from an essentially contemplative, reverent cultural experience to participant experimentation and play; 3) from a desire for permanence and intensity to constitutive contingency and superficiality. We conclude by suggesting wider implications that go beyond the scope of this work: the melting pot that blurs the boundaries between culture and entertainment, which undermines the autonomy of the disputed cultural «field» situated between work and leisure (more pleasant than the first, more demanding than the second), and which also erases the boundaries between cultural entertainment and work (a merged environment of «otium and negotium», «homo ludens» and «homo laborans»).El artículo analiza la tendencia actual a la dilución del concepto de «industrias culturales» en fórmulas como «industrias del ocio», «del entretenimiento» o incluso «industrias creativas». Revisamos la bibliografía reciente especializada, acotamos el alcance y los solapamientos entre los términos mencionados y argumentamos que rubrican la deriva del concepto de «cultura», íntimamente asociada a nuevos espacios y tiempos de su disfrute, a mutaciones tecnológicas de los productos culturales, a cambios en la titularidad de sus proveedores, así como de los roles de autor, actor y espectador. Para entender esta mutación recurrimos a tres factores: 1) de la materialidad y textualidad fuertes, cerradas, exentas, del producto cultural clásico a la maleabilidad y convertibilidad que permiten las nuevas tecnologías, 2) de una experiencia cultural esencialmente contemplativa y reverente a una experimentación participante, en constante circulación, mancomunada y lúdica; 3) de una aspiración a la permanencia y la hondura, a una constitutiva con tingencia y superficialidad. Finalmente apuntamos implicaciones más ambiciosas, que desbordan el alcance del trabajo: ese totum revolutum que desdibuja las fronteras entre cultivarse y entretenerse, que socava la autonomía de ese disputado tercero en discordia –llamado «cultura»– entre el trabajo y el ocio (más placentero que el primero y más trascendente y esforzado que el segundo), también alcanza a borrar los límites entre ese ocio cultural y el propio trabajo (el negocio, en definitiva).

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24

Macedo, Elizabeth. "Currículo como espaço-tempo de fronteira cultural". Revista Brasileira de Educação 11, n.º 32 (agosto de 2006): 285–96. http://dx.doi.org/10.1590/s1413-24782006000200007.

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A autora defende que o currículo precisa ser pensado como espaço-tempo de fronteira entre culturas, garantindo a centralidade da categoria cultura em detrimento do conhecimento, caro à pedagogia crítica e ainda hoje embasando as discussões do campo. Utiliza-se, na construção da argumentação, de discussões pós-coloniais, especialmente as contribuições de H. Bhabha, S. Hall e B. S. Santos. Conclui que tratar o currículo como entre-lugar cultural em que se expressam princípios do Iluminismo e do mercado, mas também alternativas geradas na ambivalência dos globalismos, pode permitir ao currículo rearticular sua dimensão política na contemporaneidade.

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25

Trilla i Bernet, Jaume. "Socio-cultural animation, education and non-formal education". Educar 13 (1 de febrero de 1988): 17. http://dx.doi.org/10.5565/rev/educar.381.

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26

권대광. "Traditionalism in Literature Education and Cultural Identity Education". EDUCATIONAL RESEARCH 68, n.º ll (abril de 2017): 9–30. http://dx.doi.org/10.17253/swueri.2017.68..001.

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27

Fox, Robert A., Nina K. Buchanan, Suzanne E. Eckes y Letitia E. Basford. "The Line Between Cultural Education and Religious Education". Review of Research in Education 36, n.º 1 (marzo de 2012): 282–305. http://dx.doi.org/10.3102/0091732x11420808.

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28

Elias, John L. "Inter-cultural Education and Religious Education, 1940–1960". Religious Education 103, n.º 4 (12 de agosto de 2008): 427–39. http://dx.doi.org/10.1080/00344080802250685.

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29

Gidron, Ariela y Ruth Mansur Shachor. "Cultural Education: Ethnography In The Service Of Education". International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 4, n.º 1 (2006): 0. http://dx.doi.org/10.18848/1447-9532/cgp/v04/38813.

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30

Szebenyl, Peter y Prem Kirpal. "Education and International Cultural Cooperation". British Journal of Educational Studies 40, n.º 3 (agosto de 1992): 311. http://dx.doi.org/10.2307/3120909.

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31

정우향. "‘Time’ in French Cultural Education". Cross-Cultural Studies 46, n.º ll (marzo de 2017): 465–95. http://dx.doi.org/10.21049/ccs.2017.46..465.

