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Journal articles on the topic 'Material culture and decolonial pedagogy'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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1

Williamson, Beth. "Play and Pedagogy in Art History and Material Culture." Art History 42, no. 5 (2019): 1003–7. http://dx.doi.org/10.1111/1467-8365.12477.

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2

Poromaa Isling, Pär. "Tornedalian Teachers’ and Principals’ in the Swedish Education System: Exploring Decolonial Pockets in the Aftermaths of ‘Swedification’." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 1 (2020): 84–101. http://dx.doi.org/10.7577/njcie.3535.

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This article explores decolonial pockets among Tornedalian teachers and principals by scrutinising the pre-requisites for school staff to integrate Tornedalen’s minority culture and practise the Meänkieli language in ordinary teaching and learning. It also investigates the challenges and opportunities aligned with such en-deavours. The data collection is based on qualitative focus-group and individual interviews with teachers, principals and pupils at upper secondary schools in two Tornedalian municipalities, in Northern Sweden. The findings reveal a practice in which teachers’ and principals’
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3

Wolff, Lesley A. "Café Culture as Decolonial Feminist Praxis: Scherezade García’s Blame … Coffee." Humanities 10, no. 1 (2021): 35. http://dx.doi.org/10.3390/h10010035.

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This article provides a decolonial feminist analysis of Latinx artist Scherezade García’s most recent portable mural, Blame it on the bean: the power of Coffee (2019), created for and installed in the café and library of The People’s Forum, a “movement incubator for working class and marginalized communities” and “collective action” in the heart of Manhattan. This artwork depicts three allegorical women convening over cups of coffee, one of which has precariously overflowed onto a miniaturized portrait of Napoleon Bonaparte, whose undoing was said to have been facilitated by his excessive indu
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4

Knobloch, Phillip Dylan Thomas. "Epistemological Decolonization and Education. International Perspectives." Foro de Educación 18, no. 1 (2020): 1–10. http://dx.doi.org/10.14516/fde.797.

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It is increasingly argued that European colonialism has left its mark not only in the political and economic structures of the current world system, but also in the fields of culture, science and education. Against this background, the demand for a comprehensive epistemic or epistemological decolonization is raised. This issue follows on from this demand to clarify to what extent the phenomena of cultural colonization and coloniality also affect the fields of pedagogy and educational science. In particular, the meaning of the demand for epistemic or epistemological decolonization in the field
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5

Oliveira, Miria. "RACIAL EDUCATION IN BRAZILIAN CHILDREN´S LITERATURE TEACHING." International Journal for Innovation Education and Research 7, no. 7 (2019): 147–59. http://dx.doi.org/10.31686/ijier.vol7.iss7.1591.

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This paper discusses racial relations in teaching of children´s and young literature in Brazil. Based on the laws 10.639/2003 and 11.645/2008, which require that Brazilian schools teach the history and culture of Afro-Brazilians and Native Nations, we seek to problematize the applied research project From Reader To Reader, considering the effectiveness of the cited laws and the receiving of the African and Afro-Brazilian literary books brought together in Kit Afro: an affirmative policy of democratization of the access to literary production for diversity implemented by the Municipal Teaching
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6

Tehrani, Jamshid J., and Felix Riede. "Towards an archaeology of pedagogy: learning, teaching and the generation of material culture traditions." World Archaeology 40, no. 3 (2008): 316–31. http://dx.doi.org/10.1080/00438240802261267.

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7

Basak, Rasim. "Teacher Opinions and Perspectives of Visual Culture Theory and Material Culture Studies in Art Education." Journal of Education in Black Sea Region 6, no. 2 (2021): 186–211. http://dx.doi.org/10.31578/jebs.v6i2.242.

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Teacher opinions and discussions about Visual Culture Theory and Material Culture in art education are examined in this paper. Both approaches were compared and evaluated within their contents and fundamentals. Visual Culture Art Education (VCAE) in art education, specifically, has been criticized as having a Neo-Marxist or Cultural Marxist agenda stemming from Critical Theory, nonetheless, it is also viewed as being just another recent Postmodernist approach. Being a controversial theoretical account, VCAE seems widely unknown and not understood in its conceptual frame among art teachers in T
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8

Novokreshchennykh, Victor V., and Irina A. Novokreshchennykh. "Archival Pedagogy as regards Forming Value Orientations of the Younger Generation: Schools and Universities." Herald of an archivist, no. 1 (2018): 285–93. http://dx.doi.org/10.28995/2073-0101-2018-1-285-293.

