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Philosophy; Educational History; Foreign Countries; Educational Change; Christianity; Religion Studies; Social Differences; Role; Social Systems; Social Change; Social Class; Teaching Methods; Educational Philosophy; Biblical Literature; Criticism; Cultural Education

Abstract:
Particularly after the Danish political system changed to parliamentarism in 1901, a growing interest in, and expanded meaning of, culture as a pedagogical category developed in relation to state schooling, on the road to a comprehensive school system for "the whole population". This article elaborates on the role played by theological scholars in particular in transforming "religion" into a pedagogised category of "culture", hence addressing what were to become central welfare state challenges: creating social cohesion, and thus defusing class conflict while maintaining social difference. The article examines two liberal theologians involved in the educational question, namely Aage Bentzen (1894-1953), Old Testament scholar and proponent of so-called biblical criticism, and one of his liberal-theological predecessors, Edvard Lehmann (1862-1930), founding father of Comparative Religion Studies and liberal theology as a movement in Denmark. A manifold understanding of "culture" appeared in their work which aimed at civilising, creating belongingness and establishing a common but differentiated relation to labour. In this endeavour, and in addition to scientific ideas of the Bible and Christianity as "culture" and "history", inspiration from--for instance--fascist and anarchist ideas on labour, state and society appear to fit well with inspiration from American pragmatism. The article argues that the theological pedagogisation of culture can be understood as a sacralisation of the state, aiming at governing the population through state schooling in a double sense: by creating cohesion while maintaining and producing social differentiation. (Contains 49 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Lifelong Learning; Fine Arts; Foreign Countries; Arts Centers; Barriers; Visual Arts; Performance Factors; Older Adults; Cultural Education; Learning Processes; Interviews; Predictor Variables; Participant Satisfaction; Art Appreciation; Learner Engagement; Adult Learning; Adult Programs; Art Education

Abstract:
This article addresses how older people understand and engage with contemporary art in the gallery context--whether there is something unique to the art, the format of the visits, the pedagogical approaches used by gallery educators, the social contact, or a combination of all these factors. It also addresses the psychosocial barriers to engagement. It draws from "Contemporary visual art and identity construction--wellbeing amongst older people", a two-year research project funded by the cross-research council New Dynamic of Ageing Programme. Over 21 months, 43 participants aged 60-92 made three visits to contemporary art galleries in north-east England. The potential for art galleries to develop lifelong learning opportunities for post-retirement people has implications for the cultural, health and voluntary sector. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Eskimo Aleut Languages; Eskimos; Teacher Education Programs; Cultural Education; Foreign Countries; Science Instruction; Elementary Secondary Education; Oral History; Units of Study; Guidelines; Culturally Relevant Education; Outcomes of Education

Abstract:
This paper reports on the development of a science unit for Nunavut students and my collaboration with Louise Uyarak, an early years teacher and a graduate of Arctic College's teacher education program. The unit addresses light outcomes in the "Canadian Common Framework of Science Learning Outcomes, K-12". More importantly, it incorporates aspirations of the local community, the District Education Authority, and the Nunavut government for bi-cultural education in science: an education that develops knowledge in and about science and knowledge passed on to the Inuit by their ancestors. Components of lessons are presented and discussed in the context of how Louise and I worked together to develop a resource that would embody the fundamental nature of culturally responsive teaching and "two-way" science learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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International Organizations; Educational Improvement; Educational Objectives; Global Approach; Evaluation Methods; Achievement; Child Safety; Physical Health; Well Being; Social Development; Emotional Development; Interpersonal Competence; Art; Creative Activities; Cultural Education; Communication Skills; Literacy; Attention; Creativity; Critical Thinking; Numeracy; Mathematical Concepts; Technological Literacy; Science Process Skills

