This volume is a path-breaking contribution to the study of efforts of diaspora, indigenous, and minority groups, broadly defined, to use education (formal and informal) to sustain cultural continuity while grappling with the influences and demands of wider globalizing, nationalizing, or other homogenizing and assimilatory forces. Particular attention is given to groups that use educational elements other than second-language teaching alone in programs to sustain their particular cultural traditions. The focus of the book on cultural sustainability changes the nature of questions posed in multicultural education from those that address the opening of boundaries to issues of preserving boundaries in an open yet sustainable way. As forced and elective immigration trends are changing the composition of societies and the educational systems within them -- bringing a rich diversity of cultural experience to the teaching/learning process -- diaspora, indigenous, and minority groups are looking more and more for ways to sustain their cultures in the context of wider socio-political influences. This volume is a first opportunity to consider critically multicultural efforts in dialogue with educational options that are culturally particularistic but at the same time tolerant. Academics will find this an excellent reference book. Practitioners will draw inspiration in learning of others’ efforts to sustain cultures, and will engage in critical reflection on their own work vis-à-vis that of others. Teachers will realize they do not stand alone in their educational efforts and will uncover new strategies and methodologies through which to approach their work.
This book is based on the topics, questions and results of the international conference "Aesthetics of Transformation - Arts Education Research and the Challenge of Cultural Sustainability".
Most writers discuss various ways that professional designers can contribute to a more sustainable fashion industry. Such research lacks a focus on the unique idea emerging from the contemporary vernacular outer garment designed and ...
This volume is a path-breaking contribution to the study of efforts of diaspora, indigenous, and minority groups, broadly defined, to use education (formal and informal) to sustain cultural continuity while grappling with the influences and ...
and cultural policies have been instrumentalized and commodified to serve economic and patriotic purposes, an ecosystem that is more financially independent from the ... In J. Caust (Ed.), Arts and cultural leadership in Asia (pp.
This book explores the potential of arts and cultural education to contribute to on-going efforts to promote Education for Sustainable Development (ESD) in line with UNESCO’s conceptualizations of the field.
Designing an Innovative Pedagogy for Sustainable Development in Higher Education This book develops a "green pedagogy" and an innovation mindset in higher education by using approaches based on innovative design thinking, arts-based ...
Policy-making, visioning, structures, management and strategies 2. Teaching, learning and competencies 3. Research and transformation 4. Campus greening, design, operations and carbon impacts5.
It is interesting to note that , because of the social ethic of conformity and obedience commonly found in China , some people who may not have strong pro - environmental attitudes could still act in environmentally responsible ways ...
Marglin, Stephen A. 1996. “Farmers, Seedsmen, and Scientists: Systems of Agriculture and Systems of Knowledge.” Pp. 185 -248 in Decolonizing Knowledge: From Development to Dialogue, ed. Frederique Apffel-Marglin and Stephen A. Marglin.
This book argues that cultural responsiveness in education is invaluable for sustainability in and throughout education, and explores methods with which to deepen the understanding of the values and intercultural dialogue constantly present ...