Academic literature on the topic 'Nomadic schools'
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Journal articles on the topic "Nomadic schools"
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Ahmadishokouh, Aliasghar, Naser Janani, and Fatemeh Samadi. "English Language Teaching Problems in the Nomadic Society in Iran." International Journal of Multicultural and Multireligious Understanding 10, no. 10 (October 16, 2023): 250. http://dx.doi.org/10.18415/ijmmu.v10i10.5201.
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Education occupies the center stage in human life. Therefore, the importance of education has been adequately documented in the literature. In spite of the important role played by nomadic society in Iran, this society seems to be a neglected part of this Islamic country. When it comes to teaching English the problem becomes severe. Therefore, this study was carried out to highlight the burning issues ahead of English language teaching in the nomadic society in Iran. In order to go to the roots of problems in teaching and learning English in nomadic schools, researchers interviewed some English teachers and stakeholders in the nomadic educational center in Lorestan. Moreover, to find the possible differences between nomadic and non-nomadic students in terms of learning English as a foreign language, a total number of 75 nomadic students and 80 non-nomadic students participated in this study. Independent sample t-test was used to find the differences between the mean scores of two groups of students. The results of the study showed that the main obstacles in the way of English language learning in nomads are: formal school, Curriculum, student related problems, teachers-related problems, learning facilities and technological equipment, under norm problem and multimethod-multilevel classes.
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Mahmud, Abbas. "EFFECTIVE MANAGEMENT: A RECIPE FOR ATTAINING THE GOALS OF NOMADIC EDUCATION PROGRAMME IN NIGERIA." Sokoto Educational Review 14, no. 1 (June 30, 2013): 9. http://dx.doi.org/10.35386/ser.v14i1.84.
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The paper examined different areas of management in relation to Nomadic Education programme and looked into policy statement which is enshrined in the National Policy on Education and definition regarding to management. System theory was also used in order to examine issues o f effective management in schools. Administrators roles in schools was discussed such as mutual respect, shared ideas and the process in establishing nomadic schools with a lot of considerations before erecting the structure. School plant planning was discussed in respect of managers/head teachers in managing the schools toward the achieving educational goals. The paper also examined the component that helps in achieving the goals which are management structure, the hierarchical model to the management o f nomadic schools and how it will really help in managing the school activities. Lastly the paper made some recommendations, such as, government should provide the needed teaching and learning materials for successful attaining goals etc.
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Sleptsov, Yurii Alekseevich. "Teaching the Even language in a nomadic camp: problems and solutions." Педагогика и просвещение, no. 2 (February 2022): 28–34. http://dx.doi.org/10.7256/2454-0676.2022.2.38248.
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The subject of the study is the education of children in a nomadic camp for indigenous minorities; the analysis of the difficulties that the organizers encountered in the first years of the nomadic camp when learning their native language by Even children was carried out. For the educational system of small comprehensive schools, the nomadic camp is a new form of organization of temporary association during the summer holidays as an inseparable system of teaching the native Even language in natural nomadic conditions. The first years of work showed that children hardly master their native language. One of the reasons is that in secondary schools they were taught the Even language based on the Olsky dialect, which Momsky Evens do not understand. Considering the above, the Even language was taught in the local dialect in the nomadic camp. Author concludes that children that were recruited to the camp did not have the opportunity to go to reindeer herding brigades, and thus had no idea about the traditional way of life of their people. Work experience since 2000 has shown positive dynamics in the field of teaching the native Even language and national culture. After graduating from secondary school, many students of the nomadic camp entered various secondary specialized educational institutions and higher educational institutions and subsequently joined the ranks of teachers in secondary schools, preschool educators, and cultural workers.
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Steiner-Khamsi, Gita, and Ines Stolpe. "Non-Traveling ‘Best Practices' for a Traveling Population: The Case of Nomadic Education in Mongolia." European Educational Research Journal 4, no. 1 (March 2005): 22–35. http://dx.doi.org/10.2304/eerj.2005.4.1.2.
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This article deals with a particular ‘best practice’ in Mongolia (boarding schools) that neither traveled elsewhere nor was rescued from the socialist past and adopted in the post-socialist present. The boarding schools accommodating children from nomadic herder families have experienced a long decade (1991–2003) of neglect. The boarding school system of the twenty-first century has ceased to be a universal institution catering to a nomadic population, and has been transformed into a socially stratified system that mostly attracts students from poor families (nomadic and otherwise) who could not afford to entertain alternative living arrangements for their school-aged children. The authors treat nomadic education in Mongolia as an interesting case of a ‘transfer vacuum.’ The authors investigate the political and economic reasons for this immunity towards ‘lessons from elsewhere’ or ‘lessons from the past,’ and draw conclusions for research on educational policy borrowing and lending.
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A, Sulaiman, A., Aliyu, M. T., and Gaya, M. U. "Relevance of MaqᾹsid Al-Sharī‘ah in Enhancing Nomadic Female Education in Adamawa State." Zamfara International Journal of Humanities 2, no. 02 (December 30, 2023): 87–95. http://dx.doi.org/10.36349/zamijoh.2023.v02i02.010.
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The study attempts to examine the relevance of Maqᾱsid al- Sharī،ah in enhancing nomadic female education in Adamawa State, Nigeria. The objective of the study is to highlight the challenges facing the female nomadic. The female nomadic are being disrupted from acquiring and enjoying the dividend of education due to movement from one place to another. This makes them remain in a state of ignorance. In Islam, the search for knowledge is obligatory for all regardless of age and gender. Yet, the nomadic females are deprived of it. The study employs the Maqᾱsid approach as it is relevant for overcoming intellectual stagnation and improving female nomads’ miserable social, cultural, economic and political conditions. The study adopts mixed methods in obtaining its data. The interview was used to get facts from the respondents across the six local government areas of Adamawa State based on sampling. The findings of the study reveal that female nomadic are facing some challenges such as Lukewarm attitudes of the parents toward their female education, poverty, misunderstanding and misinterpretation of the religion to mention but a few. The study concludes and recommends that parents should try to obtain knowledge of the religion from the right scholars and give their children the opportunity to acquire knowledge. The government and the stakeholders should provide mobile schools and enlightenment programmes on female education over the Radio and Television. There should be constant enlightenment by scholars about the teachings of Islam among others.
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Nuzhnova, N. M. "Formation of professional readiness of future primary school teachers to ensure social partnership with parents in the nomadic school of the far north." Science and School, no. 1, 2020 (2020): 79–89. http://dx.doi.org/10.31862/1819-463x-2020-1-79-89.