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The article studies cooperation between archives and educational institutions in forming value orientation of the growing generation. The archival pedagogy is a young branch of pedagogy formed at the intersection of history, pedagogy, and allied disciplines, such as museology, archival hermeneutics, and local history. Currently, it actively penetrates archives’ activities. The article is to study and to identify means of such cooperation in a case-study of the work of the Municipal Archive of Perm with schools and universities. The novelty of study springs from materials on archival pedagogy.
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9

Meshkov, Nikolay I., and Dmitriy N. Meshkov. "Education in Humanistic Pedagogy." Humanitarian: actual problems of the humanities and education 21, no. 2 (2021): 177–78. http://dx.doi.org/10.15507/2078-9823.054.021.202102.177-188.

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Introduction. The article examines the problem of education, based on the methodology of a humanistic approach to the formation of the individual. Comparative analysis made it possible to identify and characterize the features that are inherent in both communist and modern humanist education. Particular attention is paid to the principles of humanistic pedagogy, which determine the direction and activities of educational organizations. The importance of the problem in question is that a certain understanding of it is the basis of the formation of the spiritual culture of the individual and soc
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10

Wiesenthal, Christine. "Material culture and creative writing pedagogy: a case for ‘garbage land’ (in real time and space)." New Writing 13, no. 2 (2016): 194–203. http://dx.doi.org/10.1080/14790726.2015.1117497.

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11

Giroux, Henry A. "The Curse of Totalitarianism and the Challenge of Critical Pedagogy." Chowanna 54, no. 1 (2020): 1–22. http://dx.doi.org/10.31261/chowanna.2020.54.04.

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Expanding critical pedagogy as a mode of public pedagogy suggests being attentive to and addressing modes of knowledge and social practices in a variety of sites that not only encourage critical thinking, thoughtfulness and meaningful dialogue, but also offer opportunities to mobilize instances of moral outrage, social responsibility and collective action. Such mobilization opposes glaring material inequities and the growing cynical belief that today’s culture of investment and finance makes it impossible to address many of the major social problems facing the United States, Canada, Latin Amer
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12

Jacobs, Courtney, Marcia McIntosh, and Kevin M. O’Sullivan. "Making Book History: Engaging Maker Culture and 3D Technologies to Extend Bibliographical Pedagogy." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 19, no. 1 (2018): 59. http://dx.doi.org/10.5860/rbm.19.1.59.

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Once highlighted as a hobbyist’s novelty, allied technologies such as 3D scanning, 3D modeling, and 3D printing are fueling vital new advances in a diversity of fields: in biomedical research, human tissue is being 3D printed to form human organs; the development of 3D printed titanium parts in aerospace engineering will save airplane manufacturers millions of dollars per plane; and 3D printing allows mathematicians to create intricate physical representations of geometric models that are otherwise difficult to visualize. Though 3D technologies have only recently gained a similar foothold thro
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13

Borisenko, N., and V. Vorozhbit-Horbatiuk. "Cossack pedagogy – characteristic features." New Collegium 2, no. 100 (2020): 40–44. http://dx.doi.org/10.30837/nc.2020.2.40.

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The article is devoted to disclosure of the characteristic features of Cossack pedagogy. Attention is focused on the fact that education in the context of the chosen topic is understood as a specially organized by interactions among educators and pupils to understand the spiritual and material culture of the nation, the formation of national consciousness and the achievement of spiritual unity of generations.
 The identity of Ukrainian national psychology in the article is determined by the basis of Cossack pedagogy. Among the factors, a large number of male children were identified, who
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14

Busko, Paula Simone. "Escrevivências Decoloniais: o Movimento do Feminismo Agroecológico como um Modelo de Educação Informal no Vale do Ribeira (SP)." Revista de Ensino, Educação e Ciências Humanas 20, no. 3 (2019): 302. http://dx.doi.org/10.17921/2447-8733.2019v20n3p302-311.

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O feminismo agroecológico evidencia a presença da mulher nos espaços agrícolas. O objetivo deste artigo é evidenciar as narrativas de mulheres a partir do campo. Pela história oral e na interação de redes de apoio um novo modelo de educação informal poderá ser proposto. Visibilizar estudos em agroecologia é destacar a ação de diversos agentes, que formam uma rede de interação social e de educação, partindo do princípio de que a agroecologia é uma ciência, que orienta a adoção de práticas agroecológicas com o uso de novas ferramentas tecnológicas dentro de determinados sistemas de produção. A p
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15

Kyvliuk, Olga. "THE BOUNDARIES OF THE INFORMATION PEDAGOGY IMPLEMENTATION IN THE CONTEXT OF THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE EDUCATIONAL PROCESS." Educational Discourse: collection of scientific papers, no. 13(5) (June 20, 2019): 7–19. http://dx.doi.org/10.33930/ed.2019.5007.13(5)-1.