Abstract:
In the run-up to 2015 and beyond, the global education community must work together to improve learning and propose practical actions to deliver and measure progress. In response, UNESCO through its Institute for Statistics (UIS) and the Center for Universal Education (CUE) at the Brookings Institution have co-convened the Learning Metrics Task Force (LMTF). The project's main objective is to shift the focus of global education debates from access to access "plus" learning. Based on input from technical working groups and global consultations, the task force will make recommendations to help countries and international organizations measure and improve learning outcomes for children and youth worldwide. In the first phase of the project, the Standards Working Group prepared a series of initial recommendations to identify the competencies, knowledge or areas of learning that are important for all children and youth to master in order to succeed in school and life. This initial work (based on current discussions, policies and research) was then enriched following a broad consultation involving more than 500 individuals in 57 countries. The final Phase I recommendations from the task force are presented in its first report entitled, "Toward Universal Learning: What Every Child Should Learn," which presents a framework for what every child and youth should learn and be able to do by the time they reach postprimary age. Appended are: (1) Individuals Contributing to the Phase I Public Consultation Period; (2) Selected Global Dialogues and Frameworks on Learning Outcomes; (3) International, Regional and Cross-National Initiatives to Measure Learning; (4) Methodology; and (5) First Public Consultation Document. (Contains 4 figures, 3 tables, and 7 endnotes.) [This paper is a joint publication with the UNESCO Institute for Statistics. Additional funding for this paper was provided by Dubai Cares and the Douglas B. Marshall, Jr. Family Foundation.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Indigenous Populations; Indigenous Knowledge; Cultural Education; Web Based Instruction; Computer Games; Multimedia Materials; Educational Technology; Electronic Learning; Workshops; Ethnic Studies; College Instruction; College Curriculum; College Faculty; Problem Based Learning; Program Descriptions; College Students

Abstract:
This article explores a project at the Koori Centre, University of Sydney, funded by the Australian Learning and Teaching Council (ALTC) in 2011, titled "Indigenous On-Line Cultural Teaching and Sharing". One of the team members (Kutay) was also a project team member on the ALTC-funded project "Exploring PBL in Indigenous Australian Studies", which has developed a teaching and learning process (PEARL) for Indigenous Australian studies. In this article, we present the "Indigenous On-Line Cultural Teaching and Sharing" project as an exemplar of this teaching process. The project turns a highly successful interactive kinship workshop into an interactive online experience for all students and staff of the University of Sydney. The project is developing a sharing portal for Aboriginal people in New South Wales (NSW) to incorporate their stories and experiences of cultural, historical and educational issues within a knowledge-sharing workshop. The site will use voices of Aboriginal participants to express the knowledge of their culture in a comparative and affirmative context. An interface for uploading audio and video has been generated to combine example stories from different perspectives. The interactive kinship workshop and Aboriginal voices will then be used in an online game, embedding Aboriginal knowledge and values within different professional learning contexts, such as law, social policy, health, and education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Indigenous Populations; Ethnic Studies; Reflection; Epistemology; College Environment; Ethnography; Workshops; Rural Areas; Social Distance; Course Descriptions; College Instruction; Problem Based Learning; Teaching Methods; Indigenous Knowledge; Cultural Education

Abstract:
In this article I discuss the way Problem-Based Learning (PBL) and reflexivity is employed in a university environment to address the question of how we can most successfully transfer knowledge about the presumed Other into our own cultural space without reducing, fragmenting, and exoticising complex knowledge systems. My goal is to stimulate in students an awareness of, and empathic engagement with, Indigenous epistemologies and Indigenous perspectives on environment, other species, moral ecology and cultural and commercial activities undertaken on Country. In this article I focus on one particular course in which I use ethnographic scenarios as learning triggers for weekly workshops to provide a multi-sensorial and experiential style of learning. Topics range from the construction of ethnoclassificatory systems to the construction of kinship as an expression of moral ontological frameworks. The process draws on over 30 years experience working with the "Yanyuwa" families of the southwest Gulf of Carpentaria in the Northern Territory. Central to the success of the course are the "li-Yanyuwa li-Wirdiwalangu" ("Yanyuwa" knowledge holders), a core group of senior men and women who play an active daily role in the maintenance and dissemination of "Yanyuwa" knowledge systems, increasingly a site of their own empowerment. In consultation with Bradley, they have selected and annotated core ethnographic information which I have then developed into PBL triggers for the course. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Cultural Education; Learning; Elementary Education; Elementary School Students; Abstract Reasoning; Thinking Skills; Role Playing