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The article deals with the formation of professional readiness of future primary school teachers to ensure and implement social partnership with parents of students in the Far North. The article focuses on the relevance of the project „Nomadic school” in modern conditions, shows the trends of modernization of education, in particular, the proposals of the Ministry of education of Russia in the field of legal regulation in nomadic education. The advantages of teaching children in primary classes of nomadic school, concerning the issues of adaptation process to primary education, preservation of traditional family education, native language and national culture are substantiated. In the context of successfully carried out training of primary school teachers to work in nomadic schools of the Yamal-Nenets Autonomous District, the content of training sessions with students studying at Herzen State Pedagogical University of Russia is revealed when mastering the disciplines of the module „Social Partnership with Parents”. The author believes that the joint work of the teacher with the parents can lead the latter to change their position from an observer to an active assistant, partner of the educational process in the quality of education and upbringing of children in their nomadic places. The presented forms of work with students make it possible to increase their motivation to organize and ensure social partnership with parents, to develop certain skills related to the application of technologies of organization of joint activities with parents in the field of education of students, demonstrate its achievements in organizing a social partnership between the nomadic school and parents.
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Lanyasunya, Andrew Ropilo. "The impact of distance to school on primary school enrolment in Samburu County, Kenya." Journal of Humanities and Social Sciences (JHSS) 1, no. 1 (December 23, 2022): 86–90. http://dx.doi.org/10.51317/jhss.v1i1.463.
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The aim of this study was to investigate the impact of distance to school on primary school enrolment in Samburu County, Kenya. The need for the study arose from the fact that even while education is a fundamental human right and a necessary condition for empowerment, it is still not widely available to pastoralists who live on the move. Notwithstanding, Kenya has made formal education a priority in her policies. However, despite primary schools’ Gross Enrolment Rates in Kenya reaching 95 per cent, in some nomadic pastoral areas like Samburu, it was 41.3 per cent. The study findings reveal that a facility-specific factor, such as distance, is the main factor affecting access to basic formal education in Samburu district and, by implication, other nomadic pastoral areas. The results of the study revealed that the association between distance to the nearest school and access to basic formal education was very strong, as indicated by the value of the contingency coefficient (0.76), and was very significant statistically. This implies that the deliberate provision of more schools closer to the people and/or promotion of alternative education opportunities in the district is likely to increase access to basic formal education. This is due to the fact that the households will be living in close proximity to education facilities, thus enhancing their utilisation. Consequently, the enrolment rate of children will be boosted, thus improving access to basic formal education. As a result, the study recommends that more schools be made available in nomadic pastoral areas and that other alternative forms of education be promoted.
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Francis, Torpev. "Pragmatic Approach to Use of Mastery Learning Model in Implementation of Social Studies Curriculum for Achievement of Sustainable Development Goal-4 in Nomadic Schools in Maiadua, Katsina State, Nigeria." NIU Journal of Humanities 8, no. 4 (December 31, 2023): 183–88. http://dx.doi.org/10.58709/niujhu.v8i4.1742.
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Acquisition of quality education for all is one of the basic concerns of societies in the world. This desire is anchored on universal protocol agreement contained in sustainable development goal four (quality education for all). The paper is therefore an attempt to investigate pragmatic approach to use of mastery learning model in implementation of social studies curriculum for achievement of sustainable development goal-4 in nomadic schools in maiadua, katsina state, Nigeria. A descriptive research design involving pre-test and post-test was used for the study. The population of the study was 78 headmasters in the 78 primary schools in the Local government area. Sample for the study was all the 78 headmasters who were purposively selected by virtue of their leadership positions in the schools. A Researcher designed questionnaire was used in data collection. The instrument was validated by two experts in test and measurement and one curriculum expert who were of the rank of senior lecturer and above. Reliability of the instrument was ensured by administering the instrument twice to 30 headmasters in Kurfi local government at interval of two weeks. The data collected was analysed using Pearson moment correlation coefficient. The coefficient of 0.67 was obtained which show that the instrument was reliable. Two objectives with corresponding research questions and hypotheses were raised and formulated respectively to guide the study. The research questions were answered using descriptive statistics: frequency count and percentage, while the hypotheses were tested using chi-square statistic at 0.05 level of significance. The findings of the study revealed that: headmasters’ perception of mastery learning was positive as most of them responded positive to the items on the instrument, they had knowledge of mastery learning instructional model in implementation of Social studies curriculum in Nomadic schools in maiadua, Katsina State, Nigeria, they attempted to put to use knowledge of mastery learning in implementation of Social Studies curriculum in Nomadic schools Katsina State, Nigeria, however they lacked the modern technique used in achievement of the instructional model. Based on the findings the following recommendations were made: deliberate effort should be made to improve the skills of teachers on the acquisition and use of mastery learning instructional strategy by ministry of education through organization of workshops and conferences for the teachers in basic schools. Mastery learning instructional strategy should be given prominence in teacher education programmes in higher tertiary institutions to enable the pre-service teachers acquire necessary knowledge and skill on the strategy and fresh graduates from Colleges of Education employed in nomadic schools should be sensitized on the benefits of mastery learning instructional strategy by school administrators using symposium and other available means to avoid attrition.
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Lanyasunya, Andrew Ropilo. "Effect of cost of schooling on the participation of children in basic education in Samburu County, Kenya." Journal of Education Management & Leadership (JEML) 1, no. 1 (October 20, 2022): 67–73. http://dx.doi.org/10.51317/jeml.v1i1.462.
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This study aimed to determine the effect of the cost of schooling on children’s participation in basic education in Samburu County, Kenya. Data were gathered and analysed using Excel and SPSS computer packages and presented using descriptive and inferential statistics. The specific tools used were frequencies, cross-tabulations, contingency tables, chi-square, multiple regression, correlation, and qualitative presentation in quotations. The study findings reveal that a facility-specific factor, such as cost, is the main factor affecting access to basic formal education in Samburu district and, by implication, other nomadic pastoral areas. From the study findings, it emerges that the cost of education has a significant influence on access to basic formal education. As a result, the study recommends that more schools be available in nomadic pastoral areas, promoting other alternative forms of education, developing the nomadic people’s economic resource- livestock- and subsidising the cost of schooling. Accordingly, for the nomadic pastoralists to be able to meet the cost of basic formal education in the era of cost-sharing, there is a dire need to strengthen their economic base- livestock. The latter can be done by opening up markets where they can sell their livestock.
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Ben-Yosef, Erez. "The Architectural Bias in Current Biblical Archaeology." Vetus Testamentum 69, no. 3 (July 8, 2019): 361–87. http://dx.doi.org/10.1163/15685330-12341370.
