Education for Intercultural Understanding in Australian Schools: A Review of its Contribution to Education for a Sustainable Future

2003 ◽  
Vol 19 ◽  
pp. 81-95 ◽  
Author(s):  
Daniella Tilbury ◽  
Kate Henderson
Keyword(s):  
Environmental Education ◽  
Global Education ◽  
Formal Education ◽  
Social Issues ◽  
Asia Pacific ◽  
Intercultural Understanding ◽  
Policy And Practice ◽  
Critical Fields ◽  
Future Developments ◽  
Sustainable Future

AbstractEducation for Intercultural Understanding seeks a better world. Its principal goal is education for change through addressing social issues with an intercultural perspective arising at the local, national and especially international levels. Underpinning this cross-curricular dimension is education for a sustainable future - a core concern of Environmental Education.This article will review Australia's engagement with international and intercultural education within formal education with a specific focus on its contribution to a sustainable future. It identifies recent influences that have shaped school policy and practice in this area. Lost opportunities are discussed as well as the scope for future developments, in particular within the socially critical fields of Citizenship Education, Futures Education, Global Education and Anti-racism Education as well as Environmental Education and Education for Sustainable Development. This paper is an extract from a recent report commissioned by the UNESCO Asia-Pacific Centre for Education for International Understanding (APCEIU).

I Like to Solve Problems like an Adult — Global Storylines As a Way of Global Education

2016 ◽  
Vol 6 (1) ◽  
pp. 9-25
Author(s):  
Ivana Márová ◽  
Lenka Slepičková
Keyword(s):  
Elementary Schools ◽  
Inclusive Education ◽  
Interpersonal Relationships ◽  
Primary Schools ◽  
Global Education ◽  
Social Issues ◽  
Role Playing ◽  
Activity Level ◽  
Global Issues ◽  
Motivational Influence

Drama techniques such as role playing or structured drama are widespread and frequently used methods of supporting the activity and participation of students in learning. Less known method which combines elements of drama education with global social issues is a Scottish method called Global Storylines. Within a three-year partnership project entitled "Expanding Participatory Teaching of Global Issues in the Primary Schools by Global Storylines Method" in whichthe Centre for Global Education NaZemi and the Institute for Research in Inclusive Education of Faculty of Education of Masaryk University participated, with the support of the Ministry of Foreign Affairs,three principal research goals were followed: Global Storylines effect on the participation of students in education; Global Storylines supportive role in teaching global issues, and inclusive potential of Global Storylines method. In the first cycle of the method implementation the research sample consisted of 6 teachers from two elementary schools and one kindergarten, in the second cycle of 16 teachers from seven elementary schools and one kindergarten. To fulfill the research project the following qualitative research methods were used: repeated direct observation in classes (3–4 observations in each class), individual and group interviews with teachers and students, analysis of written teacher’s reflections of the story episodes and the analysis of other outcomes such as students’ works and photographs taken by teachers. The survey showed a high motivational influence on the activity level of students and their participation in education. Building a fictional community, which is the basis of work with the story, positively contributed to the development of imagination of students, strengthening their cooperation, self-esteem and interpersonal relationships. A linking has been detected between the level of participation and the inclusive potential of the method. Creating a new identity allows students and teachers to secede from existing social roles and gain a whole new perspective of each other. Students appreciated the privileges associated with adulthood, especially decision-making power and respect, while teachers welcomed the opportunity to leave the role of authority and become part of a community of learners.

scholarly journals An Environmental Education and Communication Project on Migratory Fishes and Fishing Communities

2021 ◽  
Vol 11 (7) ◽  
pp. 337
Author(s):  
Sara Costa Carvalho ◽  
Heitor Oliveira Braga ◽  
Sofia de Santa-Maria ◽  
Beatriz Fonte ◽  
Mário Jorge Pereira ◽  
...  
Keyword(s):  
Social Media ◽  
Environmental Education ◽  
Formal Education ◽  
Local Governance ◽  
Local Ecological Knowledge ◽  
Ecological Knowledge ◽  
Communication Tool ◽  
Migratory Species ◽  
Ocean Literacy ◽  
New Perspective