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The external (cyber-, internet-, social network addiction, cyber plagiarism, life virtualization, video game addiction, information manipulation, depersonalization and so on) and internal boundaries (psychological and physical loads) are identified, and the optimal parameters (the information culture, didactic soundness, controllability, material and technical security, ergonomics, etc.) for the implementation of the tasks and principles of information pedagogy in the context of the use of information and communication technologies in the educational process are defined.
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16

Borisov, Alexandr Yakovlevich. "Development of prospective teachers’ readiness to familiarize schoolchildren with the values of physical culture while studying «Pedagogy»." Samara Journal of Science 7, no. 1 (2018): 238–43. http://dx.doi.org/10.17816/snv201871302.

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The paper considers the urgency of solving the problem connected with the development of prospective teachers readiness to introduce schoolchildren to the values of physical culture in the context of preserving man as a social being and as a biological species. The values of physical culture are considered as a prerequisite for achieving a harmonious combination of bodily and spiritual principles in a person, as a condition for the full-fledged existence of a schoolboy, a student. Specific values of physical culture are singled out: human motor activity, human life, health, healthy lifestyle,
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17

Kameneva, Ol'ga Leonidovna. "Virtue of temperance (self-restraint) as the foundation of moral culture in Orthodox pedagogy." Педагогика и просвещение, no. 2 (February 2020): 69–85. http://dx.doi.org/10.7256/2454-0676.2020.2.31762.

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The subject of this research is the traditional moral value and virtue – temperance (self-restraint), which is examined in this research as the foundation of moral culture in Orthodox pedagogy. This topic is relevant in the modern era of post-modernism, where perceptions of good and evil are being diluted, forming a  eudaimonic type of culture (from the Greek: εὐδαιμονία [eu̯dai̯moníaː] meaning happiness), striving for indulgence and consumpti
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18

Rashid, Bahra T., and Mariwan N. Hasan. "The Significance of Literary Texts in the Pedagogy of English Language in EFL and ESL Classrooms." ISSUE 7 4, no. 2 (2020): 22–27. http://dx.doi.org/10.25079/ukhjss.v4n2y2020.pp22-27.

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Nowadays, one of the major concerns of teachers is usually about the material they intend to present to the students. The challenge that faces English classes is literature. The benefits of using literary texts in English language classes outweigh its shortcomings that specified by some literary critics, for instance, Chnara Khdhir and Mariwan Hasan pointed out this truth in their paper entitled, “The Importance of Literary Texts in Teaching Language in EFL Classes: The Waste Land as an Example”, which we strongly agree that one can easily learn a language through the literature of the target
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19

Gorina, Maritana, Oksana Ivanova, and Marite Kravale-Paulina. "Foster Parents’ Readiness for the Implementation of Foster Family Pedagogy." Journal of Teacher Education for Sustainability 22, no. 2 (2020): 26–39. http://dx.doi.org/10.2478/jtes-2020-0014.

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Abstract It can be observed that changing attitude towards the environment and fellow human beings manifests itself as a socially unsustainable relationship, which in different ways and at different levels manifests itself in social exclusion. Social exclusion is increasingly emerging as a phenomenon that is complex in nature and its solutions must be sought in the wicked problem approach, which is characteristic of complex problems and has significant ontological roots. At present, ontology should consider the much more complicated problem of what types of being are formed by both the natural
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20

Gauvin, Jean-François. "Playing with Quantum Toys: Julian Schwinger’s Measurement Algebra and the Material Culture of Quantum Mechanics Pedagogy at Harvard in the 1960s." Physics in Perspective 20, no. 1 (2018): 8–42. http://dx.doi.org/10.1007/s00016-018-0213-3.

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21

Fears, Arthurina, Dustin Garnet, James P. Werner, and Ami Kantawala. "REVIEWS." Visual Inquiry 1, no. 3 (2012): 239–50. http://dx.doi.org/10.1386/vi.1.3.239_5.