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AbstractThis paper aims at highlighting a methodological flaw in current biblical archaeology, which became apparent as a result of recent research in the Aravah’s Iron Age copper production centers. In essence, this flaw, which cuts across all schools of biblical archaeology, is the prevailing, overly simplistic approach applied to the identification and interpretation of nomadic elements in biblical-era societies. These elements have typically been described as representing only one form of social organization, which is simple and almost negligible in historical reconstructions. However, the unique case of the Aravah demonstrates that the role of nomads in shaping the history of the southern Levant has been underestimated and downplayed in the research of the region, and that the total reliance on stone-built archaeological features in the identification of social complexity in the vast majority of recent studies has resulted in skewed historical reconstructions. Recognizing this “architectural bias” and understanding its sources have important implications on core issues in biblical archaeology today, as both “minimalists” and “maximalists” have been using stone-built architectural remains as the key to solving debated issues related to the geneses of Ancient Israel and neighboring polities (e.g., “high” vs. “low” Iron Age chronologies), in which— according to both biblical accounts and external sources—nomadic elements played a major role.
Dissertations / Theses on the topic "Nomadic schools"
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Pusch, Simone. "Nomadskolinspektörerna och socialdarwinismen 1917-1945." Umeå universitet, Historiska studier, 1998. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-33289.
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The aim with this work is to investigate whether and to what extent the three first inspectors of the nomadic schools in Sweden revealed any signs of socialdarwinistic thought in their yearly reports from 1917 to 1945. For this reason I read through not only the named reports but also other official writings belonging to the inspectors as well as articles in Samefolkets Egen Tidning from that time. Darwin’s theory about the evolution of species and the human race was soon applied to explain the development of the human races and their various cultures. Furthermore it was combined with earlier notions concerning the effect of environmental influences on man’s development and a resulting cultural hierarchy. Thus leading scientists of that time placed the farming and industrial societies above gathering-hunting and nomadic societies. Societies placed on a lower level on the development scale, it was believed, would die out if they came into contact with higher societies. This was also true to the treatment of the mountain Saami population in Sweden. The nomadic school system which was introduced by law in 1913 aimed at keeping the mountain Saami segregated, not only from the Swedish population but also from the forest Saami who where regarded an even lower society. With the first two inspectors it becomes obvious that their ideology was based on socialdarwinistic thought. Vitalis Karnell even refers to racial premisis and Erik Bergström uses words that are almost directly taken from socialdarwinistic argumentation. With Axel Calleberg it is unclear whether he regarded the Saami as an inferior society. He reveals a less paternalistic attitude towards the mountain Saami than did his predecessors. The underlying ideas concerning the nomadic school system were not seen by some, or were strongly refuted by other leading Saami personalities.
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Turarbekova, Laura. "Limite nomade : le problème de la méthode chez Gilles Deleuze." Thesis, Lyon 3, 2014. http://www.theses.fr/2014LYO30017.
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La thèse de TURARBEKOVA Laura Limite nomade. Le problème de la méthode chez Gilles Deleuze est consacrée à la problématique de la méthode dans l’oeuvre de Deleuze, de ses fondements théoriques et historico-philosophiques, ainsi qu’à la transformation de la méthode dite deleuzienne dans les théorisations et les pratiques des auteurs contemporains appartenant aux différentes écoles deleuziennes. L’auteur suppose donc d’étudier la méthode deleuzienne sous trois aspects auxquels sont consacrées les parties réciproques de l’ouvrage : l’aspect historico-philosophique de sa pensée, et ses fondements méthodologiques, qui inclut au moins deux points importants, de la critique des procédés méthodologiques (Platon, Kant, Hegel) et de l’emprunt des procédés méthodologiques (Hume, Kant, Bergson, Nietzsche) ; l’aspect proprement théorique ou la transformation interne que la théorie de la méthode a reçu dans l’interprétation proprement deleuzienne ; enfin, l’aspect de l’interprétation de sa théorie de la méthode dans le courant que certains nomment le « deleuzianisme » contemporain. Les thèmes du nomadisme et de la limite servent à expliquer le mécanisme du procédé général de cette méthodeDissertation of TURARBEKOVA Laura Nomadic Limit. The problem of method of Gilles Deleuze is dedicated to the problems of method in the work of Deleuze, its theoretical and historico-philosophical foundations, as well as to the transformation of its method in theorizing and practices of the contemporary authors belonging to the different deleuzians schools. The author assumes therefore to study deleuzian method under three aspects to which are dedicated the reciprocal parts of work: the historico-philosophical aspect of its thought, and its methodological foundations, which includes at least two important points, the criticism of methodological techniques (Plato, Kant, Hegel) and of the loan of methodological techniques (Hume, Kant, Bergson, Nietzsche); properly theoretical aspect or transformation commits that the theory of method received in properly deleuzian interpretation; finally, the aspect of the interpretation of its theory of method in the current which some name contemporary"contemporary deleuzianisme". The topics of nomadism and of border serve for explaining themechanism of the general technique of this original method
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Lhachmi, Rachid. "Enseignement de la langue et de la culture berbères aux écoles nomades dans la vallée du M’Goun, dans le Haut Atlas marocain : une étude de cas en didactique des langues-cultures. Tensions, réalités et aménagement." Electronic Thesis or Diss., Bordeaux, 2023. http://www.theses.fr/2023BORD0455.