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32

Simandiraki-Grimshaw, Anna. "Cultural Heritage in International Education". International Journal of Learning: Annual Review 12, n.º 8 (2007): 89–96. http://dx.doi.org/10.18848/1447-9494/cgp/v13i08/45013.

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33

Hunter, Jennifer L. y Steven Krantz. "Constructivism in Cultural Competence Education". Journal of Nursing Education 49, n.º 4 (1 de abril de 2010): 207–14. http://dx.doi.org/10.3928/01484834-20100115-06.

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34

Kravtsov, G. G. y E. E. Kravtsova. "Cultural-Historical Approach to Education". Cultural-Historical Psychology 16, n.º 4 (2020): 4–13. http://dx.doi.org/10.17759/chp.2020160401.

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The article raises questions about the causes of those problems and difficulties that occur in modern Russian education, and ways to overcome them. The starting point for the authors' thoughts is the problem posed by L.S. Vygotsky of the correlation and interconnection of training and development. The assumption is made that a lot of troubles and difficulties in education are due to the lack of scientifically based didactics. The current theoretical ideas about what and how to teach children go back to the didactics of Y.A. Komensky, built on the basis of worldly experience and evidence of common sense that have nothing to do with scientific didactics. Studies of prominent Russian psychologists — P.Ya. Galperin and V.V. Davydov, as well as theories of training they created, according to the authors of this article, do not withstand criticism in the light of the requirements presented by scientific didactics. The main flaw is seen in the fact that these researchers were staunch supporters of the activity approach in psychology, which, in a sense, is an example of that traditional psychology that was rightly criticized by L. S. Vygotsky, since its method, historically established in natural science, does not even allow approach the study of such psychological realities that are behind the concepts of human freedom, his consciousness, personality, development, will and arbitrariness. The only constructive path in the psychology of education leading to the creation of scientifically based didactics is seen in an in-depth analysis and further development of ideas and principles put forward by L.S. Vygotsky, including, for example, the principle of historicism, the principle of integrity, the idea of a systemic and semantic structure consciousness, the paradoxical identity of communication and generalization. The gate leading to the correct understanding of the cultural-historical approach in psychology may be the position of D.B. Elkonin that the most important and fundamental for creating a theory of child development is the “individual-society” relationship, which in child psychology looks like a real relationship and communication of the child with his mother.

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35

Tanner, Christine A. "Cultural Diversity in Nursing Education". Journal of Nursing Education 35, n.º 7 (octubre de 1996): 291–92. http://dx.doi.org/10.3928/0148-4834-19961001-03.

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36

Hendley, Brian, Ian Westbury, Alan C. Purves, Robert E. Proctor y Richard Pratte. "Cultural Literacy and Civic Education". History of Education Quarterly 29, n.º 4 (1989): 619. http://dx.doi.org/10.2307/369066.

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37

Tomlinson, Sally y Trevor Corner. "Education in Multi-Cultural Societies". European Journal of Education 21, n.º 3 (1986): 310. http://dx.doi.org/10.2307/1503076.

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38

Carter, Jane Robbins. "Multi-cultural Graduate Library Education". Journal of Education for Library and Information Science 56, n.º 1 (febrero de 2015): 53–72. http://dx.doi.org/10.3138/jelis.56.1.53.

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39

Pavlova, Olena, Olena Afonina, Iryna Vilchynska, Olena Khlystun y Lesia Smyrna. "Cultural and artistic education strategies". Linguistics and Culture Review 5, S4 (13 de noviembre de 2021): 1288–300. http://dx.doi.org/10.21744/lingcure.v5ns4.1778.

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The relevance of this study is conditioned by the dual standards of institutionalisation of artistic and educational practices, must meet the principles of creating cultural objects as material products of high culture and aesthetic level, but, at the same time, must meet the requirements of the time, standards and educational tendencies of its time. Thus, a conflict of artistic vision and the standards of accumulated artistic experience is formed, which must be resolved in a process of dialogue and permanent collaboration of the two practices: educational and artistic. The purpose of this article is to investigate the basic vectors of the institutionalisation of educational and artistic practices, identifying priority ways of institutionalising both practices and the space for their interaction in scientific research. The main scientific methods for researching the topic are the basic general scientific theoretical methods of analysis, synthesis, induction, deduction, comparative to deduce the main regularities and characteristic features in the processes of institutionalisation of artistic practices, as well as systematisation and classification methods to form the structure of the main educational artistic strategies based on common and unique features.

