culturally connected
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Author(s):  
Tadeusz Budrewicz

The article presents the events of the celebration of Chopin’s 100th birthday in 1910. The article is based on the accounts published in the daily press of the time. The growth of Chopin’s cult in Polish lands culturally connected the nation divided both politically and administratively between three countries (Austria, Prussia and Russia). Despite disruptions by the police that inhibited the organisation of the celebrations in Poznan and Warsaw, the Polish people treated them as a nation-wide occasion and used that time to integrate. The key events were the 50th anniversary of Chopin’s death (1899) and the 100th anniversary of his birthday (1910). The year 1910 was also the 500th anniversary of the Battle of Grunwald which saw the Poles defeat the Germans. Chopin’s year had immense patriotic meaning and integrated the nation living under foreign rule.


2021 ◽  
Vol 16 (2) ◽  
Author(s):  
Jonathan Wood

Introspection and personal story-telling has often been used outside of academia in order to foster dialogue between cultures and peoples. However, this device is rarely used within academia in order to foster debate about cultures, regions, and locales. Through my own personal story, the article brings up questions of belonging within a region that has increasingly come under the microscope. The Arctic has many such stakeholders whose status remains unsolidified or questioned. While my story does not have such questions of legal status, it reflects the insecurity that many feel within a region that has only recently become the focus of colonial hegemony and internationally organized governance. While my positions myself within the region, it is the goal that this paper may inspire others to do the same in order to find common ground upon which we can help connect one another in a region so physically dispersed yet culturally connected.


HOMEROS ◽  
2021 ◽  
pp. 21-28
Author(s):  
Cansu Özge GÖZLET

Charlotte Perkins Gilman was an American feminist author of fiction and non-fiction, lecturer and sociologist of the late 19th, early 20th centuries. She integrates her sociological commentary into her ecofeminist vision for an alternative community consisting merely of women in her utopian fiction Herland published in 1915. The community she envisioned can best be read through the lens of cultural ecofeminism with her essentialist view of women’s innate tendency to uphold the sanctity of the environment opting for a peaceful coexistence rather than patriarchal domination. Since men are considered to be impediments to such a coexistence, they are absent from the utopian vision based on sisterhood of all women where they breed through parthenogenesis and raise their daughters as a community rather than in individual family units. Familial relations are not entirely eliminated, rather, as all Herlanders descend from a common maternal ancestor, are biologically as well as culturally connected.


Author(s):  
Tiffany S. Powell

This chapter provides an overview of integrative STEM instruction through the lens of culturally connected practices as a foundation for elementary learners. The integrative STEM model can be a catalyst for increasing the number of culturally diverse, competent contributors to the STEM field. At the heart of an integrative approach to STEM instruction, students are exposed to rich science, technology, engineering, and mathematics content in ways that propel culturally diverse students to dive into these once exclusive bodies of knowledge with zeal and confidence. The only way this can occur is by having teachers whose belief systems 1) support the importance of rigorous learning, 2) are willing to challenge the status quo, and 3) who are adequately versed in culturally responsive teaching approaches. Additionally, this chapter highlights the implementation of Wheel Instruction for Integrative STEM through two professional development cycles within an urban school district in the New York State Capital Region.


Author(s):  
Tiffany S. Powell

This chapter provides an overview of integrative STEM instruction through the lens of culturally connected practices as a foundation for elementary learners. The integrative STEM model can be a catalyst for increasing the number of culturally diverse, competent contributors to the STEM field. At the heart of an integrative approach to STEM instruction, students are exposed to rich science, technology, engineering, and mathematics content in ways that propel culturally diverse students to dive into these once exclusive bodies of knowledge with zeal and confidence. The only way this can occur is by having teachers whose belief systems 1) support the importance of rigorous learning, 2) are willing to challenge the status quo, and 3) who are adequately versed in culturally responsive teaching approaches. Additionally, this chapter highlights the implementation of Wheel Instruction for Integrative STEM through two professional development cycles within an urban school district in the New York State Capital Region.


