scholarly journals MODEL PARTISIPASI MASYARAKAT MOI DALAM PELAKSANAAN PENDIDIKAN ADAT KAMBIK (Studi Kasus Tentang Kelangsungan Pendidikan Kambik Di Suku Moi Kampung Maladofok Kabupaten Sorong).

2019 ◽  
Vol 4 (1) ◽  
pp. 87
Author(s):  
Yuliana, Heriyanti
Keyword(s):  
Alternative Education ◽  
Social Life ◽  
Indigenous Education ◽  
Traditional Education ◽  
Alternative Form ◽  
West Papua ◽  
Education Design ◽  
Academic Interests ◽  
Depth Interviews ◽  
Education Process

The purpose of this study was to reveal the Participation of the Moi Community in Kambik Education (Indigenous Education) in Maladofok Village, Sorong Regency. Kambik education is a Moi tribal education system in Sorong, West Papua. Kambik education (Moi tribal customary education) learns about leadership, learns the customs of the Moi tribe, traditional medicine, and understands human existence.  Various problems began to emerge in the life of the state, the demand for revival and reviving the values of local wisdom into an alternative. So it is important in this research, the researcher raises two issues that have been formulated in the question. First: What is the participation of the Moi community in the Kambik education process ?, and Second; to what extent are the values taught in Kambik's education in social life? This question is important to be formulated as the power of data which then becomes a reference in education policy that raises local potential. The research uses a qualitative approach. Researchers conducted in-depth interviews at the research location, more points than the ethnographic method itself is that researchers conduct research and also get meaningful education from the lives of local people. The results of this study are to encourage the acceleration of development in Sorong Regency. Because in addition to the academic interests, the Moi tribe Kambik (traditional education) education is a new alternative form of humanity awareness in the Moi tribe of Sorong Regency. The results of this study could be a recommendation and input for the Sorong Regency government to plant the values of Kambik education itself in the generation of indigenous Moi children in Sorong Regency in particular and the Moi generation in general.      The results of the study are, First: project files for alternative education design in Sorong Regency or can be synergized with a special curriculum.

scholarly journals ‘Successful’ Alternative Education: Still Reproducing Inequalities? The Case of the Community School Program in Egypt

2015 ◽  
Vol 44 (2) ◽  
Author(s):  
Lucy El-Sherif ◽  
Sarfaroz Niyozov
Keyword(s):  
Alternative Education ◽  
Community Schools ◽  
Alternative Form ◽  
Community School ◽  
Academic Learning ◽  
School Program ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
The Relationship ◽  
Depth Interviews

Community schools are an alternative form of education that center on partnerships between the community and/or the state, aid organizations, and non-governmental organizations. The Community School Program (CSP) in Egypt sparked a social movement in education in that country, with disparate actors all coalescing around the CSP as an alternative, empowering model of education. This study examined the relationship between the CSP and the dynamics that formed, shaped and co-opted it through in-depth interviews and observations. Our analysis examined the program’s processes and legacies on its former students. The study found that critical factors in the program’s success were its cost for the students, physical proximity, and quality teaching. After completing the program, these students faced significant challenges in mainstream secondary education. The CSP model is now converging with mainstream education. The interplay of national and global discourses shaped the CSP’s formation and continue to shape students’ social and academic learning through the evolution of its program.

أسلوب التعليل القرآني وبعض آثاره التعليمية (The Principles of Qur’anic Argumentation and Its Educational Effects)

2017 ◽  
Vol 14 (1) ◽  
pp. 1-33
Author(s):  
رضوان جمال الأطرش ◽  
نجوى نايف شكوكاني
Keyword(s):  
Analytical Method ◽  
New Age ◽  
Traditional Education ◽  
Inductive Method ◽  
Education Effect ◽  
Starting Point ◽  
Innovative Thinking ◽  
The Subject ◽  
Practical Impact ◽  
Education Process

