scholarly journals Using Slowmation for animated storytelling to represent non-Aboriginal preservice teachers' awareness of "relatedness to country"

2011 ◽  
Vol 27 (1) ◽  
Author(s):  
Anthony McKnight ◽  
Garry Hoban ◽  
Wendy Nielsen
Keyword(s):  
Preservice Teachers ◽  
Cultural Diversity ◽  
Digital Storytelling ◽  
Aboriginal People ◽  
Ways Of Knowing ◽  
Assessment Data ◽  
Relational Approach ◽  
Special Place ◽  
The Subject ◽  
Stop Motion

<span>In this study, a group (N=15) of final year non-Aboriginal preservice teachers participated in an elective subject that aimed to raise their awareness about Aboriginal ways of knowing. A vital aspect of the course was developing the preservice teachers' awareness of "relatedness to country" which is a key belief for Aboriginal people. The non-Aboriginal preservice teachers selected their own special place and then experienced Aboriginal ways of knowing throughout the course and visited local Aboriginal sites to hear and listen to stories shared by an Aboriginal Elder. At the end of the subject, the preservice teachers created their own animated story about their special place using an approach called called </span><em>Slowmation</em><span> (abbreviated from "Slow animation"), which is a narrated stop-motion animation that is played slowly at 2 photos/second to tell a story. It is a simplified way for preservice teachers to make animations that integrates aspects of claymation, digital storytelling and object animation. To research this approach, the preservice teachers were interviewed at the beginning and end of the course as well as submitting their animation for assessment. Data collected revealed that all the preservice teachers were able to make an animated story explaining their relationship to their "special place" and most developed a deeper understanding of what a relational approach to country means. Getting the preservice teachers to make animated stories helped them to reflect upon their special place and was a creative way to develop their awareness of cultural diversity, especially about Aboriginal ways of knowing.</span>

scholarly journals An interview with Avigail Eisenberg: “Reasoning about the Identity of Aboriginal People”

2018 ◽  
Vol 1 (1) ◽  
pp. 103-111
Author(s):  
Martin Blanchard
Keyword(s):  
Cultural Diversity ◽  
Political Science ◽  
Aboriginal People ◽  
Minority Rights ◽  
Associate Professor ◽  
Theory And Practice ◽  
Important Work ◽  
Gender Minority ◽  
The Subject ◽  
Academic Year

Avigail Eisenberg is an Associate Professor in the Department of Political Science, University of Victoria. She was also a fellow of CRÉUM during the 2004-2005 academic year. She has written important work on the issues of identity, race, gender, minority rights, and in particular, Aboriginal claims. Her writing displays intelligent and acute commentaries in which she demonstrates an ability to tackle difficult questions in a refreshing way. A list of her publications is available at http://web.uvic.ca/polisci/eisenberg/pubs.htm. Martin Blanchard of CRÉUM asked Professor Eisenberg if she would be willing to be interviewed via email on the subject of an article she had just finished writing, entitled “Reasoning about the Identity of Aboriginal People”. (This text is forthcoming in Accommodating Cultural Diversity: Contemporary Issues in Theory and Practice, Stephen Tierney ed., London: Ashgate.) She kindly accepted to answer his questions.

AUX FONDEMENTS DE L’INSTITUTION ECCLÉSIALE: LA POSITION DE SAINT PIERRE PARMI LES APÔTRES (MT 16, 13–20) ET SON RETENTISSEMENT Á L’ÉPOQUE APOSTOLIQUE ET PATRISTIQUE

2016 ◽  
Vol 9 (1) ◽  
pp. 91-105
Author(s):  
Jacek Wojda
Keyword(s):  
Special Role ◽  
Church Community ◽  
Special Place ◽  
The Subject ◽  
The Church ◽  
The Way

