Academic literature on the topic 'Dual-Cultural Adaptation'

AbstractThis chapter introduces the field of climate change education, noting the paradox that in spite of many efforts at incorporating climate change in education policy and curriculum frameworks, and a diversity of practices in schools, there is little evidence that such efforts are contributing to adaptation, mitigation or reversal of climate change. The chapter reviews the role of international development organizations advocating for and developing frameworks in support of climate change education. This is followed by an analysis of ongoing efforts of climate change education.The chapter argues that more effective education for climate change at the primary and secondary education levels around the world requires context specific strategies that align the specific learning outcomes with the impacts of climate change in that context. Implementing those strategies requires the development of institutional capacity in schools that is aligned to the stage of institutional development of the school. The chapter explains how a multidisciplinary framework that accounts for the cultural, psychological, professional, institutional and political dimensions of the change process can support the development of collaboration and coherence in implementing those climate change education strategies. Those strategies need to also specify the particular populations that need to develop such competencies and the optimal means of delivery. The chapter also situates the literature on climate change education within the larger context of the literature on deeper learning, twenty first century skills and education system change, explaining how deeper learning in climate change education might influence attitudes and behaviors in ways that prevailing didactic approaches focused principally on the transmission of scientific knowledge do not.To develop such context specific climate change education strategies and to build the institutional capacity to implement them, the chapter makes the case for more intentional engagement of universities, in partnership with schools and non-formal education organizations. This would serve the dual role of providing support for schools in advancing climate change education, while also educating higher education students on climate change through problem based, participatory and contextually situated approaches.

This chapter uses the concepts of musical and cultural competence to examine practical and philosophical approaches to teaching Balinese gamelan to American college students. Drawing on the approaches and philosophies used by half a dozen teachers, the chapter examines basic approaches to gamelan pedagogy, including assigning instruments and the choice and adaptation of repertoire, with consideration of what constitutes artistic and pedagogical success. Cultural representation and diversity are framed within dual pedagogical goals: to teach students about the course subject matter (the performing arts of Bali) and to encourage student self-reflection. The chapter concludes that despite the differences in the pedagogical approaches that teachers take, they consistently prioritize the goal of fostering a positive feeling within the ensemble setting.

This introduction explores the circulation and appropriation of Charlotte Brontë’s image, from her professional portrait sketched by George Richmond in 1850, through to the re-discovery of Branwell’s family portraits in the early twentieth century and a host of subsequent discoveries, forgeries and adaptations. Recognisable iconography is a valuable commodity, but Brontë portraiture must (re-)construct Charlotte’s image from the evidence and narratives of a dual biographical tradition, caught between competing claims and representations of private domesticity and public authorship. Brontë’s face may now seem familiar to public audiences, but she is a mutable and malleable icon: she is constantly seen anew, bespeaking our persistent desire to re-imagine her life and work. Brontë’s bicentenary in 2016 provides the cue and occasion for a critical re-assessment of these legacies and cultural afterlives, and this introduction concludes with a survey of research themes identified and explored by the collection’s contributors.