        الملخّص      هدف هذا البحث إبراز إمكانية التأثر العملي بأسلوب التعليل في القرآن الكريم، ومحاولة البحث في تطبيقاته في واقع العملية التعليمية من العالم والمتعلم، بحيث لم يقتصر على الدراسة اللغوية أو الأصولية النظرية؛ وخصوصاً بعد التعريف بهذا الأسلوب وأدواته وأهميته وبيان اللوازم الخاصة للعالم والمتعلم للتأثر به، وقد تم ذلك من خلال استخدام المنهج الاستقرائي بتتبع أعمال العلماء في ذلك وتم رصد أقوال المفسرين فيما يتعلق بالأساليب البيانية وآيات التعليل ووجوه الإعجاز القرآني، ومن ثم استُخدم المنهج التحليلي لإثبات ذلك الأثر وإثبات وجود إشارات وأدلة على مظاهر التأثر؛ واستنتاج حقيقة إمكانية استمرارية البحث في كل أدوات وآيات ومواضيع ذلك الأسلوب بنفس الطريقة التي تمّ طرحُها، مما يثري هذا المجال، ويفتح العقول ويدفعها للنظر والتدبر والبحث في آي القرآن، وفي كل المناحي، منطلقةً من فكر التجديد، والإفادة من مستجدات العصر وعلومه ضمن ضوابط العقيدة الغراء والشرع الحنيف. الكلمات المفتاحية: أسلوب التعليل، أدوات أسلوب التعليل، التدبر، التعليم التقليدي، أثر.  Abstract This study intends to highlight the possible practical impact of the principles of argumentation found in the Qur’an. The study attempts to apply the principles on the actual education process of the scholars and students without limiting it to linguistic studies or theoretical principles. This was done after introducing the principles of reasoning, its tools, its importance, and disclosing the special requirements for the scholars and students in order to be influenced by the latter principles.  The work used inductive method to track the works of the scholars on the subject and observe the opinions of the Qur’an-commentators in relation to principles of explanation, verses of argument, and aspects of Qur’anic Inimitability. Analytical method was used to establish the impacts of the Qur’anic arguments; to prove the presence of signs and evidences for the manifestation of the impacts; and to make the continuity of this research possible in all the tools, verses and topics related to the principles of Qur’anic argument. Among those things that enrich this work is that it opens the minds, and pushes it to ponder and study the verses of the Qur’an. For every direction it becomes the starting point for the innovative thinking, and benefit for the new age and its sciences while maintaining the harmony with the principles of creed and the true SharÊ‘ah. Keywords: Principles of Argumentation, Tools of Argumentation Principles, Thinking, Traditional Education, Effect.

Contextualizing LGB Youth’s Experiences With Victimization and Risky Behaviors: A Qualitative Approach to General Strain Theory

2018 ◽  
Vol 14 (4) ◽  
pp. 441-465 ◽  
Author(s):  
Deeanna M. Button
Keyword(s):  
Social Life ◽  
General Strain Theory ◽  
Risky Behaviors ◽  
Strain Theory ◽  
Sexuality Research ◽  
Structural Level ◽  
Individual Level ◽  
General Strain ◽  
And Bisexual ◽  
Depth Interviews

This study uses 20 in-depth interviews with lesbian, gay, and bisexual (LGB) young adults aged 18 to 25 years to integrate theoretical constructs from the sociology of sexuality with Agnew’s general strain theory (GST). This approach provides theoretical context to LGB youth’s experiences with victimization and risky behaviors. The use of qualitative data provides a deeper understanding of LGB youth’s experiences with heteronormativity, heterosexism, and homophobia, and how these structural-level processes shape interactional- and individual-level experiences. Integrating sexuality research and GST helps clarify interconnected processes that occur at multiple levels of social life, providing a more complete picture of LGB experiences.

scholarly journals Navigating “Mixedness”: The Information Behaviours and Experiences of Biracial Youth in Australia