Big activity passed Popes, with the least Francis Bergoglio, is a question about receptiontheir lives and action, especially in times of modern medium broadcasting. Sometimes presentedcontent could be treated as sensation, and their receptiveness deprived of profound historical andtheological meaning. This article depends of beginnings of the Church, when it started to organizeitself, with well known historically-theological arguments. Peter confessed Jesus as the Christ andgot special place among Apostles. His role matures in young Church community, which is escapingfrom Jewish religion.Peter tramps the way from Jerusalem thru Antioch to Rome, confirming his appointing to thefirst among Apostles and to being Rock in the Church. Nascent Rome Church keeps this specialPeter’s succession. Clement, bishop of Rome, shows his prerogatives as a successor of Peter. Later,bishop of Cartagena, Cyprian, confirms special role both Peter and each bishop of Rome amongother bishops. He also was finding appropriate role for each of them. Church institution, basedon Peter and Apostles persists and shows truth of the beginnings and faithfulness to them innowadays papacy.Methodological elements Presented in the introduction let for the lecture of Gospel and patristictexts without positivistic prejudices presented in old literature of the subject.

scholarly journals Teaching while Black: Best Practices for Engaging white Pre-service Teachers in Discourse Focused on Individual & Cultural Diversity in Urban Schools

2020 ◽  
Vol 15 (1) ◽  
pp. 116-134
Author(s):  
Kisha Porcher
Keyword(s):  
Preservice Teachers ◽  
Best Practices ◽  
Cultural Diversity ◽  
Urban Schools ◽  
White Students ◽  
Teacher Education Program ◽  
Classroom Environments ◽  
Underlying Principle ◽  
Self Study ◽  
Black Professors

In this article, I reflect on ways to improve my practice as a Black woman teaching in a white-dominated teacher education program through self-study in teacher preparation (S-STEP). I describe strategies that Black professors can use to engage white preservice teachers in discourse about individual and cultural diversity in urban schools. The general underlying principle in this focus is that one must create a safe space for white students, regardless of comfort, to communicate about individual and cultural diversity in urban schools. This is imperative, as research demonstrates many professors of color, specifically Black professors, experience hostile classroom environments. These experiences occur mostly within white-dominated institutions when students experience a shift of power from a white professor to a professor of color. This shift is intensified when the topics of the course focus on equity and social justice in urban schools. Practitioners of color are encouraged to explore ways in which these and others can be incorporated in courses that prepare white teachers to teach diverse populations in urban schools.

scholarly journals Fulfilling the Promise. . . An Essay on Swedish Archaeology and Archaeology in Sweden

2021 ◽  
Vol 9 (1) ◽  
pp. 25-38
Author(s):  
Noel D. Broadbent
Keyword(s):  
Ways Of Knowing ◽  
World Archaeology ◽  
The Subject

This paper presents a vision of archaeology in Sweden intended to transcend traditional Nordic and Euroamerican perspectives and build on the potentials of Swedish diversity and geography. Sweden is viewed as the northwestern corner of Eurasia and a meeting ground of longterm European and circumpolar cultural and environmental forces. As a player in world archaeology, Sweden can make major contributions to the growth of new theoretical and methodological perspectives incorporating western and non-western lindigenous) ways of knowing. The subject of archaeology is undergoing post-national reformation and must redefine its institutions, better assert its public roles and clarify its message to achieve its full promise.

scholarly journals Migration and Education: Challengs of Interculturality

2021 ◽  
Vol 25 (110) ◽  
pp. 40-47
Author(s):  
Lolo Jua Mamani Daza ◽  
Ana Rosario Miaury Vilca ◽  
Liliana Rosario Alvarez Salinas ◽  
Hilda Lizbeth Pinto Pomareda
Keyword(s):  
Higher Education ◽  
Cultural Diversity ◽  
Teaching Practice ◽  
Cultural Traditions ◽  
Postgraduate Students ◽  
Las Casas ◽  
Bartolome De Las Casas ◽  
Place Of Origin ◽  
The Subject ◽  
Real Academia