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La Déclaration Universelle des Droits Linguistiques énonce impérativement que l’enseignement doit être un vecteur essentiel de préservation et d’épanouissement de la langue véhiculée par la communauté linguistique du territoire dans lequel il est dispensé. Elle postule, de manière incontournable, que l’enseignement se doit d’être, en toute circonstance, au service de la diversité linguistique et culturelle, contribuant ainsi à l’instauration d’interactions harmonieuses entre les différentes communautés linguistiques. Au Maroc, un schéma linguistique se distingue par une structure hiérarchique et culturelle, où la « haute culture officielle, institutionnelle / constitutionnelle », incarnée par une « identité arabo-musulmane » et les « régimes d’autorité linguistique » prédominants, s’imposent impérieusement sur une « langue vernaculaire » et une culture subordonnée, marquée par des époques de colonisation et d’islamisation. Le constat unanime parmi les chercheurs est que la culture amazighe a été systématiquement marginalisée au fil de l’histoire. Ce consensus repose sur la perception que le patrimoine, l’identité, le savoir et la mémoire amazighes sont actuellement en grave danger. Ainsi, l’objectif principal est de préserver cet héritage culturel. Cette préservation passe par une réforme de l’enseignement de la langue amazighe, tant à l’échelle générale qu’au niveau spécifique de la vallée du M’Goun, située dans le Haut Atlas marocain. Pour atteindre cet objectif, il est essentiel de mettre en place les nouveaux dispositifs de standardisation, de normalisation et d’aménagement, ainsi que les mécanismes de transfert des nouvelles théories en didactique et linguistique vers l’amazighe. Cela inclut l’introduction de l’éducation au patrimoine, l’intégration de l’éducation au développement durable et l’éducation au territoire. Ces approches novatrices renforcent la sauvegarde de la culture amazighe en l’ancrant solidement dans les pratiques éducatives contemporaines. Une étape cruciale dans ce processus est la didactisation du savoir traditionnel et local. Cette démarche crée un lien essentiel entre la langue, la culture et l’environnement amazighes. Elle assure que les générations futures comprennent l’importance de cet héritage et développent un sentiment d’appartenance à leur culture. Le contexte actuel se révèle particulièrement propice à la mise en œuvre de ces initiatives. Les écoles nomades et semi-nomades se présentent comme un vecteur pédagogique idéal pour ce projet. Leur flexibilité et leur adaptation aux enjeux de l’éducation et du développement durable les rendent particulièrement appropriées pour préserver la culture amazighe, tout en contribuant à un modèle éducatif durable et inclusif. En somme, la préservation de la culture amazighe, à travers la revitalisation de la langue, la transmission du patrimoine, et la valorisation de l’identité culturelle, devient ainsi une composante essentielle des enjeux éducatifs et environnementaux contemporains. Cela s’effectue en adoptant une méthodologie didactique moderne, fondée sur une approche axée sur l’action et les projets. Notre étude entreprise se caractérise par une dimension exploratoire de l’écologie linguistique de la langue berbère. Cette thèse peut être succinctement résumée comme une entreprise visant à « guérir de l’école par le retour à la terre » (Roué, 2006), une quête de retour à l’identité, à la tradition et à l’autochtonie par le biais de l’éducation. Dans cette optique, notre travail s’ancre dans un cadre ethnolinguistique et sociolinguistique et repose sur des enquêtes interdisciplinaires qui mobilisent l’observation participante, des questionnaires adressés aux superviseurs de l’éducation dans la vallée, et des entretiens avec les praticiens et les membres de la population ciblée (...)The Universal Declaration of Linguistic Rights asserts imperatively that education must be an essential vehicle for the preservation and flourishing of the language spoken by the linguistic community of the territory in which it is imparted. It postulates, unequivocally, that education must always serve linguistic and cultural diversity, thereby contributing to the establishment of harmonious interactions among different linguistic communities. In Morocco, a linguistic framework is marked by a hierarchical and cultural structure, where the “high official, institutional/constitutional culture,” embodied by an “Arab-Muslim identity” and predominant “linguistic authority regimes,” imperiously impose themselves on a “vernacular language” and a subordinate culture, marked by periods of colonization and Islamization. The unanimous observation among researchers is that Amazigh culture has been systematically marginalized throughout history. This consensus is based on the perception that Amazigh heritage, identity, knowledge, and memory are currently in serious jeopardy. Thus, the primary objective is to preserve this cultural heritage. This preservation involves a reform of Amazigh language education, both on a general scale and specifically in the M'Goun Valley, located in the Moroccan High Atlas. To achieve this goal, it is essential to establish new standardization, normalization, and adaptation mechanisms for non-standardized languages, as well as mechanisms to transfer new theories in education and linguistics to Amazigh. This includes introducing heritage education, integrating sustainable development education and territory education in the programs. These innovative approaches strengthen the preservation of Amazigh culture by firmly anchoring it in contemporary educational practices. A crucial step in this process is the didacticization of traditional and local knowledge. This approach creates an essential link between the Amazigh language, culture, and environment, ensuring that future generations understand the importance of this heritage and develop a sense of belonging to their culture. The current context proves particularly conducive to the implementation of these initiatives. Nomadic and semi-nomadic schools emerge as an ideal pedagogical vector for this project. Their flexibility and adaptation to the challenges of education and sustainable development make them particularly suitable for preserving Amazigh culture while contributing to a sustainable and inclusive educational model. In summary, the preservation of Amazigh culture, through the revitalization of the language, the transmission of heritage, and the valorization of cultural identity, becomes an essential component of contemporary educational and environmental challenges. This is achieved by adopting a modern didactic methodology based on an action and project-oriented approach. Our undertaken study is characterized by an exploratory dimension of the linguistic ecology of the Berber language. This thesis can be succinctly summarized as an endeavor aiming to “heal the school through a return to the land” (Roué, 2006), a quest for a return to identity, tradition, and indigeneity through education. In this perspective, our work is anchored in an ethnolinguistic and sociolinguistic framework and relies on interdisciplinary investigations that involve participant observation, questionnaires addressed to education supervisors in the valley, and interviews with practitioners and members of the targeted population (…)
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Hatch, Jared P. "Fitting in: Exploring the experiences of middle schools students’ transition into an elite international boarding school." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1292916159.
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McLachlan, Debra Ann. "Global nomads in an international school : a case study of families in transition." Thesis, King's College London (University of London), 2003. https://kclpure.kcl.ac.uk/portal/en/theses/global-nomads-in-an-international-school--a-case-study-of-families-in-transition(c43845b6-00de-4038-aba9-a2eb4f71525d).html.
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Hailombe, Onesmus. "Education equity and quality in Namibia : a case study of mobile schools in the Kunene region." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24256.
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The main thesis of this study is that access to education, important as it is in terms of the Millennium Development Goals (MDGs), is not enough. Education that is not of an acceptable quality may not serve the purpose or the intent of the MDGs, nor of the Education for All movement. The study aims to examine the Namibian education policies related to education equity and quality for nomadic pastoralist people living in the Kunene region where socio-economic and cultural factors mitigate the provision of education. The study takes a broad view in an effort to explore the phenomenon of education provision to nomadic people and its actual outcomes beyond the classroom perspective and beyond the limits of its expected results. The data were collected over a period of five weeks. In this regard, a qualitative research design with critically quasi-ethnographic elements using semi-structured interviews to gather data from participants was used. Purposive sampling was used to select mobile school units, educators, nomadic leaders and community members. Data were collected through document analysis, audio-taped interviews and transcribed for inductive analysis. The intent of this case study is to illuminate attempts, through various education policies and strategies used by the Namibian government, to address equity and quality in education to marginalised and nomadic pastoralist groups, and reflect the insufficiency of such efforts that are not compatible with the intended groups’ culture and lifestyle. In this study horizontal, vertical equity and equal opportunity were used as lenses in analysing the degree to which equity has been achieved in Namibia. It became evident that the policies developed in Namibia support the notion of horizontal equity, but do not differentiate on the distribution of resources to equalise and standardise the provisioning despite unequal social circumstances. It is argued that if equity and quality in education aimed at nomadic and pastoralist groups are to be achieved, policymakers have to be prepared to be more flexible in the kind of practices and organisational structures which they develop in order to provide education, especially for these marginalised groups. Mere expansion of formal education provision, based on a model of what works in urban situations, is not enough to ensure equity and quality education reaches all primary school age children, especially nomadic and pastoralist children. Added to this, education aimed at nomads and pastoralists should be flexible, multi-facetted and focused to target specific structural problems such as social and economic marginalisation, lack of political representation, and interacting successfully with the new challenges raised by globalisation. The research findings contribute to the debate and discussion concerning equity and quality in education aimed at nomadic and pastoralists in the larger context of education systems in developing nations with circumstances similar to those in Namibia.Thesis (PhD)--University of Pretoria, 2011.