This study aims at evaluating the environmental education (EE) and communication intervention for the valorization of migratory fish resources in an estuary of northern Portugal. The EE component intervention was implemented among Middle School pupils of that region. Students’ knowledge was quantitatively evaluated with an experimental approach of pre-testing and post-testing, on the ocean and estuarine literacy (OEL) and biology of migratory species, such as sea lamprey. This study also analyzes the communication component developed via social media. Results of the EE component show an evident increment of OEL (p < 0.05). It is also highlighted that students had previous knowledge on issues that are not covered in the curriculum. Social media has shown to be an effective communication tool mostly among the scientific community (e.g., Ethnobiology). The research has various implications to OEL since it brings a new perspective towards the integration of ocean literacy in formal education; as well as the valorization of Students’ local ecological knowledge and of inter-generational dynamics. This study contributed to promoting local biodiversity, OEL, and participatory local governance of these ecosystems.

scholarly journals Getting our act together: a qualitative evaluation of the impact of a play on issues relating to women, sex work and substance use

2021 ◽  
Vol 6 ◽  
pp. 234
Author(s):  
Anne Campbell ◽  
Jo Egan ◽  
Paul Murphy ◽  
Carolyn Blair
Keyword(s):  
Substance Use ◽  
Sex Work ◽  
Performing Arts ◽  
Social Issues ◽  
Qualitative Evaluation ◽  
Research Process ◽  
Service Users ◽  
Policy And Practice ◽  
The Arts ◽  
The Impact

Background: The arts have always sought to explore significant social issues through literature, performing arts and visual art. However, more recently there has been an increase in the use of theatre as a means of gauging audiences’ perception and understanding of key social issues. The primary aim of the current evaluation was to seek the views of audience members, service users of addiction services and expert commentators as regards their perception of a number of key issues related to the content of a play entitled Madame Geneva. Methods: The evaluation used an exploratory qualitative design incorporating a dualistic approach to the research process: including post show discussion with panellists and members of the audience and a focus group comprising service users who had also viewed a live performance of the play. Results: The topics elucidated by the performance of the play included women and sex work, women and substance use, and impact on policy and practice. The discussion of the issues raised reiterated that women still experience high levels of oppression and discrimination in areas of substance use, sex work and welfare ‘reform’ which are often couched within male dominated political discourses and structures in contemporary society. Conclusions: The arts and specifically dramaturgical representations of substance use and related issues is an effective method of initiating important pragmatic and policy discussion of issues, which affect women

scholarly journals VLBI in Australia ? A Review

1991 ◽  
Vol 44 (6) ◽  
pp. 785 ◽  
Author(s):  
DL Jauncey
Keyword(s):  
High Resolution ◽  
Very Long Baseline Interferometry ◽  
Research Field ◽  
Asia Pacific ◽  
Vital Function ◽  
Future Developments ◽  
Long Baseline ◽  
The Status ◽  
Formal Basis ◽  
Fruitful Research

After two decades of Australian VLBI (very long baseline interferometry), high-resolution radio astronomy continues to be an active and fruitful research field. The status of Australian VLBI programs in astrophysics, astrometry and geodesy is reviewed and likely future developments are outlined. In addition to research programs with the Australian VLBI network, a number of successful collaborative projects are underway with overseas VLBI observatories. The inception of the Asia-Pacific Telescope will provide an important formal basis for fostering and extending international VLBI experiments in the Australian hemisphere. The APT will also serve a vital function in coordinating ground-based observations when the Soviet and Japanese VLBI space missions, Radioastron and VSOP, are launched in the middle of this decade. However, continued viable Australian participation in VLBI into the nineties will require new wide-bandwidth recording systems and an Australian VLBI correlator.

scholarly journals Una evaluación crítica de una experiencia de Educación Ambiental para la Sustentabilidad en el nivel educativo básico en Nuevo León, México

2014 ◽  
pp. 184-212 ◽  
Author(s):  
Mtra. Astrid Patricia De León Rodríguez ◽  
Dr. José María Infante Bonfiglio
Keyword(s):  
Elementary Education ◽  
Environmental Education ◽  
Formal Education ◽  
Education For Sustainability ◽  
Elementary Level ◽  
Education Policies ◽  
Nuevo Leon ◽  
Nuevo León ◽  
Educación Primaria