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WHY OUR HIGH SCHOOLS NEED THE ARTS, JESSICA HOFFMANN DAVIS (2012) New York: Teachers College Press/Reston, VA: National Art Education Association, 118 pp., ISBN 978-0-8077-5286-9, $23.95MATTER MATTERS: ART EDUCATION AND MATERIAL CULTURE STUDIES, PAUL E. BOLIN AND DOUG BLANDY (EDS) (2011) National Art Education Association, 157 pp., 62 mono illustrations, ISBN: 978-1-890160-51-7, $42.00. Reston, VA. Paperback.ART'S WAY OUT - EXIT PEDAGOGY AND THE CULTURAL CONDITION, JOHN BALDACCHINO (2012) Rotterdam; Boston, Sense Publishers, 204 pp., ISBN: 978-94-6091-792-6, Hardback: $99.00, Paperback: $39.00
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22

Kultayeva, Maria. "Philosophical pedagogy as critics and self- critics: german experience." Osvitolohiya, no. 6 (2017): 44–51. http://dx.doi.org/10.28925/2226-3012.2017.6.4451.

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In the article are regarded some evolutional tendencies of philosophical pedagogy in the German theoretical tradition. The turn from the normative theories to functional-structuring ones is analyzed on the factual material of Neo-Hegelianism (E. Spranger, T. Litt) and on Adorno’s half-education theory, where the half-education is represented as a form of educational alienation und contributes its conversion to anti-education. One of the alternative theoretical variants proposed by A. Tremlis deduced from theory of the self-referent social systems. Is showed that critics and self-critics of dif
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23

Silva, Kalina Vanderlei. "Oficinas digitais de artes indígenas para professores de ensino fundamental e ensino médio: Produzindo conhecimento decolonial sobre história indígena." Revista Brasileira de Extensão Universitária 12, no. 2 (2021): 235–44. http://dx.doi.org/10.36661/2358-0399.2021v12i2.12183.

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O ensino de história e cultura indígena, apesar de obrigatório desde a Lei 11.645/2008, ainda é secundarizado no Brasil, devido a fatores que incluem preconceitos arraigados e falta de capacitação docente. No caso da História da Arte, a própria natureza eurocêntrica dessa disciplina relega obras e estilos indígenas ao esquecimento. Assim, o objetivo deste trabalho é relatar a execução e os resultados obtidos nas oficinas de extensão ‘Artes Indígenas para Professores do Ensino Fundamental e Médio’, desenvolvidas pelo Projeto de Extensão Mudando as representações dos adolescentes sobre os indíge
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Kwieciński, Zbigniew. "Nauczyciel akademicki – pomiędzy autonomią, zaangażowaniem i nihilizmem." Studia Edukacyjne, no. 47 (March 15, 2018): 7–20. http://dx.doi.org/10.14746/se.2018.47.1.

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Contemporary culture offers and constantly enriches many models of life, values, and consumption incentives. Pedagogy is also pluralistic today, rich in currents and trends. Teachers, including academics, face the unavoidable and constant choice between getting involved in the work with students and detachment and autonomy, or rather encouraging young people to choose their own identity and orientation, because all choices are equal. It is necessary to seek a common minimum of formal and material goals of upbringing. One of such formal purposes is that of independent judgment, i.e. the autonom
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Ferencziné Ács, Ildikó. "The Nyíregyháza Model: The Teaching of Teaching Music / of Making Music." Studia Universitatis Babeş-Bolyai Musica 65, no. 2 (2020): 9–36. http://dx.doi.org/10.24193/subbmusica.2020.2.01.

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"The Music Pedagogy Workshop working within the Institute of Music at the University of Nyíregyháza has initiated several programmes related to music methodology, financed by EU funds. Within the framework of subproject entitled “Renewing the practice of teaching music in public education based on folk traditions,” digital handbooks and teachers’ books have been designed for the Grades 1 to 4 of primary schools. The present paper introduces the novel features of the material designed for Grades 1 and 2. It touches upon the issues of the relevant points in curricular regulations, the possibilit
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Pivnitskaya, Olga V. "The Peculiarities of Intonational Approach Realization within the Course of Folk Solfeggio Based on Russian Traditional Culture." Musical Art and Education 7, no. 1 (2019): 120–31. http://dx.doi.org/10.31862/2309-1428-2019-7-1-120-131.

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The given article touches upon reasonability and perspectivity of the development of intonation approach to the mastering of learning material at folk solfeggio lessons. As is known folk-oriented musical education has a long history in Russia. Meanwhile song folklore has always been an integral part of national and world music culture. During the historical revolution two trends in national ethnomusicology have developed. The first one is studied as a consistent logical system while the second one is connected with the detection of unique features of Russian folk music in different regions. Th
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Värri, Alpo Olavi, Ulla-Mari Kinnunen, Päivi Pöyry-Lassila, and Outi Ahonen. "The national SotePeda 24/7 project develops future professional competencies for the digital health and social care sector in Finland." Finnish Journal of eHealth and eWelfare 11, no. 3 (2019): 232–35. http://dx.doi.org/10.23996/fjhw.77605.

