Cultural Practices, Social Values and Childhood Education: The Impact of Globalization

2012 ◽  
pp. 66-86
Author(s):  
Diovana Napoleão ◽  
Letícia Alvarenga de Paula Eduardo ◽  
Roberta Veloso Garcia ◽  
Estaner Claro Romão

Environmental issues have been a prominent issue worldwide and the increase in plastic production and the lack of post-consumer waste management programs result in inadequate disposal and deposition in terrestrial and aquatic environments, causing environmental impacts. This paper was developed through the analysis of aspects of pedagogical practice in relation to environmental education with the plastic theme and its environmental impact on the environment. In this perspective, environmental education through the individual and the collectivity builds social values, knowledge, skills and competences aimed at the conservation of the environment. However, it was observed that addressing environmental issues should be considered a challenge for teachers, as it is a broad and diverse subject, as they are not prepared for the development of these activities and schools do not have the infrastructure to meet the needs of approaches to environmental issues.


2021 ◽  
Author(s):  
◽  
Rebecca Margaret Halliday Ford

<p>This dissertation explores the advocacy for the Christchurch Town Hall that occurred in 2012-2015 after the Canterbury Earthquakes. It frames this advocacy as an instance of collective-action community participation in a heritage decision, and explores the types of heritage values it expressed, particularly social values. The analysis contextualises the advocacy in post-quake Christchurch, and considers its relationship with other developments in local politics, heritage advocacy, and urban activism. In doing so, this dissertation considers how collective action operates as a form of public participation, and the practical implications for understanding and recognising social value.  This research draws on studies of practices that underpin social value recognition in formal heritage management. Social value is held by communities outside institutions. Engaging with communities enables institutions to explore the values of specific places, and to realise the potential of activating local connections with heritage places. Such projects can be seen as participatory practices. However, these processes require skills and resources, and may not be appropriate for all places, communities and institutions. However, literature has understudied collective action as a form of community participation in heritage management. All participation processes have nuances of communities, processes, and context, and this dissertation analyses these in one case. The research specifically asked what heritage values (especially social values) were expressed through collective action, what the relationship was with the participation processes, communities, and wider situation that produced them, and the impact on institutional rhetoric and decisions. The research analysed values expressed in representations made to council in support of the Town Hall. It also used documentary sources and interviews with key informants to analyse the advocacy and decision-making processes and their relationships with the wider context and other grassroots activities. The analysis concluded that the values expressed intertwined social and professional values. They were related to the communities and circumstance that produced them, as an advocacy campaign for a civic heritage building from a Western architectural tradition. The advocacy value arguments were one of several factors that impacted the decision. They have had a lasting impact on rhetoric around the Town Hall, as was a heritage-making practice in its own right. This dissertation makes a number of contributions to the discussion of social value and community in heritage. It suggests connections between advocacy and participation perspectives in heritage. It recommends consideration of nuances of communities, context, and place meanings when using heritage advocacy campaigns as evidence of social value. It adds to the literature on heritage advocacy, and offers a focused analysis of one of many heritage debates that occurred in post-quake Christchurch. Ultimately, it encourages practice to actively integrate social and community values and to develop self-reflexive engagement and valuation processes. Despite inherent challenges, participatory processes offer opportunities to diversify understandings of value, co-produce heritage meanings with communities, and empower citizens in democratic processes around the places they live with and love.</p>


Author(s):  
Akharraz Mohamad ◽  

The existing research studies have revealed that project-based learning (PjBL) has significantly helped foreign language learners enhance their cultural understanding as a result of completing their projects (e.g., Bouchouk, 2017; Hsu, 2014; Kim, 2019; Liu et al., 2006; Ngo, 2014). While these studies have congruently proved the utility of PjBL in enhancing students’ cultural awareness, none of them has measured the effect of PjBL together with a comparative and contrastive approach on students’ understanding of their home cultures. Hence, the purpose of this study is to investigate the impact of comparing students’ home cultures with the English cultures through PjBL on students’ understanding of their own cultures in terms of cultural products, cultural practices, and cultural perspectives. Two similar intact groups were randomly assigned to control and treatment groups. The two groups were pretested, administered two different treatments for 24 weeks, and post-tested to assess their differences. The independent sample t-tests results exhibited that the experimental group substantially deepened their understanding of their home cultures as a result of comparing them with the English cultures through PjBL. The study also revealed that while the control group significantly improved their cultural products, those in the experimental group greatly enhanced their knowledge of cultural practices and perspectives.


2021 ◽  
Author(s):  
Brendon Wilkins

Archaeology is said to add value to development, creating a deeper sense of place, community identity as well as improving health and wellbeing. Accentuating these wider social values has been welcomed by a profession keen to broaden its public relevance and legitimacy and protect its seat at the table in modern cultural life, but how much, if at all, do the public actually benefit from developer-led archaeology? Benefits to individuals and communities from archaeology projects are often abstract, intangible and difficult to attribute, and the discipline arguably lacks a satisfactory frame of reference around which it can express and design for these additional social values. Drawing on the language of social impact investing, this article will explore how the UK-based collaborative platform, DigVentures, has addressed this challenge. It introduces a 'Theory of Change' and 'Standards of Evidence' framework to account for the impact of development-led archaeology programmes, illustrating the causal links between activity and change through the case of the Pontefract Castle Gatehouse Project. It is complemented by a short documentary film exploring the spectrum of digital and physical opportunities for participation by the public alongside a team of highly experienced professional field archaeologists, demonstrating how development-led archaeology can be designed to accomplish far more than answer a planning brief.


