Sentences with phrase «indigenous cultural education»

Not exact matches

The Slaight Family Foundation has committed to providing that money over the next five years to 15 non-profit organizations that are engaged with the First Nations, Inuit and Métis on a wide range of initiatives, from health and education to cultural activities and preventing violence against Indigenous women.

This year they pledged $ 12 million over the next five years to go to 15 non-profit organizations that support culture, education and cultural activities for Indigenous people across Canada.

He currently serves as the Cultural Coordinator for the Indigenous Masters of Education program at the University of Calgary, and is producing his directorial debut Kills Last — a post-apocalyptic thriller based on traditional tribal coup stories and told primarily in the Blackfeet language.

• In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter) cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects.

Culture College is an Arnhem Land - based Indigenous cultural and outdoor education immersion program tailored for secondary school students and designed to simultaneously educate and inspire our «leaders of tomorrow» and to invigorate the local homeland economies in the Northern Territory.

Category: Africa, Asia, Central America, Child Health, Combat HIV / AIDS, End Poverty and Hunger, English, Environmental Sustainability, Europe, Gender Equality, global citizenship education, Global Partnership, Maternal Health, Millennium Development Goals, North America, Oceania, Refugee and displaced, South America, Transversal Studies, Universal Education, Your experiences, Your ideas · Tags: adults, alternatives, children, children educational settings, Convention on the Rights of the Child, disabilities, educational process, Egypt, Environment, Gender, girls, Global Education Magazine, Global Initiative to End All Corporal Punishment of Children, Global Initiative to End All Corporal Punishment of Children reports, human rights - based approach to education, ILO, Indigenous, indigenous development, International Year for the Culture of Peace's, marginalized, non-discrimination, non-violence, peace, role play, School Day of Non-violence and Peace, Scientific and Cultural Organization, skills, students, Sub-Saharan Africa, Sudan, Teacher's Guide to End Violence in Schools, teachers, UN Educational, UNICEF, United Nations, violence, Violence Against Children, Violence in schools and educational settings, Weducation, Global Partnership, Maternal Health, Millennium Development Goals, North America, Oceania, Refugee and displaced, South America, Transversal Studies, Universal Education, Your experiences, Your ideas · Tags: adults, alternatives, children, children educational settings, Convention on the Rights of the Child, disabilities, educational process, Egypt, Environment, Gender, girls, Global Education Magazine, Global Initiative to End All Corporal Punishment of Children, Global Initiative to End All Corporal Punishment of Children reports, human rights - based approach to education, ILO, Indigenous, indigenous development, International Year for the Culture of Peace's, marginalized, non-discrimination, non-violence, peace, role play, School Day of Non-violence and Peace, Scientific and Cultural Organization, skills, students, Sub-Saharan Africa, Sudan, Teacher's Guide to End Violence in Schools, teachers, UN Educational, UNICEF, United Nations, violence, Violence Against Children, Violence in schools and educational settings, WEducation, Your experiences, Your ideas · Tags: adults, alternatives, children, children educational settings, Convention on the Rights of the Child, disabilities, educational process, Egypt, Environment, Gender, girls, Global Education Magazine, Global Initiative to End All Corporal Punishment of Children, Global Initiative to End All Corporal Punishment of Children reports, human rights - based approach to education, ILO, Indigenous, indigenous development, International Year for the Culture of Peace's, marginalized, non-discrimination, non-violence, peace, role play, School Day of Non-violence and Peace, Scientific and Cultural Organization, skills, students, Sub-Saharan Africa, Sudan, Teacher's Guide to End Violence in Schools, teachers, UN Educational, UNICEF, United Nations, violence, Violence Against Children, Violence in schools and educational settings, WEducation Magazine, Global Initiative to End All Corporal Punishment of Children, Global Initiative to End All Corporal Punishment of Children reports, human rights - based approach to education, ILO, Indigenous, indigenous development, International Year for the Culture of Peace's, marginalized, non-discrimination, non-violence, peace, role play, School Day of Non-violence and Peace, Scientific and Cultural Organization, skills, students, Sub-Saharan Africa, Sudan, Teacher's Guide to End Violence in Schools, teachers, UN Educational, UNICEF, United Nations, violence, Violence Against Children, Violence in schools and educational settings, Weducation, ILO, Indigenous, indigenous development, International Year for the Culture of Peace's, marginalized, non-discrimination, non-violence, peace, role play, School Day of Non-violence and Peace, Scientific and Cultural Organization, skills, students, Sub-Saharan Africa, Sudan, Teacher's Guide to End Violence in Schools, teachers, UN Educational, UNICEF, United Nations, violence, Violence Against Children, Violence in schools and educational settings, Indigenous, indigenous development, International Year for the Culture of Peace's, marginalized, non-discrimination, non-violence, peace, role play, School Day of Non-violence and Peace, Scientific and Cultural Organization, skills, students, Sub-Saharan Africa, Sudan, Teacher's Guide to End Violence in Schools, teachers, UN Educational, UNICEF, United Nations, violence, Violence Against Children, Violence in schools and educational settings, indigenous development, International Year for the Culture of Peace's, marginalized, non-discrimination, non-violence, peace, role play, School Day of Non-violence and Peace, Scientific and Cultural Organization, skills, students, Sub-Saharan Africa, Sudan, Teacher's Guide to End Violence in Schools, teachers, UN Educational, UNICEF, United Nations, violence, Violence Against Children, Violence in schools and educational settings, WHO, women