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The SotePeda 24/7 project, financed by the Finnish Ministry of Education and Culture, aims at increasing competencies in developing digital services in the health and social care sector, and to create digital pedagogical solutions to support multidisciplinary learning. The national project, encompassing practically all the relevant universities of applied sciences educating health and social care workers, and two universities in Finland, defines the required eHealth skills and develops educational material, pedagogy and learning environments for the participating organizations. The project cov
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LEPESHEV, D. V. "EURASIANISM AS A FORM OF BEING OF CULTURE." Historical and social-educational ideas 10, no. 3/1 (2018): 202–6. http://dx.doi.org/10.17748/2075-9908-2018-10-3/1-202-206.

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Theoretical developments are brought together to highlight the special Eurasian type of worldview underlying the formation of the Eurasian civilizational identity. Data of history, ethnography, and philosophical works are referred to for revealing the key features of the Eurasian culture as a whole: religion, patriotism; refusal from self-sufficient accumulation; collectivism; combination of settledness with nomadism; love of the motherland as a factor of personal formation. Generalization and comparative methods were applied to analyze the theoretical and historical (applied) scientific studi
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Moody, Nickianne. "Building the Femorabilia Special Collection." Girlhood Studies 11, no. 3 (2018): 1–17. http://dx.doi.org/10.3167/ghs.2018.110303.

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In this article I examine the potential of the Femorabilia Collection of Women’s and Girls’ Twentieth Century Periodicals for the study of girlhood in Britain and the Commonwealth of Nations and I explain why the collection was originally created and describe its current purpose and policy to promote future research. I consider the importance of material and reading cultures as well as approaches to understanding the content of these varied publications and discuss the difficulties of working with mass culture, ephemeral texts, and the problem of obtaining examples, and I consider the collecti
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ANQUÍN, Ana De, and Álvaro GUAYMÁS. "Categorías espacio-temporales escolares y andinas: un estudio en escuelas del noroeste argentino." INTERRITÓRIOS 5, no. 9 (2019): 6. http://dx.doi.org/10.33052/inter.v5i9.243602.

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RESUMENEl artículo aborda las categorías de tiempo/espacio, en su dimensión estructurante, para intentar su desnaturalización, es decir para pensar sobre ellas y aceptar que son construcciones histórico-culturales. Por ello se insinúa una comparación entre las categorías de la modernidad occidental con los de la cultura andina, siguiendo los lineamientos de la hermenéutica diatópica tal como la enuncia Josef Esterman. Además se toman los aportes del giro decolonial que pone en duda la abstracción pura y la contrapone al pensamiento enraizado en la Abya Yala profunda (América para los occidenta
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Stefańska, Anita, and Marian Marcinkowski. "Pedagogiczne i socjologiczne spojrzenie na zdrowie i bezpieczeństwo zdrowotne Polaków." Studia Edukacyjne, no. 51 (December 15, 2018): 387–402. http://dx.doi.org/10.14746/se.2018.51.23.

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The societies of developed countries, including Poland, are characterized by the dissemination of manifestations of the consumer lifestyle, which leads to a systematic deterioration of health and quality of life. The health and health safety should be systematically monitored and given in-depth scientific analyses, also from the perspective of pedagogy and sociology. In the scientific discourse there are various issues concerning both health hazards (inter alia related to globalization changes and lifestyle) and health promotion (for example, shaping pro-health attitudes and dissemination of p
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Segalo, Puleng, Einat Manoff, and Michelle Fine. "Working With Embroideries and Counter-Maps: Engaging Memory and Imagination Within Decolonizing Frameworks." Journal of Social and Political Psychology 3, no. 1 (2015): 342–64. http://dx.doi.org/10.5964/jspp.v3i1.145.

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As people around the world continue to have their voices, desires, and movements restricted, and their pasts and futures told on their behalf, we are interested in the critical project of decolonizing, which involves contesting dominant narratives and hegemonic representations. Ignacio Martín-Baró called these the “collective lies” told about people and politics. This essay reflects within and across two sites of injustice, located in Israel/Palestine and in South Africa, to excavate the circuits of structural violence, internalized colonization and possible reworking of those toward resistanc
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D'Angelo, Sophia. "Effective Pedagogy in the Context of a Competency-Based Curriculum Reform: Perceptions of Teachers in the Dominican Republic." Revista Caribeña de Investigación Educativa (RECIE) 5, no. 1 (2021): 7–18. http://dx.doi.org/10.32541/recie.2021.v5i1.pp7-18.