Education Management and Policy Studies
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Koné, Salifou. "L’intégration des outils numériques nomades dans l'apprentissage des langues : le cas de lycéens-adolescents Maliens." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2129.
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Cette recherche a pour objet l’usage du numérique dans les apprentissages des lycéens-adolescents en contexte socioéducatif malien. Elle vise à comprendre comment ceux-ci utilisent les outils du numérique dans la réalisation de leurs activités didactiques en classe de français langue seconde et hors la classe et s’interroge sur le rôle de ces outils dans l’apprentissage informel des langues inscrites à leur programme scolaire. Une enquête ethnographique a permis d’observer un échantillon de lycéens-adolescents, repartis entre quatre lycées de Bamako, dans les différents espaces sociaux qu’ils parcourent au quotidien : le lycée et ses différents espaces, le domicile familial et le « grin ». Le « grin » est un vocable du bambara (première langue nationale du Mali) qui désigne à la fois un groupe d’amis du même âge et les différents lieux où ceux-ci se rencontrent. La recherche s’appuie sur des entretiens, des journaux de bord et l’observation de situations d’utilisation d’outils numériques pendant laquelle des photographies ont été prises afin de saisir comment chaque lycéen-adolescent bricole des ressources pour ses apprentissages à partir des outils dont il dispose dans chaque contexte. Le positionnement épistémologique relève de la pensée par cas, qui a permis de reconstruire des portraits de lycéens à partir de situations d’utilisation d’outils numériques. Chaque situation décrite est appréhendée comme inscrite dans une configuration sociale particulière où sont en jeu des identités, des relations d’interdépendance afin de rendre compte de quelles façons l’actualisation des usages se fait selon les lieux. Le téléphone ayant été identifié dès le seuil de l’enquête comme le principal outil de médiation des pratiques numériques des lycéens évoluant dans le contexte socioéconomique malien, il s’est aussi agi d’envisager son importation en classe en tant que phénomène scolaire, et donc d’interroger la forme scolaire de la relation pédagogique à la lumière des usages identifiés auprès des lycéens lors de l’interaction didactique. Ainsi, des entretiens ont été conduits auprès d’enseignants de français suivis pendant leurs cours et de responsables de l’administration scolaire afin de déterminer comment ces derniers s’emparent de ce phénomène, quelles significations ils lui attribuent et quelles en sont les incidences sur les rapports au pouvoir et au savoir qui sont au fondement de la relation éducative scolaire. Ces entretiens ont été analysés dans la perspective de l’Analyse Critique du Discours. Les résultats mettent au jour des tensions qui se nouent autour des usages pédagogiques du téléphone entre d’une part l’enseignant et ses élèves et d’autre part l’enseignant et l’administration scolaire. A la lumière de ces tensions, des pistes pédagogiques sont proposées afin que les enseignants puissent se réapproprier les outils numériques nomades importés en classe par les élèvesThis study focuses on the use of digital technology for learning amongst adolescent high school students in the Malian socio-educational context. It seeks to understand how these learners use digital tools to carry out pedagogical activities inside and outside French as a second language classes and it questions the role of the tools in informal language learning within their school curriculum. An ethnographic study enabled us to observe a sample of adolescent high school students in four Bamako high schools, in the different social spaces in which they move on a daily basis: the high school and its different spaces, the family home and the “grin”. The “grin” is a word from Bambara (first national language in Mali), which describes both a group of friends of the same age and the different places where they meet one another. The study uses interviews, logbooks and the observation of situations in which digital tools are used, during which photographs were taken, to capture how each adolescent high school student puts together learning resources from the tools available in each context. The epistemological position comes from case thinking, which enabled us to reconstruct portraits of high school students from the situations in which they use digital tools. Each situation described is seen as being set in a particular social configuration where identities and interdependence relations are at stake. Thus we report how uses evolve according to place.The mobile phone was identified at the start of the study as being the main mediation tool for high school students’ digital practices in the Malian socio-economic context. The goal then was to consider how the mobile phone was imported into the classroom as a school phenomenon and thus to examine the school form of the pedagogical relationship, in light of the high school students’ uses identified during didactic interaction. Thus, interviews were conducted with French teachers during their lessons and with senior school authority members in order to determine how they appropriate this phenomenon, what significance they attribute to it and how it impacts on the power and knowledge relations, which are at the foundation of the school educational relationship. The interviews were analysed from the standpoint of Critical Discourse Analysis. The results reveal tensions which emerge around the pedagogical uses of the mobile phone between, on the one hand, the teacher and his/her students and, on the other hand, between the teacher and the school authority. In view of these tensions, pedagogical suggestions are offered so that teachers can re-appropriate mobile digital tools brought into the classroom by students
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HUNG, TZU-HUI, and 洪子惠. "A Study on an Issue and Countermeasures of Nomadic Teachers in the Elementary Schools." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/80670903648833276311.
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碩士東海大學
公共事務碩士在職專班
104
The purpose of the study was to explore predicament of nomadic teachers seeking for permanent employment after Teacher Education Policy Reform. Multiple Streams Model by John W. Kindon was used as theoretical framework for the study. Historical research, literature review and in-depth interview were adopted as research methods. The major findings were shown as follow: 1. Teacher Education Policy Reform caused tens of thousands of nomadic educators working from one school to another every year as well as waste of human resources. 2. Nomadic teachers lead to social weird phenomena such as on average, every nomadic teacher takes 5.3 job assessment tests . 3. The problems of a large number of jobless teachers prevent outstanding high school students from applying for Normal Colleges or taking education training courses, which give rise to low qualities of educators. 4. Strategies and suggestions for solving nomadic teachers were as below: (1) To reduce the amount of pre-service teachers: Our government should accurately estimate the numbers of pre-service teachers needed and reduce the amount of colleges providing the teacher training courses. (2) To increase the amount of job vacancies: a. Lower the numbers of class students; b. Build a flexible retiring system; c. Establish the eliminating mechanism of incapable teachers. (3) The other strategies: a.Localgovernments should form an office of Teacher Human Resources VI in charge of dispatching nomadic teachers to fill in substitute teacher vacancies in schools. b.Schools give priority to nomadic teachers when hiring teachers for after-school programs or clubs. c.The government should enact a policy to demand qualified cram schools to hire qualified teachers. d.The government should assist nomadic teachers in finding teaching jobs overseas. e.The government should require new teachers to serve in remote areas for the first few years. 5. Based on the findings,the following suggestions were proposed: (1) The policy should be flexible and adjusted based on current status of the social situation. (2) The government has obligation to provide solutions to nomadic teachers. Key words: nomadic teachers, reserved teachers, surplus teachers
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Kuan, Yu-Chi, and 關玉綺. "The Study of Problems Structure and its strategies of “Nomadic Teachers” in the Elementary Schools－A Policy Stakeholders-oriented Approach." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/8tdcp8.