Author(s):  
Clare Wells

The report of the Early Childhood Education Project Future Directions: Early Childhood Education in New Zealand was launched in September, 1996. The report “focuses on the structures and funding required to deliver high quality education services for young children” (Early Childhood Education Project, 1996a, p. 2). This article briefly describes the context within which the project was initiated. It outlines the aims of the project, the process undertaken to develop the report and highlights its key findings, goals and recommendations. This article sets out NZEI Te Riu Roa’s strategy in promoting the report and concludes with a broad overview of the impact of the report in shaping government policy direction.


Author(s):  
Yu. G. Motalov ◽  

The article analyzes the consequences of the introduction of border controls and the closure of the external EU border and some internal borders of the EU countries, in connection with the COVID-19 pandemic. The article provides data on the impact of the decisions made on the development of migration processes in the EU countries during the pandemic. Analyzing the new EU migration strategy, the author points out its lofty goals, material and financial support for social protection of migrants, but at the same time, rightly notes that the national peculiarities of the Вестник государственного университета «Дубна». Серия «Науки о человеке и обществе»No4`202027development of countries of receiving migrants are forgotten, the ethnic composition of the states is not taken into account and, most importantly, it pushed into the background socio-historical and cultural practices, the mentality of the state-forming peoples. The absence in the proposed concept of a systematic approach to the development of social practices for the integration of migrants into the host European society indicates that the influence of migrants on the development of the EU countries is underestimated.


2021 ◽  
Vol 12 ◽  
Author(s):  
Blanca León-Nabal ◽  
Cristina Zhang-Yu ◽  
José Luis Lalueza

The COVID-19 pandemic has sharpened the inequalities in our societies. In Spain, we observed that the impact on schooling varied according to socioeconomic, gender and sociocultural variables. In this article, we present a case analysis illustrating the impact of the COVID-19 pandemic on schooling in early educational grades (ages 3–6), which leads us to focus on school-family relationship. First, we present some studies that show the inequalities in education during the lockdown period, the digital divide faced by both schools and families and how digital mediation impacts school-family relationships. Then we will introduce our study, which aims to explore the uses, potentials and limitations of an app intended to facilitate the relationship. Our study took place during September 2020-January 2021, when social restriction persisted. It took the form of a telematic ethnography in which we monitored the meetings of the Early Childhood Education teachers and their interaction with the families via an app-based communication tool. Results have allowed us to identify that most conversations are initiated by the school and their aim is to show families the classroom activities. We have also observed some advantages regarding the use of this app: communication can become more direct and immediate, and teachers have developed strategies to foster proximity in this relationship, as well as to respond inclusively to diversity. Regarding the challenges, we identified the lack of involvement of some families, the need to transform the roles played by families and children, and the difficulty to maintain personalized relationships.


Nutrients ◽  
2021 ◽  
Vol 13 (12) ◽  
pp. 4247
Author(s):  
Lynne M. Z. Lafave ◽  
Alexis D. Webster ◽  
Ceilidh McConnell ◽  
Nadine Van Wyk ◽  
Mark R. Lafave

Early childhood education and care (ECEC) environments influence children’s early development and habits that track across a lifespan. The purpose of this study was to explore the impact of COVID-19 government-mandated guidelines on physical activity (PA) and eating environments in ECEC settings. This cross-sectional study involved the recruitment of 19 ECEC centers pre-COVID (2019) and 15 ECEC centers during COVID (2020) in Alberta, Canada (n = 34 ECEC centers; n = 83 educators; n = 361 preschoolers). Educators completed the CHEERS (Creating Healthy Eating and activity Environments Survey) and MEQ (Mindful Eating Questionnaire) self-audit tools while GT3X+ ActiGraph accelerometers measured preschooler PA. The CHEERS healthy eating environment subscale was greater during COVID-19 (5.97 ± 0.52; 5.80 ± 0.62; p = 0.02) and the overall score positively correlated with the MEQ score (r = 0.20; p = 0.002). Preschoolers exhibited greater hourly step counts (800 ± 189; 649 ± 185), moderate-to-vigorous PA (MVPA) (9.3 ± 3.0 min/h; 7.9 ± 3.2 min/h) and lower sedentary times (42.4 ± 3.9 min/h; 44.1 ± 4.9 min/h) during COVID-19 compared to pre-COVID, respectively (p < 0.05). These findings suggest the eating environment and indices of child physical activity were better in 2020, which could possibly be attributed to a change in government-mandated COVID-19 guideline policy.


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