Abstract:
The article describes a theory-driven approach to meaningful learning in primary schools, based on the Vygotskian cultural-historical theory of human development and learning. This approach is elaborated into an educational concept called "developmental education" that is implemented in the Netherlands in many primary schools. In this approach, meaningful learning is conceived of as a way of learning through participation in cultural practices emulated in primary schools, which integrates both cultural (conventional) meanings and personal sense of the pupils. The major mission of this developmental education approach is to engage pupils in the creative production of culture in ways that give them access to the culture's collective memory, mastery of communicative means, and prevent alienation. The article argues that such a type of non-alienating, meaningful cultural learning can be realized optimally when pupils learn to play relevant roles in cultural practices (called "imitative participation") and are assisted to critically appropriate the tools and rules that are required for the accomplishment of these roles. As a case for the illustration of the potentials of the approach, the development of abstract thinking in primary school is analyzed and clarified. Abstract thinking is here taken (following Cassirer) as a way of consistently conceiving from a specific point of view and related to the role a person enacts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Foreign Countries; Early Childhood Education; Mentors; Teacher Education Programs; Professional Development; Interviews; Participant Satisfaction; Instructional Leadership; Participative Decision Making; International Educational Exchange; Educational History; Cultural Education; Culturally Relevant Education; Emergent Literacy

Abstract:
The potential of a sociocultural approach for empowering early childhood educators cannot be presumed, and its impact on leadership strategies and literacy teaching may be open to question. This paper reports on research into a professional learning program, the "Programa Futuro Infantil Hoy", developed and implemented by a team of Australian early childhood academics in collaboration with Chilean early childhood educators. To contextualise and add meaning to this study in terms of the shifts from teacher-directed, instructional teaching to a child-centred, sociocultural approach, a brief partial account is provided of Chilean early childhood education. Analysis of interview data reveals that the participant early childhood educators changed from heroic leadership to a more distributed leadership role in their pedagogical interactions with children, parents and colleagues. The data analysis indicates changes occurred in the early childhood educators' teaching philosophy, curriculum, teaching strategies and model of literacy teaching. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Freedom; Democracy; Cultural Education; Cultural Influences; Democratic Values; Social Values; Values Clarification; Debate; Social Behavior; Controversial Issues (Course Content); Culture Conflict; Social Problems

Abstract:
The social landscape of the United States can be mapped by using a series of cultural fault lines. This topography portrays conditions that descriptions of the surface fail to illuminate. Many of these schisms are the by-product of ideological positions that diminish personal responsibility and thoughtful civic discourse. If left unattended, these fault lines will continue to divide and diminish the republic. If they are understood and addressed, the United States could experience a rebirth of liberty, harmony, and prosperity. The cultural fault lines can be traced to gaps and imbalances in the country's socioeconomic system even though the political democracy cherishes such values as liberty, equality, fairness, and justice. In this article, the authors highlight what they perceive to be several "fault lines" in American culture. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Immigrants; Emotional Development; Muslims; Cultural Activities; Religion; History Instruction; Educational Environment; Cultural Influences; Social Influences; Social Development; Cross Cultural Studies; Cognitive Development; Achievement Gains; Context Effect; Cultural Context; Cultural Education; Culturally Relevant Education; Skill Development; Mentors; After School Programs; Turkic Languages; Academic Achievement

Abstract:
Children's participation in cultural activities within the community, and the particular cognitive and socioemotional skills that they gain as a result of their participation, have been thoroughly studied (Cole, 1990; Gallimore & Tharp, 1990; Moll et al., 2005; Scribner & Cole, 1981). However, the connection of these skills to school learning or academic growth has not been carefully examined, especially for children of contemporary immigrants. In a political and educational climate in which family and community practices of children from diverse communities go unnoticed, or are regarded as distractions from academic learning (McDermott & Varenne, 1995), it is important to help the general public, educators, and families understand how these practices actually foster children's cognitive and socioemotional growth. This article offers examples for demonstrating how crafted educational contexts enabled children and their parents to negotiate their Turkish, American, and Muslim identities by using various cultural practices. The article discusses three educational contexts that were generated by parents of Muslim Turkish-American children--mentorship, Sunday school, and Turkish language and history instruction. These contexts offer social and emotional skills, as well as academic strengths, that can be transferred to school contexts. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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