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In 2016, the Dominican Republic Ministry of Education launched a competency-based curriculum, thus promoting a constructivist and learner-centered pedagogy. However, two years later, a national study found that several obstacles impede the implementation of this curriculum, specifically teachers’ lack of appropriation which resulted in the use of traditional instructional methods such as copying. By further exploring the culture of copying in Dominican public schools, this study contributes to the literature on effective pedagogy at the primary level. Using an ethnographic lens, the research e
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Ryndak, Valentina G., and Yuliya A. Bazhenova. "Analysis of the subject field of the phenomenon of communicative culture in dissertation research on pedagogical science." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences, no. 3 (October 2020): 112–26. http://dx.doi.org/10.17673/vsgtu-pps.2020.3.7.

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The paper is devoted to the phenomenon of communicative culture in pedagogical science. The material for the study was the domestic dissertation research on pedagogy from 1998 to 2017, the subject of which is this phenomenon. The authors define the main theoretical constructs (communicative competence, pedagogical communication, communication culture, etc.), which allowed researchers to formulate their own definition of the phenomenon of communicative culture. It is revealed that the performances of modern domestic scientists understanding of the studied phenomena is ambiguous and depends on t
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Grushka, Kathryn. "Conceptualising Visual Learning as an Embodied and Performative Pedagogy for all Classrooms." Encounters in Theory and History of Education 11 (November 28, 2010): 13–23. http://dx.doi.org/10.24908/eoe-ese-rse.v11i0.3167.

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The challenge for arts educators is to find language and conceptual framings for visual art education that resonate with the transformative and literacy aims of mainstream education and position visual learning as essential. The unique value of visual knowing is now an imperative in our ocularcentric culture where new technologies, consumerism and unprecedented mobility impacts on all students in the twenty first century. Visual creative adaptability and its culturally located critical and generative understandings draw from our sense-rich world of human experience. Grounded in the theories of
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Kumpulainen, Vierimaa, and Koskinen-Koivisto. "Developing Connective Pedagogy in Cultural Research—A Case Study from the Teachers’ Perspective in Adopting a Problem-Based Approach in Higher Education." Education Sciences 9, no. 4 (2019): 252. http://dx.doi.org/10.3390/educsci9040252.

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The article examines the challenges university teachers face when adopting connective pedagogy in organizing teaching. Instead of studying the learning outcomes of the method, we decided in this research to focus on the teachers’ experiences when doing things differently in a fairly traditional pedagogical institution like a university. In spring 2019, as a part of our new degree programme entitled Culture, Communities, and Change (KUMU) at the University of Jyväskylä, we implemented a multisensory ethnography course in collaboration with a third sector development project promoting village to
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Дэн, Цзе. "INNOVATION IN THE GLOBAL PEDAGOGY: LEARNING THROUGH THE METHODOLOGY OF "SHENBANG»." НАУЧНЫЙ ЖУРНАЛ СОВРЕМЕННЫЕ ЛИНГВИСТИЧЕСКИЕ И МЕТОДИКО-ДИДАКТИЧЕСКИЕ ИССЛЕДОВАНИЯ, no. 4(48) (December 22, 2020): 54–63. http://dx.doi.org/10.36622/vstu.2020.20.73.004.

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Постановка задачи. В статье обсуждается проблема создания инновационной системы обучения школьников с учетом требований к модернизации образовательной системы в КНР. Проблема может быть решена благодаря развитию автономности школьника. Цель исследования - провести компаративный анализ методико-теоретических приемов развития автономности субъектов образовательного процесса на материале системы обучения «Шэнбэнь» и традиционной системы обучения. Предмет исследования - национально-педагогическая система обучения школьников «Шэнбэнь». Результаты. Гуманистическая парадигма образования сегодня ориен
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Ekeland, Torun Granstrøm, and Britt Kramvig. "Negotiating Terrains." Science & Technology Studies 26, no. 1 (2013): 52–72. http://dx.doi.org/10.23987/sts.55308.