Este trabajo es el resultado de una investigación sobre los mecanismos que pueden ayudar a comprender el uso y la incorporación de los conceptos y las acciones correspondientes a la introducción de la sustentabilidad y educación ambiental dentro de la educación formal en el nivel básico en Nuevo León. El estudio de caso abarca tres instituciones educativas de nivel básico: el Instituto Nezaldi, la Escuela primaria Vicente Guerrero y el Colegio San Patricio. Se toman en cuenta dos corrientes de la sustentabilidad, la naturalsita y la conservacionista, que determinan el enfoque de la Educación Ambiental para la Sustentabilidad en nuestro estado, tanto en teoría como en práctica. También una descripción de políticas públicas educativas, programas y  planes relacionados a la sustentabilidad que existen en la actualidad para la educación primaria en Nuevo León, así como las acciones que se ligan para construir una sociedad sustentable a través de la educación. AbstractThis research is a summary of the implementation of concepts and activities that are related to sustainability and environmental education inside the formal education of Nuevo León. It is a case study, that include three institutions of elementary education level; Instituto Nezaldi, Escuela Vicente Guerrero and Colegio San Patricio. There are also consider two main sustainability theories, naturalist and conservationist that determine the main focus of the Environmental Education for Sustainability in Nuevo León according to theoretical and practice aspects. It is also consider a description of public policies, education policies, sustainable programs that nowadays are available for elementary level students in Nuevo León, as well as all kind of actions that are involved for a sustainable society through education.Recibido: 25 de agosto de 2013Aceptado: 14 de mayo de 2014 

scholarly journals Post-disaster social reconstruction and social development

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Manohar Pawar
Keyword(s):  
Social Development ◽  
Social Issues ◽  
Local Level ◽  
Asia Pacific ◽  
Social Policies ◽  
Social Reconstruction ◽  
The Social ◽  
Development Approach ◽  
Multi Stakeholder ◽  
Post Disaster

The Asia-Pacific region has experienced major disasters, both natural and man-made, in the recent past. Hundreds of families and communities, and several governments, non-government organisations, international organisations and aid agencies have been engaged in relief, rebuilding and rehabilitation activities with varying degrees of effectiveness and success. This article aims to reflect on some of these post-disaster reconstruction experiences; exploring how a social development approach can be employed for the post-disaster social reconstruction; and suggest regional social policies and strategies for multi-stakeholder cooperation to effectively address post-disaster issues at the local level. Although efforts made by several agencies in very challenging contexts are commendable, there are few examples to show the application of the social development approach. By discussing the social development approach, the paper argues that the conscious use of such an approach facilitates a better planning and preparation for anticipated disasters, rehabilitation processes and the comprehensive development of disaster affected areas, including environmental and psycho-social issues. Towards this end, it underscores the role of regional social policies and multi-stake-holder cooperation. The discussion has implications for local and international communities, which are engaged in pre-planning and preparation for disasters and post-disaster reconstruction.

Islamic Pedagogy for Islamic Schools

2021 ◽  
Author(s):  
Nadeem A. Memon
Keyword(s):  
Global Education ◽  
Educational Theory ◽  
The United States ◽  
Full Time ◽  
Policy And Practice ◽  
Islamic Schools ◽  
Islamic Tradition ◽  
Policies And Measures ◽  
Method Of Instruction ◽  
State Educational

Since the early 1980s, the number of Islamic schools in Western contexts such as the United States, Canada, Australia, and the United Kingdom has increased steadily. What began in the 1980s as a handful of schools aspiring to preserve the religious identities of Muslim learners has grown into substantial schooling segments within the private and/or independent schooling sectors in their respective contexts. These schools are full-time day schools that adhere to national or state educational policy and practice while aspiring to foster religiosity. Empirical research on Western Islamic schools, however, commonly critiques these schools for superficially appending Islam onto an existing public school model. Aside from Islamic dress codes, prayers, and religious studies classes, Islamic schools commonly adopt wholesale standardized curricula, testing regimes, methods of teaching, school policies, and measures of success that reflect global education trends with the hope of attaining internal community legitimacy and external public validation. An overemphasis on academic competitiveness has cultivated a culture of performativity at the expense of a distinct educational model and approach. Despite a rich heritage of educational thought in the Islamic tradition, a significant disconnect between Islamic educational theory and Islamic schooling practice remains. As schools continue to strive toward distinction, bridging this theory–practice divide is critical. Moving toward Islamic pedagogy, not in the sense of a method of instruction but pedagogy as a human science that addresses the big questions about what makes education that is “Islamic” distinct, will ground Islamic schools in a nuanced educational theory they can call their own.

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