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碩士元智大學
社會暨政策科學學系
107
This study explores the problems and countermeasures of the “nomadic teachers” in the elementary schools based upon policy stakeholder-oriented problem structuring approach. Through intensive interviewing 7 nomadic teachers with 13.4 nomadic years, the author employs the technique of fishbone diagram to draw three dimensions of problem causes as follows. 1. Personal Level – due to career considerations, parental expectations, and personal objectives, the interviewees remained determined to fulfil their teaching aspirations. 2. Policy Level – the influence of multi-source training created an excess of “Nomadic Teachers”. Additionally the Pensions Reform caused a reduction in the number of retirements as existing teachers chose to extend their service time, thereby creating a reduction in the number of position vacancies. 3. School Level – unsuitable teachers were difficult to dismiss under the current system, leaving nomadic teachers in want of a position. Taking into consideration the personal level, policy level, and school level driven factors faced by Nomadic Teachers the Researcher created the “Fish Bone Diagram” to provide so strategic solutions and policy recommendations to tackle the afore described issues. 1. Personal Level - foster a second area of specialisation and establish a damage limitation point. 2. Personal Level – accurately estimate teaching vacancies, establish teaching vacancy database and controlled of release teaching vacancies, thereby increasing the appropriate number of high calibre trainee teachers. 3. School Level – Amend the mechanism for dismissal of unsuitable teachers and establish a free-flowing channel of communication between the teaching staff and the school.
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(14037472), Kylie J. Harris. "A collective metamorphosis: Mapping the multiple differences between, among and within six women principals in Queensland secondary schools." Thesis, 2003. https://figshare.com/articles/thesis/A_collective_metamorphosis_Mapping_the_multiple_differences_between_among_and_within_six_women_principals_in_Queensland_secondary_schools/21443013.
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The 'lack' of women in higher-level administrative positions within the Australian schooling system has long been a subject of debate and concern. Although women comprise over seventy percent of the teaching population in Queensland schools, they are generally represented in twenty five percent of principal positions. Attempts to address this 'problem' have met with little success. In many cases these theories and solutions proposed (based on phallocentric binaries which positions women as the same as complementary to or different from), do little to recognise differences within and among individual women educational leaders.
Drawing on a theoretical framework known as nomadic feminism provided by Rosi Braidotti, this thesis moves away from these traditions by working to identify three levels of difference within a particular group of six women principals in Queensland Australia: differences between women and men within similar positions; differences among the women and differences within individual women.
To begin, I conceptualise and present this thesis as a collective metamorphosis because it highlights a commitment to working at the political or collective level of moving beyond restrictive definitions of women and because it is fundamentally a mapping of change:
- change within the lives of these six women
- change within the concept of the principalship
- change within social attitudes to women principals
- change within me as a feminist nomadic researcher
- changes in the way the subject position Woman-principal is understood.
This charting is mapped out across seven chapters. The first chapter outlines the significance of focusing on difference and employing a feminist nomadic framework. Chapter two establishes the context of this research by laying out an analysis of feminist theory and educational leadership research and substantiates the need for research that focuses specifically on women principals and difference. Chapter three is divided into two sections. Section one provides a map for this research in the form of a feminist nomadic methodology and for this I draw heavily on the work of feminist theorists such as Braidotti, Grosz, Hekman, Irigaray and Haraway. Section two outlines the design of the research and discusses the research methods used-making vital links between theory and practice.
The data analysis is carried out over the next three chapters. Chapter four explores the differences between men and women in the principalship and establishes the need to connect this research to the bodily experiences of individual women and to the political project of feminism. Chapter five charts the differences among these six women and in the process it establishes the political significance of the recognition of signs of difference such as age, race, sexuality, class, religion and other more personal differences. The last data analysis chapter maps the differences within individual women of this research and argues for the fluidity rather than fixity of the identities of women principals.
This thesis ends by looking forward, suggesting questions to be addressed in the future, as well as providing an overview of the benefits such a nomadic reading can provide. Highlighting the differences between women and men, among women and within individual women principals' challenges entrenched myths/scripts of the principalship by drawing attention to the complexity of these six women and moves to encourage a diversity of teachers to consider the possibility of becoming principals.
Books on the topic "Nomadic schools"
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Jordan, Elizabeth. Traveller pupils and Scottish schools. Edinburgh: Scottish Council for Research in Education, 2000.
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Ireland. Department of Education and Science. Pre-schools for travellers: National evaluation report. Dublin: Stationery Office, 2003.
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Guidelines on traveller education in primary schools. Dublin: Stationery Office, 2002.
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Ethnic awareness and the school: An ethnographic study. Newbury Park, Calif: Sage Publications, 1992.
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Buenfil, Alberto Ruz. Hay tantos caminos (1996-2002): Testimonio, comunicados, crónicas, relatos y reflexiones de viajes del subcoyote. México, D.F: Colofón, 2004.
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The education of traveller children in national schools: Guidelines. Dublin: Stationery Office, 1994.
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Lane, George. Daily Life in the Mongol Empire. www.greenwood.com, 2006. http://dx.doi.org/10.5040/9798400637155.
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The Mongol Empire comes to life in this vivid account of the lives of ordinary people who lived under the rule of Ghengis Khan. The book allows the reader to enjoy traditional Mongol folktales and experience life in a yurt, the tent in which the nomadic Mongols lived. It explains why the Mongols had a reputation for being savage barbarians by describing their fur-lined clothes and their heavy, meat- and alcohol-based diet. It supplies first-hand accounts of fighting in Ghengis Khan's decimalized army, and explores the various tasks that were left up to the women, such as loading and unloading the wagons when traveling. High school students and undergraduates can compare and contrast religious beliefs and various laws of the Mongols with those of other cultures they are studying. From traditional medicinal treatments to the Great Yasa law system, readers young and old can enjoy this comprehensive, in-depth study of everyday living during the Mongol Empire. The Mongol Empire comes to life in this vivid account of the lives of ordinary people who lived under the rule of Ghengis Khan. The book allows the reader to enjoy traditional Mongol folktales and experience life in a yurt, the tent in which the nomadic Mongols lived. It explains why the Mongols had a reputation for being savage barbarians by describing their fur-lined clothes and their heavy, meat- and alcohol-based diet. It supplies first-hand accounts about fighting in Ghengis Khan's army and explores the various tasks that were left up to the women, such as loading and unloading the wagons when traveling. High school students and undergraduates can compare and contrast religious beliefs and various laws of the Mongols with those of other cultures they are studying. From traditional medicinal treatments to the Great Yasa law system, readers young and old can enjoy this comprehensive, in-depth study of everyday living during the Mongol Empire. In addition to general questions, Lane delves into specific situations of everyday living during the Mongol Empire. Questions such as How did the judicial system of the Mongol Empire work? and What spices were generally used in Mongol cooking? are answered in this extensive study. Subjects include: the structure of steppe society; clothes and hairstyles; the evolution of the nomadic life to one more permanent; the decimalization of the Mongol army; and the shaman's methods of healing sick patients. Other topics are: the Mongols' insatiable thirst for airag, an alcoholic beverage; Hu Szu-hui's royal cookbook; the liberal religious beliefs held by the Mongols; Ghengis Khan's strict law system; and the status of Mongol women. Passages from ancient texts and authors enhance this reference work, one that is essential to all school and public libraries.