2018 ◽  
Vol 10 (2) ◽  
pp. 67-86 ◽  
Author(s):  
Indra Ayu Susan Mckie
Keyword(s):  
Racial Identity ◽  
Social Life ◽  
External Validation ◽  
Racial Climate ◽  
Racial Groups ◽  
Information Avoidance ◽  
Daily Experiences ◽  
Continuous State ◽  
Physical Features ◽  
Depth Interviews

It is generally understood that, ‘for those deemed white, the idea of race serves as a vast source of unearned privilege within all facets of life; for those deemed coloured, it means susceptibility to countless forms of prejudice and racism’ (Nuttgens 2010, p. 255). But what does this mean for a person with indistinguishable physical features, who is questioned daily, “where are you from?” or, even more dehumanisingly – “what are you? In the current racial climate of Australia, biracial second-generation Australians are left to choose between two or more identities on how to behave in attempts to fit binary racial groups and expectations (Shih & Sanchez 2009). This paper presents the data from six in-depth interviews with Asian biracial youth from across Sydney. The interviews explore how this group has confronted race while developing their own identities during adolescence, as well as how their understanding of being “mixed” has developed over time. In exploring this collective racial identity, I draw from my own racialised experiences to address emergent themes from my findings. Numerous displays of information behaviours emerged from the participant’s stories of isolation, belonging and resentment towards their racial mixedness. Information avoidance, browsing, seeking and satisficing were observed within their daily experiences of school, family and social life. Such practices informed how these individuals internalised their inherited intersection of racial persecution and privilege. Critical engagement with information behaviours theories justifies the modern notions of identity as a continuous state of reconstruction (Hall 1996) as the biracial participants of this study struggle to find balance with the external validation of others and their driving agency to be themselves.

scholarly journals INTERAKSI SOSIAL ORANG TANAH TORAJA PADA MASYARAKAT LOKAL DI KABUPATEN KOLAKA

2016 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Dewi Anggraini
Keyword(s):  
Social Life ◽  
Qualitative Method ◽  
Participant Observation ◽  
Local Population ◽  
Phenomenological Approach ◽  
Mining Area ◽  
Collection Method ◽  
Migrant Communities ◽  
Nickel Mining ◽  
Depth Interviews

Tanah Toraja tribe community who came to nickel mining in Maniang Island are from five regions in Tanah Toraja areas such as Mamasa, Baruppu, Buakayu, Makale, and Mengkendek, who eventually settled in Pomalaa, Kolaka district and interact with the local population Tolaki Mekongga. Interaction between migrant communities (Tator Tribe) and local the key of all social life that occurs in communities (Tolaki Tribe) of mining area, Pomalaa. The purpose of this study is to determine the interaction of Tanah Toraja people in Tolaki Mekongga society and to know the local culture support in the welcoming of Tanah Toraja Society in Kolaka. This study uses qualitative method with phenomenological approach, in which the data collection method uses the participant observation and in-depth interviews by setting informants. The results of social interaction between Tator people and local communities basically run well, although sometimes hidden conflicts appear on the Tolaki Mekongga as local ethnic favoritism Tator in everyday life who are likely to be exclusive and luxurious, especially in the traditional rituals.

Alternative education approaches and their effects onthe learning space

2017 ◽  
Vol 4 (4) ◽  
pp. 202-214
Author(s):  
S. Aybike Turk ◽  
Reyhan Midilli Sari
Keyword(s):  
Alternative Education ◽  
Reward System ◽  
Traditional Education ◽  
Training Method ◽  
Learning Space ◽  
Education Philosophy ◽  
Educational Philosophies ◽  
Educational Spaces ◽  
Close Relationship ◽  
Basic Philosophy

Today, the training method called ‘traditional education system’ is uniform, teacher-centered, connected to the book, and has a penalty–reward system. This has led to criticism of traditional education and the emergence of alternative perspectives in education. The ‘alternative education approaches’ are called new educational approaches. The spatial arrangements of these educational approaches are the most noticeable points. In this study, three alternative education approaches are discussed. These three approaches focus on spatial arrangements caused by educational philosophies. The main purpose of the study is to examine the close relationship between educational philosophies and educational spaces. In this study, education philosophy of each of these alternative education approaches was first explained and educational principles were determined. Then discussed about the sort of arrangements made on the space and how the space organisation was shaped. It has emerged that the ‘spaces’ and ‘space organisations’ in which education is given are shaped according to the basic philosophy of the center of education.

