Sixteen years of ‘Cinema in progress’: Exploring Cinema en curs’s holistic approaches to film education in conversation with Núria Aidelman and Laia Colell

Established in Catalonia in 2005, Cinema en curs is now one of the most significant film education projects worldwide. This article places selections from interviews conducted in early 2021 with project founders and directors Núria Aidelman and Laia Colell within a critical context drawing upon international considerations of film education, including previous explorations of Cinema en curs. Discussion is separated into two distinct yet interconnecting sections: first upon the institutional and media-ecological contexts in which Cinema en curs takes place (and the complex considerations informing the project’s shape and manner of delivery that arise from these contexts); and, second, upon the different cultural, aesthetic and political priorities that inform the project’s approach to methodology and pedagogy.

Mining and Corporate Social Responsibility in Zambia: A case study of Barrick Gold Mine

<p>Corporate social responsibility (CSR) has become a widely accepted non-core but essential part of profit making corporations. Practices vary in different companies and different countries. The motivation for each is different but nonetheless there is an agreed unwritten code about being good corporate citizens. CSR has become common place for companies in Zambia. Mining, telecommunications companies, banks and hotels practice CSR initiatives in different forms. Mining has been the biggest revenue earner for Zambia since the colonial era. Since the 1990s, CSR has been taken on by the mining companies in order to contribute to the community where they are situated. This research explores how CSR is perceived by local people, traditional leaders and district government officials from Ministry of Education in Solwezi. Solwezi is home to two of Zambia‟s largest mines namely Lumwana and Kansanshi mines owned by Barrick Gold and First Quantum Minerals respectively. These two mines have been established in the recent past in Solwezi and have become the hub of Zambia‟s economic activity and have been dubbed the „New Copperbelt‟. This thesis will look at Barrick Gold and the education projects that the mining company implements as a case study in CSR. The literature reveals that mining has been both helpful for economic growth yet detrimental socially and environmentally. There has been a disillusionment among people of the original Copperbelt who experienced cycles of boom when the copper prices and production are high and bust when the copper prices and production were low. In the New Copperbelt, Barrick Gold implements projects such as women‟s savings, education, health and agriculture. Many of the education and health projects involve infrastructure development. Even though this is the case, this thesis‟ findings indicate that the community who are the intended beneficiaries of the education projects perceive that more can be done in terms of education programmes over and above what Barrick Gold is currently doing. Accountability and transparency are also issues of concern for the officers at the Ministry of Education. This thesis explores how these interwoven connections work for and against access to education in the community level.</p>

Mining and Corporate Social Responsibility in Zambia: A case study of Barrick Gold Mine

<p>Corporate social responsibility (CSR) has become a widely accepted non-core but essential part of profit making corporations. Practices vary in different companies and different countries. The motivation for each is different but nonetheless there is an agreed unwritten code about being good corporate citizens. CSR has become common place for companies in Zambia. Mining, telecommunications companies, banks and hotels practice CSR initiatives in different forms. Mining has been the biggest revenue earner for Zambia since the colonial era. Since the 1990s, CSR has been taken on by the mining companies in order to contribute to the community where they are situated. This research explores how CSR is perceived by local people, traditional leaders and district government officials from Ministry of Education in Solwezi. Solwezi is home to two of Zambia‟s largest mines namely Lumwana and Kansanshi mines owned by Barrick Gold and First Quantum Minerals respectively. These two mines have been established in the recent past in Solwezi and have become the hub of Zambia‟s economic activity and have been dubbed the „New Copperbelt‟. This thesis will look at Barrick Gold and the education projects that the mining company implements as a case study in CSR. The literature reveals that mining has been both helpful for economic growth yet detrimental socially and environmentally. There has been a disillusionment among people of the original Copperbelt who experienced cycles of boom when the copper prices and production are high and bust when the copper prices and production were low. In the New Copperbelt, Barrick Gold implements projects such as women‟s savings, education, health and agriculture. Many of the education and health projects involve infrastructure development. Even though this is the case, this thesis‟ findings indicate that the community who are the intended beneficiaries of the education projects perceive that more can be done in terms of education programmes over and above what Barrick Gold is currently doing. Accountability and transparency are also issues of concern for the officers at the Ministry of Education. This thesis explores how these interwoven connections work for and against access to education in the community level.</p>

CERTAIN Program: Logic Model for System Level Planning and Evaluation of Innovative Education Delivery and Dissemination

Background CERTAIN (Checklist for Early Recognition and Treatment of Acute Illness and iNjury) has been shown to improve critical care process and patient outcomes in international ICUs with variable resources. Methods CERTAIN education program derived from this approach is designed, promoted, and implemented following the Logic model. Through the roadmap of the Logic model, we presented a dynamic, longitudinal implementation framework that had sufficient rigor yet offers flexibility to reach the need of the existing and emerging diversified medical education projects. Results Using the Logic model, the delivery of the CERTAIN education program is optimized to deliver relevant education content in various environments. During the COVID-19 outbreak, the implementational framework demonstrated that it could serve as an excellent template for effective response to global pandemics. Conclusions The Logical model is useful as a facilitation tool for planning and evaluating innovative education delivery and dissemination. The CERTAIN program provided an example for other continuous professional education projects.

NON-FORMAL CIVIC EDUCATION OF YOUTH THROUGH PARTICIPATIVE ART PRACTICES

Formulation of the problem. Due to the relevance of civic education for young people, in particular high school students, an integrated course of Civic Education was included in the main curriculum. However, there is a problem of lack of a holistic approach, a system of motivation to study the subject, and formal education’s limited resources. There is currently a need to intensify civic education through the involvement of the students in practice. The performance of the course and the level of civic education will increase significantly if it is implemented in addition to formal education, in a non-formal one. The article answers the question of how to make the process of training an active citizen more integral and more efficient. Materials and methods. The experience of Ukrainian public organizations in the implementation of civic education projects through participatory artistic practices is used. The analysis of pedagogical, sociological, and scientific-methodological literature on the education of civic position of youth in the system of formal and non-formal education is applied. Results. The model of participatory artistic practices is described as a modern tool of civic education and civic action in terms of their multi-agent structure, which includes the cooperation of students, educators, artists, school administration, local government representatives, the general community. The methods and approaches to civic education programs are presented. The organizational algorithm of the participatory art practice with elements of civic education is specified. Conclusions. The existing integrated curriculum for Civic Education, implemented in the tenth grade, needs practical support through the field of non-formal education. This possibility is provided by the algorithms of civic education projects through participatory artistic practices that are implemented in extracurricular time. The introduced cases show the high efficiency of such practices in ensuring the civic competencies of young people. Participation in such practices provides students with the formation of cross-cutting competencies, which are revealed through social activity, social responsibility, tolerance, the ability to advocate their thoughts and positions, the ability to interact both horizontally and vertically.

Teaching Women to Write: Weaponizing Ḥadīth Against Colonialism

This article traces the use of a ḥadīth prohibiting women’s literacy during the colonial period. Although rejected by most ḥadīth scholars and ignored by jurists, it gained prominence in the second half of the nineteenth century through the works of scholars who weaponized it as a response to colonial education projects. As debates on the religious permissibility of modern education spread, the ḥadīth accompanied them, empowering scholars who attempted to push back against modernizing national education projects. Through an analysis of the debate around this ḥadīth in British India and Egypt, I highlight the importance of the ḥadīth as a pragmatic – and not simply normative – source within Islamic legal discussions as they articulated responses to colonialism.