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Timbuktu School for Nomads: Lessons from the People of the Desert. Brealey Publishing, Nicholas, 2017.
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Jubber, Nicholas. Timbuktu School for Nomads: Across the Sahara in the Shadow of Jihad. Brealey Publishing, Nicholas, 2016.
Find full textBook chapters on the topic "Nomadic schools"
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Nikiforova, Evdokia, Viktor Nogovitsyn, Lena Borisova, and Anatoliy Nikolaev. "Nomadic School: Problem of Access to Quality Education." In Advances in Intelligent Systems and Computing, 53–58. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11473-2_6.
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Girola, Luis Miguel Hadzich. "Coco: A Nomad Learning Experience for Digital Inclusion in the Peruvian Amazon." In Designing Democratic Schools and Learning Environments, 287–98. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-46297-9_26.
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Hadzich Girola, Luis Miguel. "Correction to: Coco: A Nomad Learning Experience for Digital Inclusion in the Peruvian Amazon." In Designing Democratic Schools and Learning Environments, C1—C2. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-46297-9_40.
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Nicolau, Lurdes. "Roma at School: A Look at the Past and the Present. The Case of Portugal." In Social and Economic Vulnerability of Roma People, 153–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_10.
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AbstractThe schooling process has become more widespread among the Portuguese Roma population since 1974, with the end of the Estado Novo dictatorship and the establishment of democracy. Nevertheless, the Roma nomadism or semi-nomadism, financial shortcomings and the absence of social/cultural/family stimuli are some of the reasons that explain their low school attendance rates. Only in the last decades has such attendance increased, as a result of the implementation of several public policies, particularly of the Social Integration Income. This social policy, implemented in 1996, introduced important changes in this population, especially in areas such as schooling, personal hygiene, housing, health, or sedentism.Recent research has shown an increase in the educational level of the Roma population, but school dropouts and failure remain high. This tendency was also studied in the northeast of Portugal, in a PhD thesis about the relationships between the Roma and school. In the present research work, a qualitative methodology was adopted, using direct and participant observation, as well as interviews to some Roma parents and non-Roma teachers. Both groups emphasize the main difficulties of Roma children at school.The conclusions show that several factors affect these students’ schooling nowadays, especially poor housing conditions, parents’ illiteracy or low schooling, lack of daily study monitoring at home, absence of models in their environment, non-attendance of pre-school, and discrimination against them.
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Chatty, Dawn. "Boarding Schools for Mobile People:." In The Education of Nomadic Peoples, 212–30. Berghahn Books, 2006. http://dx.doi.org/10.2307/j.ctv287sfk7.16.
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"Editorial Introduction: Three Dimensions of Changing Schools." In Traveller, Nomadic and Migrant Education, 27–38. Routledge, 2009. http://dx.doi.org/10.4324/9780203878675-10.
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"Cultural Difference or Subversion among Gypsy Traveller Youngsters in Schools in England: A Question of Perspective." In Traveller, Nomadic and Migrant Education, 85–99. Routledge, 2009. http://dx.doi.org/10.4324/9780203878675-14.
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"Promoting Educational Access for the Indigenous Reindeer Herders, Fisherpeople and Hunters in the Nomadic Schools of Yakutia, Russian Federation VASSILY A. ROBBEK, FEODOSIA V. GABYSHEVA, ROZALIA S. NIKITINA." In Traveller, Nomadic and Migrant Education, 100–112. Routledge, 2009. http://dx.doi.org/10.4324/9780203878675-15.
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Fordham, Signithia. "Last Stop on the Underground Railroad, First Stop of Refried Segregation." In Downed By Friendly Fire. University of Minnesota Press, 2016. http://dx.doi.org/10.5749/minnesota/9780816689668.003.0003.
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The second chapter provides a historical and contemporary overview of the internal structure of the school and the larger community in which it is embedded. It chronicles how today’s inequality in what one researcher identifies as “the promised land” (that is, suburbia) replicates the larger social, cultural, and economic forces that are implicated in the school’s academic practices and racial and gender expectations. Further, it is in this chapter that the author’s “nomadic subjectivities” and positionalities as an ethnographer are recorded. It relates specifically how the study was conducted and highlights the problems of obtaining the population of Black and White female students without the perceptions of teachers, school administrators, and parents.
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Somers, Virginia E. "Gender, Nomadism, and Education in Colonial and Socialist Somaliland." In Interdisciplinary Approaches to the Future of Africa and Policy Development, 211–29. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8771-3.ch012.
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Educational initiatives in Somaliland focus predominantly on school-based learning. This is particularly true for initiatives centred around gender inequality in education. With this focus on gender relations in classroom spaces, little has been done in Somaliland to critically examine who is excluded from the school-based education system itself. To better understand a major impediment to Somaliland achieving gender equality in education today, it is necessary to investigate the extent to which current educational policies are rooted in past approaches and the extent to which these do or do not shape current challenges in achieving gender equality and reaching nomadic populations in the country. Close analysis of the colonial and socialist periods reveals surprising sources of inspiration for nomadic education in contemporary Somaliland and stresses the importance of engaging with and reading gender into educational archives.
Conference papers on the topic "Nomadic schools"
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Bolchover, Joshua. "Incremental Development Manual: The Ger Innovation Hub, Mongolia." In 2020 ACSA Fall Conference. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.aia.fallintercarbon.20.27.