Advancing the Case for Indigenous Education in Multidisciplinary Contexts

2021 ◽  
pp. 275-293
Author(s):  
Cynthia Juliana Celestin ◽  
Lynette G. Tyson-Noel
Keyword(s):  
Traditional Approach ◽  
Indigenous Education ◽  
Traditional Education ◽  
21St Century Education ◽  
Cultural Experiences ◽  
Key Concepts ◽  
History Of ◽  
The Caribbean ◽  
The Rich ◽  
Education And Development

This chapter addresses the situation where the traditional approach to education involves using foreign concepts and practices to the exclusion of authentic indigenous ideas. The history of Trinidad and Tobago and many islands of the Caribbean includes the rich cultural experiences of the original inhabitants. The authors propose that these cultural artifacts are genuine sources that can be used effectively as instructional approaches in multidisciplinary contexts. To further develop this argument, the researchers explore the concept of indigenous education as opposed to traditional education exemplified by apprenticeship, mentorship, and internship. They cite examples from educators in the Caribbean, New Zealand, and Australia, where indigenous practices are implemented and valued. Key concepts of inclusion, international collaboration, and multidisciplinary perspectives enhanced by digital technologies, underscore this innovative thrust in education. To balance their argument, the authors discuss relevant challenges and suggest ways for minimizing them. The formulation of the Innovative Initiative is framed by the theories and works of Bethel, Bronfenbrenner, Chesney and Bristol, Fullan, Gay, Ladson-Billings, Smith, Vygotsky, and Caribbean researchers such as Craig and Joseph. The chapter concludes with a call for the sustainability of indigenous educational practices as an important thrust in 21st century education and development.

Traditional pig butchery by the Yali people of West Papua (Irian Jaya) : an ethnographic and archaeozoological example

2007 ◽  
Author(s):  
Jacqueline Studer ◽  
Daniel Pillonel
Keyword(s):  
Social Life ◽  
Food Preparation ◽  
Sweet Potatoes ◽  
Hunter Gatherers ◽  
Irian Jaya ◽  
Mountainous Regions ◽  
West Papua ◽  
Consumption Practices ◽  
Village Communities ◽  
Food Residues

Studies of traditional methods of animal slaughter, food preparation, and consumption offer archaeozoologists an excellent opportunity to study the link between human behaviour and the resulting bone assemblage. Numerous actualistic studies of butchery have been carried out by archaeologists using stone tools, often especially manufactured by the researchers (e.g. Schick & Toth 1993; Laroulandie 2000). In other instances, traditional butchery practices have been documented, but in most cases the artefacts used were metal. Examples come from the Nunamiut of Alaska (Binford 1981), the Bedouin herders of Israel (Klenck 1995), the Peul cattle herders of Mali (Chenal- Velardé 1996), the !Kung hunter-gatherers of Botswana (Yellen 1977), and semi-urban, urban and village communities from Algeria, France, and Sudan respectively (Chaix & Sidi Maamar 1992). Similarly, for a range of different communities, traditional food preparation and consumption practices have been documented and in many instances the resulting food residues examined (e.g. Brain 1969; Yellen 1977; Binford 1981; Gifford-Gonzalez 1989; Oliver J. 1993). In 1989, the opportunity was taken to document traditional butchery, cooking and consumption of a domestic pig by the Yali people of West Papua (or Irian Jaya). Since this community continues to use traditional artefacts made of stone and organic materials, it may offer a good analogue for the study of prehistoric butchery practices. According to the most recent suvrey available, the Yali population comprises c.30,000 people (Silzer & Clouse 1991) who inhabit the eastern part of the well-known Baliem valley of west Papua. They primarily inhabit the Jayawijaya mountains of the central highlands at an altitude of between 1000 and 2000 m (Koch 1968: 85) although some Yali villages can be found at lower altitudes, down to 200 m, in the southern part of the distribution of the group (Boissière 1999: 55). Like many populations living in the mountainous regions of the island, the Yali are subsistence farmers who cultivate sweet potatoes, yam, taro, plantains, manioc, and sugarcane, and raise pigs, the latter serving a central function in their religious and social life (Koch 1968; Zöllner 1977; Boissière 1999). The men hunt small mammals and birds in the surrounding rainforests, while children and women complete their protein requirements by gathering invertebrates, fruits, mushrooms, and other plants.