Tony Dreise, a former Principal Research Fellow and Hub Leader for Indigenous Education at ACER, says the resources embeds financial literacy within community and cultural contexts.

Over 200 education leaders from across Canada will be gathering at Vancouver's Musqueam Cultural Centre from Oct 6 - 7 to discuss one of the most urgent issues facing Canada's future: ensuring the success of all Indigenous students and decreasing the number who are tuning out — and dropping out — of school.

She is a marine science educator in Wishtoyo's Chumash Tribal Marine Protected Areas education program for Southern California K - 12 schools and Wishtoyo's Intertribal Cultural and Marine Science Summer Field Study for college bound Indigenous youth.

2013 Total allocation: $ 160,000 Sundance Institute - Native and Indigenous Film Program Pa'i Foundation Longhouse Education and Cultural Center First Peoples Fund

Born in New York in 1936, Nonas worked for 10 years as a cultural anthropologist, studying the way indigenous cultures in Mexico, Canada, and Arizona conceptualize space, before he began sculpting in the 1960s without any formal art education.

The author also discusses the blood quantum rule, cultural appropriation, Indigenous use of intellectual property laws, Two - Spirit identities (Indigenous transgender individuals), the landmark Delgamuukw and Tsilhqot» in cases (recognition of Aboriginal title), non-benign myths about Indigenous peoples, the six - volume Truth and Reconciliation Commission of Canada (TRC) final report on the residential school system where at least 6,000 Indigenous children died, Canada's Stolen Generations (between 1960 and 1990, 70 - 90 % of Indigenous children in Canada were removed from their homes and placed into non-Indigenous homes), Inuit relocations, the issue of access to safe drinking water for First Nations communities, the five - volume report of the Royal Commission on Aboriginal Peoples, Indigenous lands, education, treaties, and treaty - making.

Call to action # 27 deals specifically with lawyer education: «we call upon the Federation of Law Societies of Canada to ensure that lawyers receive appropriate cultural competency training, which includes the history and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties and aboriginal rights, Indigenous law, and aboriginal — Crown relations.

Durie's prescription is for capacity building, research, cultural education for health professionals, appropriate (needs based) funding and resources for indigenous health, and constitutional and legislative changes.1 He also emphasised the importance of an indigenous health workforce and indigenous health perspectives and the central role of socioeconomic and macropolitical interventions.

«Resources for Indigenous Protected Areas will also be boosted to help provide employment, education and training opportunities for Indigenous people in remote areas while protecting our cultural heritage into the future.»

Acknowledging the lack of progress in cultural competence development in dental services, A team of dental therapists, dentists and social scientists from the Universities of Sydney and Western Australia conducted a systematic review of Indigenous cultural competence in dentistry and oral health higher education.