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40

Pajak, Edward. "Cultural Narcissism and Education Reform". Teachers College Record: The Voice of Scholarship in Education 113, n.º 9 (septiembre de 2011): 2018–46. http://dx.doi.org/10.1177/016146811111300904.

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Background/Context Scholars have described American culture in recent decades as narcissistic, manifested by displays of self-absorption tantamount to a pathological syndrome that has reached epidemic proportions. An education reform movement that is highly critical of public schools, teachers, and students has simultaneously emerged, espousing a wide array of seemingly disconnected innovations and punitive sanctions. Prior efforts to critically analyze these reform efforts have focused on the historical workings of power and knowledge by supporting reflective, emancipatory knowledge and action while overlooking the insights offered by psychoanalytic theory. Consequently, the impact of education policies on the identities of teachers and the personal relationships between teachers and students has not been thoroughly or sufficiently understood. Purpose/Objective/Research Question/Focus of Study This article represents a tentative step toward understanding the social and psychological underpinnings of education reform in the United States during the last quarter century. The reform movement is interpreted as being rooted in specific psychological processes associated with narcissistic parenting. Psychoanalytic concepts are employed to illustrate how educators and the general public have become accomplices in their own subjugation. A review of literature that addresses narcissistic parenting yielded eight characteristic behavioral patterns: expectations of perfection in children, particularly with regard to intellect; a grandiose sense of superiority and entitlement; relentless fault-finding; projection of personal fantasies onto children; an absence of empathy for children and their needs; a preoccupation with control; conditional approval; and a well-intentioned view of their own self-centered motives and insensitive actions as being beneficial for children. These conceptual formulations provided a basis for examining proposals and policies found in the National Commission on Excellence in Education's 1983 report, A Nation at Risk, and provisions of the more recent No Child Left Behind legislation. Research Design This analytic essay uses a review of the literature, including psychoanalytic research on narcissism and narcissistic parenting as well as contemporary critical theory related to education reform, to examine arguments and policies evidenced in A Nation at Risk and No Child Left Behind. Conclusions/Recommendations A prevailing “narcissistic education policy style” is posited, which denies the true learning needs of students; disempowers classroom teachers and schools by undermining trust in self and others; and reproduces narcissistic dynamics within the culture. Elements of an alternative education policy more focused on the needs of students are proposed, along with a call to recognize the right of children to be treated with the respect accorded to fully formed human beings.

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41

Kauppinen, Heta y David Jones. "Adult Education and Cultural Development". Studies in Art Education 32, n.º 2 (1991): 122. http://dx.doi.org/10.2307/1320285.

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42

Brunner, Joseph. "Cultural Lens and Literacy Education". Inquiry: Critical Thinking Across the Disciplines 5, n.º 2 (1990): 8–9. http://dx.doi.org/10.5840/inquiryctnews19905227.

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43

Byungjun Yi. "Cultural Memory and Culture Education". Korean Journal of Culture and Arts Education Studies 3, n.º 1 (junio de 2008): 53–68. http://dx.doi.org/10.15815/kjcaes.2008.3.1.53.

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44

Broudy, Harry S. "Cultural Literacy and General Education". Journal of Aesthetic Education 24, n.º 1 (1990): 7. http://dx.doi.org/10.2307/3332851.

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45

Clark, Walter H. "Literature, Education, and Cultural Literacy". Journal of Aesthetic Education 24, n.º 1 (1990): 49. http://dx.doi.org/10.2307/3332854.

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46

Smith, Donald H. "Higher Education for Cultural Liberation". Journal of Negro Education 62, n.º 2 (1993): 144. http://dx.doi.org/10.2307/2295189.

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47

Harp, J., John R. Mallea y Jonathan C. Young. "Cultural Diversity and Canadian Education". Canadian Journal of Sociology / Cahiers canadiens de sociologie 10, n.º 4 (1985): 455. http://dx.doi.org/10.2307/3340054.

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48

Palmer, Anthony. "On Cross-Cultural Music Education". Journal of Music Teacher Education 4, n.º 1 (septiembre de 1994): 19–24. http://dx.doi.org/10.1177/105708379400400105.

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49

Ong-Flaherty, Chenit. "Cultural Incongruence in Nursing Education". AJN, American Journal of Nursing 116, n.º 11 (noviembre de 2016): 11. http://dx.doi.org/10.1097/01.naj.0000505561.80881.fa.

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50

Malikow, Max. "Cultural Change in Teacher Education". Educational Forum 70, n.º 3 (30 de septiembre de 2006): 286–87. http://dx.doi.org/10.1080/00131720608984904.

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