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In this article we develop some arguments from a research project where the researchers were also participants in the making of a multiplayer online game. The “Siida” project emerged as a challenge to the static and monolithic vision of Indigenous Saami culture and history. It seeks to create an arena for learning founded on new approaches to research-based historical pedagogy. This involvement became the grounds from where we could refl ect upon what design is all about. We will argue that in order to work, design needs to relate to the specifi cities of place and be located as multiple pract
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Palombi, Domenico. "How to Reconcile the Past and the Present." Joelho Revista de Cultura Arquitectonica, no. 11-12 (September 9, 2021): 16–32. http://dx.doi.org/10.14195/1647-8681_11_12_2.

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In Western culture, or in what today is called global civilization despite its diverse traits and contradictory evaluations, the relationship with the past has always been both profound and contradictory and in some cases even conflicting. Actualization of the past has occurred in different periods of time and for a large variety of reasons simultaneously assuming cognitive, contemplative, evocative, emulative, normative forms. In this continuous and multi-faceted process, ideological and political motivations led to the revival and legacy of the past seen, from time to time, as an analogical
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Karamanov, Oleksii. "Didactic Tools of Museum Pedagogy as an Element for the Formation of the New Educational Space." Education and Pedagogical Sciences, no. 1 (176) (2021): 3–11. http://dx.doi.org/10.12958/2227-2747-2021-1(176)-3-11.

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The article considers various types of didactic museum tools used in organizing museum and pedagogical activities with schoolchildren and students. High-quality design of museum work is impossible without the development of teaching tools that improve the quality and effectiveness of educational activities in the museum space. The author addresses the means of museum pedagogy as elements of didactic support, objects of material and spiritual culture, which contributes to the effective implementation of the museum and pedagogical process, acts as a powerful information resource for the reconstr
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Аkazhanova, А., and А. Rahimova. "PEDAGOGICAL CONDITIONS FOR DEVELOPING A STUDENT'S WORLDVIEW THROUGH NATIONAL GAMES." BULLETIN Series of Philological Sciences 74, no. 4 (2020): 363–68. http://dx.doi.org/10.51889/2020-4.1728-7804.73.

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In the scientific article, pedagogical conditions for the development of the student's worldview through national games are considered. The need for the ability to use national games in the educational direction, pedagogical conditions for its application to the development of the student's personality are determined. The national game is a way to recognize national values. The game is distinguished by the fact that it not only teaches children how to overcome the difficulties encountered in life, but also forms organizational skills, and the use of National Games in the educational process fo
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Mesana, Corinne. "An integrated approach to foreign language writing instruction." Australian Review of Applied Linguistics 27, no. 1 (2004): 44–57. http://dx.doi.org/10.1075/aral.27.1.04mes.

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Abstract This paper puts forth the need for further integration of research on writing-as-a-process in foreign language writing and teaching practices. Several problems are identified concerning the teaching and learning of writing skills, as most teachers attend to the product – its originality, clarity and correctness, and recent popular textbooks on French language and culture still focus on the product and rarely on the process. The extensive research on writing-as-a-process in both Francophone and North American applied linguistics for L1 and L2 does not seem to have had the same repercus
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Busono, Rr Tjahyani, Riskha Mardiana, and Kunthi Herma Dwidayati. "Understanding Level of Technology Pedagogy and Content Knowledge (TPACK) Students of Architectural Engineering Education Study Program." Journal of Architectural Research and Education 3, no. 1 (2021): 59–66. http://dx.doi.org/10.17509/jare.v3i1.30656.

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The Law of the Republic of Indonesia Number 14 of 2005 concerning Teachers and Lecturers states that a teacher must have four competencies, namely pedagogical competence, personality, social and professional competences. A teacher is expected to pay attention to the material, strategy, technology or surrounding culture in helping to realize active, creative, fun and meaningful learning. One of the uses of ICT in education is needed as an effort to improve the efficiency and effectiveness of the learning process. However, there are many obstacles faced in its application, including a lack of te
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Malik, Abdul, Tamjidillah Tamjidillah, and Satriawan Satriawan. "Budaya Literasi dan Infiltrasi Gerakan Islam Radikal di Pesantren Indonesia." ISLAMICA: Jurnal Studi Keislaman 15, no. 1 (2020): 48–67. http://dx.doi.org/10.15642/islamica.2020.15.1.48-67.

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Since 2002, the discourse of pesantren has been linked to radicalism. This has led to a new typology of pesantren, namely radical pesantren. This typology of pesantren is usually known to adhere to the Salafi Jihadi ideology. This article examines how Salafi Jihadi pesantrens have radical tendencies. The study mainly focused on the literacy culture that was developed. By using the qualitative-phenomenological method, this article finds that several basic concepts in Islam, in this case, the enforcement of Islamic law and the concept of jihad, have been interpreted in a pejorative way by the Sa
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Chatterjee, Abhishek, and Heitor Alvelos. "Re-inscribing the value of craft in times of dictated obsolescence." Craft Research 11, no. 2 (2020): 275–94. http://dx.doi.org/10.1386/crre_00029_1.