scholarly journals THE PROBLEM OF THE EDUCATIONAL ENVIRONMENT DIGITALIZATION IN TERMS OF INFORMATION SOCIETY CONCEPT

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
M.A KHASIEVA ◽  
Keyword(s):  
Information Society ◽  
Social Life ◽  
Human Life ◽  
Educational Communication ◽  
Third Wave ◽  
Cultural Changes ◽  
General Process ◽  
New Type ◽  
The Relationship ◽  
Education Process

Objective of this article is to determine the relationship between the digitalization of education and general process of forming the information society, connected with the technicalization of human life space. The globalization, informatization and virtualization of modern social life are the result of fundamental economic, political and cultural changes. The relationship between man and technics is being actively transformed during of the 19th - 20th centuries. These changes become especially significant in the 21st century. Applied methods include descriptive characteristics of the most significant works, related to the considered problem, as well as hermeneutic and comparative approaches in the analysis of literature. Results of the article reveal that the appearance of cyberspace, reflecting all spheres of social life, brings the formation of the new type of “third wave” man: constantly immersed to informational space person, who is able to perceive the streams of compressed and “clipped” information. The digitalization of education process is the natural consequence of the networked society's development. Conclusion the article concerns the digitalization of education changes the focus of the socialization: access to information and educational communication are not limited to the space of the school, high involvement in the learning process is achieved due to the independent interest and initiative of the student. At the same time, digitalization is accompanied by globalization, standardization and unification of education. The indicated problem is considered by cultural and social philosophical positions.

scholarly journals Razlikovni kurikulum kao pretpostavka uspješne inkluzije

2019 ◽  
Vol 13 (1) ◽  
pp. 161-180
Author(s):  
Smiljana Zrilić
Keyword(s):  
Social Relationships ◽  
Mental Age ◽  
Education Design ◽  
Education Needs ◽  
Education Support ◽  
Favorable Conditions ◽  
Education Groups ◽  
New Education ◽  
Education Process

Starting with the reality that education institutions become meeting places of different ethnicities, cultures, religions and languages, that pupils come from different families (single parent, binuclear, adoptive, foster), and that pupils with special needs are included in regular upbringing-education groups, the challenges of an individual's future and society reflect on, among other, the structure and quality of the education system. Confronted with new challenges, schools change towards creating favorable conditions for the development of social, intellectual and emotional capacities of pupils according to their chronological and mental age. In this regard, inevitable are the requirements at the level of methodology and content being adapted to the upbringing and education process, special upbringing and education support of various type and level respectively. We are here speaking of adapted, i.e. appropriate programs and models of learning with a socially competent teacher and other participants included in all the segments of upbringing and education, design and implementation of differentiated programs and curricula. New education needs of society and individuals initiate the requirement for creating such a profile of education institutions that represent a stimulation environment for learning and the development of social relationships. People's relationships in life communities change and open the issue of dialogue, co-existence, tolerance and mutual respect.

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