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The traditional Mongolian dwelling or ger has evolved in direct correlation to the demands of nomadic life. However, its mobility, affordability and reproducibility have contributed to a rapid urbanization process in the city of Ulaanbaatar, resulting in the creation of sprawling districts with no basic infrastructure that house over 70% of the city’s population.1 During the cold winters, each household uses coal as their main heating source contributing to toxic atmospheric pollution. The lack of water and sanitation infrastructure is coupled with a lack of community provision in the form of kindergartens, schools and play spaces. As the ger districts gradually transform into more permanent forms of settlement, they are beset with ever-increasing sets of problems that have no easy fix. The implementation of large-scale infrastructure and housing development is unfeasible due to the extent of the settlements and the fact that the majority of residents own their land.2 The aim of the project is to create an Incremental Development Manual as a strategic framework for sustainable and affordable district upgrading. This paper will report o n o one component of t his M anual, T he G er Innovation Hub, a prototype for a community centre that demonstrates a methodology to engage the climate crisis through the intersection between research, design practice, and education. The process includes fieldwork, household surveys, environmental modelling, community workshops, student design-build courses, event programming, financial planning, and in-use performance testing. The paper will explain how the project innovated with passive environmental strategies to provide a low-cost solution to reduce energy consumption and the reliance on coal as a heating source. Operational since January 2020, the article will report on the effectiveness of the prototype in terms of its environmental performance and its capacity to become a model for community provision that can be replicated across other ger district areas.
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Ihuoma, Chinwe. "Achieving Sustainable Development Goal (SDG) 4 among Female Nomadic Children in Nigeria using Open and Distance Learning Strategies." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5898.
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Education is a basic human right that every child ought to enjoy. Sustainable Development Goal 4 is also to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all by year 2030. Nigeria recognizes education as a fundamental human right and is signatory to the Convention on the Rights of the Child (CRC). In 2003, the Government of Nigeria passed into Law the Child Rights Act aimed at facilitating the realization and protection of the rights of all children. Nigeria also enacted the Universal Basic Education (UBE) law, which provides for a 9-year free and compulsory basic education to fast-track education interventions at the primary and junior secondary school levels. Nomads have been defined as people; who mainly live and derive most of their food and income from raising domestic livestock. // They move from place to place with their livestock in search of pasture and water. Because of this, sending their children to school becomes a big issue for them and the girl child is the worst affected. Girl-child education is the education geared towards the development of the total personality of the female gender to make them active participating members of economic development of their nation. Education also helps girls to realize their potentials, thus enabling them to elevate their social status. This paper which adopts descriptive research design examined the factors hindering adequate participation of the nomadic girl child in formal Education. Religious factors and beliefs, poverty ,Parents’ attitude, underdevelopment and insecurity, Educational policy and home-based factors, were some of the hindering factors identified, among others. Ways of enhancing their participation were suggested and recommended, such as training in literacy and vocational skills, mobile education and improved political will. These will make the girl child become functional in the society.
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Vu, Chau. "Nomadic Subjectivities in a Transnational Community: Democratic Education Beyond School Boundaries." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1692367.
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Oosterhuis, Kas, and Arwin Hidding. "Participator, A Participatory Urban Design Instrument." In International Conference on the 4th Game Set and Match (GSM4Q-2019). Qatar University Press, 2019. http://dx.doi.org/10.29117/gsm4q.2019.0008.
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A point cloud of reference points forms the programmable basis of a new method of urban and architectural modeling. Points in space from the smallest identifiable units that are informed to communicate with each other to form complex data structures. The data are visualized as spatial voxels [3d pixels] as to represent spaces and volumes that maintain their mutual relationships under varying circumstances. The subsequent steps in the development from point cloud to the multimodal urban strategy are driven by variable local and global parameters. Step by step new and more detailed actors are introduced in the serious design game. Values feeding the voxel units may be fixed, variables based on experience, or randomly generated. The target value may be fixed or kept open. Using lines or curves and groups of points from the original large along the X, Y and Z-axes organized crystalline set of points are selected to form the shape of actual working space. The concept of radical multimodality at the level of the smallest grain requires that at each stage in the design game individual units are addressed as to adopt a unique function during a unique amount of time. Each unit may be a home, a workplace, a workshop, a shop, a lounge area, a school, a garden or just an empty voxel anytime and anywhere in the selected working space. The concept of multimodality [MANIC, K Oosterhuis, 2018] is taken to its extreme as to stimulate the development of diversity over time and in its spatial arrangement. The programmable framework for urban multimodality acknowledges the rise and shine of the new international citizen, who travels the world, lives nowhere and everywhere, inhabits places and spaces for ultrashort, shorter or longer periods of time, lives her/his life as a new nomad [New Babylon, Constant Nieuwenhuys, 1958]. The new nomad lives on her/his own or in groups of like-minded people, effectuated by setting preferences and choices being made via the ubiquitous multimodality app, which organizes the unfolding of her / his life. In the serious design game nomadic life is facilitated by real time activation of a complex set of programmable monads. Playing and further developing the design journey was executed in 4 workshop sessions with different professional stakeholders, architects, engineers, entrepreneurs and project developers.
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Sleptsova, I. V. "From the history of the development of a nomadic school in the Republic of Sakha (Yakutia)." In XX Anniversary All-Russian Scientific and Practical Conference of Young Scientists, Postgraduates and Students. Technical Institute (BRANCH) of NEFU, 2019. http://dx.doi.org/10.18411/s-2019-120.
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Min, Sungeun. "Nomadism as an Emerging Feature of the Learning Culture of South Korean High School Students." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573785.
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Sarrot, Raul. "A global design mindset: challenges and opportunities of creative nomads in local and global ecosystems." In LINK 2023. Tuwhera Open Access, 2023. http://dx.doi.org/10.24135/link2023.v4i1.205.
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The design landscape –as the world itself– presents ongoing challenging scenarios that evolve hand in hand with technology advancements and the correlated impact on ecosystems and human behaviours. Specifically –at a global scale– it can be observed as a growing trend the emergence of opposing and sometimes colliding creative scenarios: while some design briefs increasingly demand a worldview and adaptable global design mindsets to connect with audiences in diverse ecosystems to deliver value to a challenging economy at scale, others –particularly with an Aotearoa New Zealand lens– are more so inclined to look inwards to recognise, understand and embrace the local indigenous cultures with an empathetic, ethical and mindful approach. With this in mind, what are the challenges and opportunities for diasporic creative nomads to transform these challenges into value-driven participation when adapting to their newly chosen land and related cultural ecosystem? How much of their best natural or learnt empathy –part of their design mindset– can realistically shift, pivot or adapt to incorporate and reflect the culture of the new ecosystem, and how much would they unavoidably still carry ingrained as part of their cultural DNA? Could their cultural background and global experience become an asset to add value as global acumen and –at the same time– help bring fresh perspectives when working in very localised cultural matters? Taking Descartes’ cogito, ergo sum as a starting point (from his 1637 Discourse on the Method, which later was translated into English as “I think, therefore I am”) and weaving diverse philosophical and artistic expressions and schools of thought –such as Wassily Kandinsky, Otl Aicher and Hundertwasser– this piece of research proposes an open dialogue offering insights into how post-diasporic designers could transform the challenges and cultural barriers to add value to their new adopted country or culture.