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This article introduces a design research mediation project, Anti-amnesia, that explores various connotations of ‘wealth’ as embedded in the material culture and human narratives surrounding traditional crafts in Portugal. The project argues that ‘wealth’ is undergoing a process of signification that is semantically reductive, being brought to tacitly invoke monetary gain rather strictly, if on an underwritten basis, and this is bearing an adverse effect in terms of perceptions towards other consequential but intangible values related to craft practices. In this regard, it presents the case of
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Allgayer, Rochele, and Gizele De Souza. "The wonders of the Planetarium: intents and pitfalls for the implementation of a scientific facility in the midst of educational debates in Brazil in the 1930s." Rivista di Storia dell’Educazione 8, no. 1 (2021): 25–36. http://dx.doi.org/10.36253/rse-10023.

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This study aims to highlight some articulations the intent of which was to set up Brazil’s first Planetarium in Rio de Janeiro during the organization of the 4th National Education Conference and pedagogy exposition in 1931. The Conferences, promoted by the Brazilian Education Association (ABE), were founded on strategies for disseminating educational practices and producing material for Brazilian schools. This mechanism was a tool not only to provide visibility but also to promote the debate on the material conditions needed for public education. ABE developed actions aimed at directing and p
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Milistetd, Michel, William das Neves Salles, Ana Flávia Backes, Isabel Mesquita, and Juarez Vieira do Nascimento. "Learner-centered teaching in a university-based coach education: First attempts through action research inquiry." International Journal of Sports Science & Coaching 14, no. 3 (2019): 294–309. http://dx.doi.org/10.1177/1747954119842957.

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A recent call for coach education highlights that the programs could become more learner-centered. Thus, the aim of this study is to provide an overview of the learner-centered teaching operationalization in a university-based coach education program. Using an action research approach, a Sports Pedagogy course was organized through five learner-centered teaching principles over one semester. Participants were a facilitator, a critical friend, and six students. Reflective journals, reflective conversations, and focus groups were used as data sources. Results showed that through different learni
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Kulsharipova, Zaru Kasymovna, Nagima Asukhanovna Bissembayeva, and Sulu Margulanqyzy Mazhit. "PEDAGOGICAL MANAGEMENT IN THE PRACTICE OF MANAGING THE EDUCATIONAL PROCESS IN PRIMARY SCHOOL." Bulletin of Toraighyrov University. Pedagogics series, no. 2,2021 (July 12, 2021): 165–79. http://dx.doi.org/10.48081/ykbe1490.

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The article deals with the concept of pedagogical management, the content of which is aimed at developing the culture of management activities of primary school teachers. From the point of view of management of educational systems and processes, pedagogical management is a branch of pedagogy, the subject of which is the organization of management in the field of education and in educational institutions. Modern primary schools need not only teachers who are able to explain new material and organize their work, but also those who are able to competently manage the educational and cognitive acti
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Rozin, Vadim Markovich. "Understanding of cultural-semiotic environment in the tutor’s concept of education." Педагогика и просвещение, no. 3 (March 2020): 74–87. http://dx.doi.org/10.7256/2454-0676.2020.3.33526.

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This article attempts to build a discourse of cultural-semiotic environment for the tutor's concept of education. In order to achieve the set task, analysis is conducted on the case from educational practice, including the author's, pertaining to discovery of a drawn image by a child. In the process of such discovery, the author differentiated three phases: formation of problematic situation, its resolution through drawing a scheme, and learning the reality with secondary objects. This material is interpreted within the framework of a new extended semiotic approach, which includes semiotics no
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Saibekov, Maksym. "CHRISTIAN EDUCATION OF THE RULER IN THE VISIGOTHIC KINGDOM." EUREKA: Social and Humanities 2 (March 31, 2020): 53–60. http://dx.doi.org/10.21303/2504-5571.2020.001209.

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The article is devoted to the educational model of the outstanding European thinker of the 7th century, Isidore of Seville, with the principles of the education of the ruler and the class approach to the problem of teaching, with the content of the renovation pedagogy of the episcopal Gispal school of the VI-VIII centuries, its place in the evolution of the formation of Western European education. The article is dedicated to the problem of knowledge reception and work with the textbook during the «Dark Ages» in Visigothic Kingdom. An attempt is made to illustrate the process of reading through
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