ANTI-CORRUPTION EDUCATION IN THE FAMILY, COMMUNITY, SCHOOL, AND STATE

This writing aims to describe the roles and strategies of the families, communities, schools, and state for anti-corruption education. Techniques for data collection was literature studies. The results of the study show that anti-corruption education in the family, school, community and state must be put into effects together. The role of the families is to educate children by example, habits, and dialogue. The employed strategy is to make use of the religion, society and culture, socialization and education, as well as the economy. People need to learn about corruption to improve the bureaucracy, understand their rights and obligations as smart and good citizens, and fully cooperate and commit. Schools need to design learning modules by developing anti-corruption values, such as core values, attitude values, and work ethic values. The strategy used by the school is to develop an environment-based anti-corruption PPKn learning model through cooperative learning. The state needs to implement a culture of shame in the government, include anti-corruption education in basic to higher education, and formulate social sanctions for corruption.

Student Involvement in Community Activities Related to Educational Programs

The development of the object of study of citizenship education material is not fixed in classrooms carried out in formal schools, but can also be carried out in community activities known as socio-cultural citizenship. This is the purpose of this study by describing the application of civic education in the social sphere, namely the involvement of students from various universities who are members of the Atap Senja Community School. The method used is a case study on student involvement in community activities related to educational programs carried out in the community. The results of this study indicate that the concept of civic civic education can be carried out by involving community civic education that develops in the community, namely the Atap Senja Community School in Yogyakarta. This community consists of students from various universities in Yogyakarta. Activities carried out by providing learning assistance and attention to the development of morality for children who do not receive formal education at school. Funding for activities carried out by this community comes from membership fees or what has been called volunteers. The activities carried out by this community are proof of the participation of young citizens in changing the educational conditions of school dropouts, with various kinds of financial limitations. This can be interpreted as a form of civic engagement with the state, because indirectly these community activities will also affect and improve the conditions of education in Indonesia.

A Importância das Demonstrações Químicas para a Feira de Ciências na Escola

Resumo As feiras de Ciências são ferramentas muito relevantes no processo de ensino-aprendizagem para o aluno, pois possibilitam a compreensão de conceitos estudados, em sala de aula, por meio de demonstrações experimentais. Desse modo, o presente trabalho teve como objetivo demonstrar experimentos químicos envolvendo a contextualização e a interdisciplinaridade da feira de Ciências na Escola Estadual Plínio Ramos Coelho. Para atender ao objetivo do trabalho foi realizada a feira de ciências no evento intitulado “III Mostra do Saber”, quatro bolsistas do PIBID ficaram responsáveis por confeccionar e executar seus experimentos demonstrativos, sendo todos na área da Química, com intuito de contribuir no processo ensino -aprendizagem dos alunos e sociedade presente no evento, além de envolver a contextualização da cientificidade com o cotidiano também abrange a interação comunidade/escola e professor/aluno. Os resultados obtidos foram satisfatórios, pois os bolsistas do PIBID, alunos da escola e comunidade, em geral, trocaram experiências por meio dos experimentos realizados na Feira de Ciências, proporcionando assim mais conhecimento para todos os participantes. Por fim, conclui-se que por meio do projeto realizado é possível relacionar e compreender conteúdos vistos anteriormente, em sala de aula, por meio de demonstrações químicas, reforçando interações entre comunidade e escola e aproximando mais professor e aluno.Palavras-chave: Experimentos Científicos. PIBID. Química. Abstract Science fairs are relevant tools in the student's teaching-learning process, as they enable the understanding of concepts studied in the classroom through experimental demonstrations. Thus, this project aimed to demonstrate chemical experiments involving the contextualization and interdisciplinarity of the science fair at the Plínio Ramos Coelho State School. To meet the project objective, the science fair was held at the event entitled “III Mostra do Saber”, four PIBID scholarship holders were responsible for making and executing their demonstration experiments, all of them in the chemistry area, in order to contribute to the teaching-learning process of students and society present at the event, in addition to involving the scientificity contextualization with everyday life, it also encompasses the interaction with community / school and teacher / student. The results obtained were satisfactory, since the PIBID scholarship holders, students from the school and the community in general exchanged experiences through the experiments carried out at the science fair, thus providing more knowledge for all the participants. Finally, it is concluded that through the project carried out it is possible to relate and understand content previously seen in the classroom through chemical demonstrations, reinforcing interactions between community and school and bringing the teacher and student closer. Keywords: Scientific Experiments. PIBID. Chemistry.

Multigenerational Art Making at a Community School: A Case Study of Transformative Parent Engagement

In this article, Kevin M. Kane, Karen Hunter Quartz, and Lindsey T. Kunisaki describe the transformative parent engagement fostered in a multigenerational afterschool arts program at a community school. Community schools bring together families, teachers, and other neighborhood partners to help students learn, grow, and thrive and often integrate health, education, and social services. This embedded case study shows how community schools can also nurture cultural assets in the form of parents’ community cultural wealth. The learning of these community school parents demonstrates the mutually reinforcing relationships between transformative parent engagement, collaborative leadership, expanded learning opportunities, and integrated student supports. This study highlights the transformative impact of culturally sustaining arts on individuals, families, and the school as a whole, offering implications for researchers and practitioners in community-based arts education and community school development.

It's Just the Wilson Way: Investigating the Extended Impact of an Elementary Full-Service Community School Initiative on Middle School STEM-Related Outcomes

This study investigated the sustained impact from elementary fullservice community school programming on middle school STEM academic outcomes that could lead to greater college and career readiness, as well as increased STEM career options for underserved urban students. Quantitative findings suggest middle school youth who attended an elementary full-service community school performed better on middle school STEM outcomes and were predicted to be more prepared to graduate and enter a STEM-related field than a matched comparison of peers who did not. Qualitative results explain differences. Two meta-inferences, informal facilitation of STEM and sustained fullservice community school impact, frame the discussion.

Struggling to decolonise ourselves as an antiracist act within the field of the Nordic Community School of Music and Arts

This article will investigate a general concern with the practical implementation of inclusion as recommended in policy documents in art education in general and the Nordic Community School of Music and Arts (NCSMA) specifically. We ask: What do policy documents mean by inclusion? In what way can or do art educators practice inclusionary strategies? We consider homogeneity in this field and the need for pluralism in this institutional framework. We will diffract discourses through words and images in threads from a post-colonial perspective, critical race and Whiteness studies. Struggling through our blind spots in knowledge production, we seek to understand how Other perspectives received in the NCSMA can emerge. The three research scholars from the field of education and art embody different educational and geographical starting points and differing but shifting power positions in various contexts. This triangle of embodied knowledge allows us to investigate these conflicting positions and perform intentional antiracist response-ability in research related to the NCSMA as an educational institution. Our analysis shows a discrepancy between general intentions of inclusion and practical outcomes.