Author(s):  
Tracy Ann Peed ◽  
Helena Stevens

The aim of this chapter is to facilitate knowledge, skills, and dispositions related to cultural awareness and multicultural competence for professional school counselors (PSCs) who serve various stakeholders in K-12 schools (students, teachers, administrators, staff, caregivers, and community members). While reading the chapter, PSCs with assess their own self-awareness and understanding related to their own multifaceted cultural identities and consider cultural intersections with, and differences from, those they serve. As a result of this exploration, they will be better able to plan culturally alert interventions at a myriad of levels with; individuals, small groups, classrooms, and school wide. Furthermore, by developing a keen social justice lens they will increase their ability to recognize oppression in K-12 school; be better equipped to facilitate dialogue between various groups; plan culturally aware interventions with students, staff, and community; and engage in advocacy on various levels (individual, system, and public arenas) to create systemic change.


Bears ◽  
2020 ◽  
pp. 48-70
Author(s):  
David Mather

Bears are represented in Minnesota’s archaeological record through rock art, effigy earthworks, and portable art, but most frequently through zooarchaeology. Most identified bone fragments are American black bears (Ursus americanus), with rare identifications of grizzly bears (U. arctos). These finds are found throughout the state, but are most frequent in the forested biomes of the Laurentian Mixed Forest and Eastern Broadleaf Forest. The sites are archaeological expressions of bear ceremonialism, culturally connected to the Dakota, Ojibwe, or related American Indian nations, and descriptions by native elders and cultural anthropologists Irving Hallowell and Ruth Landes. Analyses of body part representation and taphonomy (such as burned or calcined bone) allows interpretation of sites representing feasts or bear graves where the remains were respectfully placed. Traditions of bear ceremonialism in Minnesota also include cultural manifestations of bear power, such as by healers, warriors, spiritual societies, or clans.


Author(s):  
Tracy Ann Peed ◽  
Helena Stevens

The aim of this chapter is to facilitate knowledge, skills, and dispositions related to cultural awareness and multicultural competence for professional school counselors (PSCs) who serve various stakeholders in K-12 schools (students, teachers, administrators, staff, caregivers, and community members). While reading the chapter, PSCs with assess their own self-awareness and understanding related to their own multifaceted cultural identities and consider cultural intersections with, and differences from, those they serve. As a result of this exploration, they will be better able to plan culturally alert interventions at a myriad of levels with; individuals, small groups, classrooms, and school wide. Furthermore, by developing a keen social justice lens they will increase their ability to recognize oppression in K-12 school; be better equipped to facilitate dialogue between various groups; plan culturally aware interventions with students, staff, and community; and engage in advocacy on various levels (individual, system, and public arenas) to create systemic change.


2019 ◽  
Vol 30 (4) ◽  
pp. 28-39
Author(s):  
Jay Hikuleo Ikiua

INTRODUCTION: This article examines how culturally appropriate teaching contributes to a positive learning experience for Pasifika students on the Bachelor of Bicultural Social Work degree programme at Te Wānanga o Aotearoa (TWoA), an indigenous tertiary institution in New Zealand dedicated to promoting access to education for Māori and others and delivering an educational experience based on indigenous principles and practice.APPROACH: Teaching in a social work programme is explored through the lens of the Kaupapa Wānanga framework and Ngā Ūara (values) that form the foundational ideology of TWoA. It draws on the personal experiences of a social services educator using culturally responsive pedagogies that embrace the unique links of Polynesia–Pasifika peoples.  CONCLUSIONS:Culturally responsive pedagogy is vital for Pasifika students to feel valued and culturally connected. 


2019 ◽  
Vol 8 (2) ◽  
pp. 101-105
Author(s):  
Yasmeena Ara

India and Iran being neighbours have been historically and culturally connected. Both share a long tradition of ideas since civilizations. Both countries had linkages since the pre-historic times. Various historical leftovers found in India resemble those with those found in Dejleh and Forat rivers in Iran show that both nations had cordial interactions with each other. However with the passage of time different factors erupted in between the two, particularly after end of Cold War. U.S. and Israel have affected ties between the two. India-Iran relations have been subject to several factors; be it regional or global. At regional level, Pakistan, Afghanistan, China, and the Central Asian region and globally US and Israel have played major role. The present study is a humble attempt to analyse the impact and effect of global factors in Indo-Iranian relations.


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