The teaching work implies facing constant challenges, in all academic senses, and among these, the challenges of cultural diversity in the classroom, where scientific, technological, social and cultural traditions of each person's place of origin coexist in the classroom. This paper evaluates epistemological proposals for intercultural teaching practices. Academic works developed to improve multicultural teaching practice are reviewed. The results show that there has not been a real and conscious debate on multiculturalism in the classroom and aspects related to migration and education. Anthropology has not taken a significant role in the subject. Keywords: Multiculturalism, migration, education. References [1]RAE, «Real Academia Española,» 2021. [Online]. Available: https://dle.rae.es/intercultural#Ra6Zgbj. [Last access: July 01, 2021]. [2]J. Godenzzi, «Equidad en la diversidad. Reflexiones sobre educación e interculturalidad en los Andes y Amazonía,» Centro Bartolomé de Las Casas, , Cuzco-Perú. [3]Y. Harari, De animales a dioses, Titivillus, 2014. [4]V. Rovagnati, E. Pitt y N. Winstone, «Feedback cultures, histories and literacies: international postgraduate students’ experiences,» Assessment & Evaluation in Higher Education, 2021. [5]M. Tovar, «Una América plural: Los retos de la interculturalidad,» La Piragua, vol. 24, nº II, p. 66, 2006. [6]El Universo, «¿Es el Ecuador racista?,» 17 marz0 2003. [Online]. Available: https://www.eluniverso.com/2003/03/17/0001/21/A43872FA22014CF7943CF6B117E70E94.html. [Last access: July 4, 2021]. [7]Ministerio de Cultura, «Discriminación y Racismo en el Perú,» [Online]. Available: https://alertacontraelracismo.pe/discriminacion-y-racismo-en-el-peru. [Last access: July 4, 2021]. [8]Á. Bello y M. Rangel, «ETNICIDAD, "RAZA" Y EQUIDAD EN AMÉRICA LATINAY EL CARIBE,» CEPAL, 2000. [9]Unión europea de protección civil y ayuda humanitaria, «Conociendo a la población refugiada y migrante de Lima Metropolitana,» PNUD, Lima-Perú, 2020. [10]Ministerio de Cultura del Perú, «Estadísticas de reportes,» Ministerio de Cultura del Perú, Lima-Perú, 2013.

scholarly journals Cultural Diversity

AAOHN Journal ◽  
2008 ◽  
Vol 56 (10) ◽  
pp. 440-440
Author(s):  
Linda K. Glazner
Keyword(s):  
Occupational Health ◽  
Cultural Diversity ◽  
The Subject

This article discusses why occupational health nurses need to be concerned about cultural diversity, but is not intended to be an exhaustive report on the subject.

Ethnologie

2017 ◽  
Keyword(s):  
Cultural Diversity ◽  
Social Anthropology ◽  
Anthropology Of Media ◽  
Theoretical Approaches ◽  
Theoretical Perspectives ◽  
History Of ◽  
The Subject ◽  
Insight Into ◽  
Development Anthropology

Researching cultural diversity is a central subject of social anthropology. 25 authors from institutes in Germany, Austria and Switzerland offer an insight into the subject, its contents and theoretical perspectives. The articles cover a variety of topics: the history of the discipline as well as basic theories and methods, subareas such as business or kinship anthropology, crosscutting issues such as anthropology of media, but also up-to-date specialised fields such as urban or development anthropology. The book is therefore invaluable for students and anyone interested in social anthropology who wants to open up fields of work, theoretical approaches and results of the subject.

Teaching Secondary Mathematics

2021 ◽  
Author(s):  
Gregory Hine ◽  
Judy Anderson ◽  
Robyn Reaburn ◽  
Michael Cavanagh ◽  
Linda Galligan ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Torres Strait Islander ◽  
Ways Of Knowing ◽  
Secondary Mathematics ◽  
Australian Curriculum ◽  
Australian Education ◽  
Mathematical Problems ◽  
Torres Strait ◽  
Short Answer Questions

Secondary mathematics teachers working in the Australian education sector are required to plan lessons that engage with students of different genders, cultures and levels of literacy and numeracy. Teaching Secondary Mathematics engages directly with the Australian Curriculum: Mathematics and the Australian Professional Standards for Teachers to help preservice teachers develop lesson plans that resonate with students. This edition has been thoroughly revised and features a new chapter on supporting Aboriginal and Torres Strait Islander students by incorporating Aboriginal and Torres Strait Islander cultures and ways of knowing into lessons. Chapter content is supported by new features including short-answer questions, opportunities for reflection and in-class activities. Further resources, additional activities, and audio and visual recordings of mathematical problems are also available for students on the book's companion website. Teaching Secondary Mathematics is the essential guide for preservice mathematics teachers who want to understand the complex and ever-changing Australian education landscape.

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