By supporting the employment of Indigenous staff, education employers are fulfilling an obligation to enhance and encourage mutual cultural understandings between Indigenous and non-Indigenous Australians.

Among the key themes that emerged during the study was the importance of including Indigenous culture in course content, as participants articulated that a lack of cultural understanding within access education programs appeared to constrain their personal learning journeys.

In our research, we sought to understand parenting practices within indigenous Wayana groups through observations and interviews with the aim to show the peculiarity of this «peripheral» education style, the logic of parenting and the strategies adopted by this autochthonous community to transmit the local knowledge and the cultural data linked with its natural environment.

The statement, published in full below, calls for cultural models of care, and for Indigenous children to have access to «culturally secure early childhood education».

The General Assembly, Guided by the purposes and principles of the Charter of the United Nations, and good faith in the fulfilment of the obligations assumed by States in accordance with the Charter, Affirming that indigenous peoples are equal to all other peoples, while recognizing the right of all peoples to be different, to consider themselves different, and to be respected as such, Affirming also that all peoples contribute to the diversity and richness of civilizations and cultures, which constitute the common heritage of humankind, Affirming further that all doctrines, policies and practices based on or advocating superiority of peoples or individuals on the basis of national origin or racial, religious, ethnic or cultural differences are racist, scientifically false, legally invalid, morally condemnable and socially unjust, Reaffirming that indigenous peoples, in the exercise of their rights, should be free from discrimination of any kind, Concerned that indigenous peoples have suffered from historic injustices as a result of, inter alia, their colonization and dispossession of their lands, territories and resources, thus preventing them from exercising, in particular, their right to development in accordance with their own needs and interests, Recognizing the urgent need to respect and promote the inherent rights of indigenous peoples which derive from their political, economic and social structures and from their cultures, spiritual traditions, histories and philosophies, especially their rights to their lands, territories and resources, Recognizing also the urgent need to respect and promote the rights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples cocultural differences are racist, scientifically false, legally invalid, morally condemnable and socially unjust, Reaffirming that indigenous peoples, in the exercise of their rights, should be free from discrimination of any kind, Concerned that indigenous peoples have suffered from historic injustices as a result of, inter alia, their colonization and dispossession of their lands, territories and resources, thus preventing them from exercising, in particular, their right to development in accordance with their own needs and interests, Recognizing the urgent need to respect and promote the inherent rights of indigenous peoples which derive from their political, economic and social structures and from their cultures, spiritual traditions, histories and philosophies, especially their rights to their lands, territories and resources, Recognizing also the urgent need to respect and promote the rights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples cocultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples coCultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples cocultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concerned,

Indigenous peoples have the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning.

«The IPAG Consultation 2017 will consider more broadly the social and cultural determinants of Indigenous health, by examining the integral and supportive role culture plays, and by addressing how social factors such as education, employment, justice, income and housing impact at each stage of life, on a person's health and wellbeing.»

The Report also recommended that governments amend relevant legislation and policy, such as the Native Title Act, Cultural Heritage legislations and various land rights regimes, to ensure consistency with such a national legislative regime framework, and that this should extend to all legislation that related to Indigenous peoples and their rights and interests, including education.

The Committee expresses its deep concern that, despite the efforts and achievements of the State party, the indigenous populations of Australia continue to be at a comparative disadvantage in the enjoyment of economic, social and cultural rights, particularly in the field of employment, housing, health and education (UN Doc E / C.12 / 1 / Add.50, 1 September 2000)

Muru Mittigar Limited The Muru Mittigar Aboriginal Cultural and Education Centre (Muru Mittigar) seeks to create a better understanding of Aboriginal culture in the wider community; create new jobs; develop workplace skills training and increase sustained employment opportunities for Indigenous Australians where the organisation operates.

Strategies: Available, adequate transport to access health services; continuos cultural training; increased numbers of Indigenous health workers; advocate palliative care education for those wanting to care for terminally ill at home.

Strategies: Develop policy in Indigenous Youth Forums; education initiatives that see the Education Department of Western Australia and department of Family and Children's services reporting all Indigenous outcomes to Council; providing access to support services such as sport and recreational cultural activities and inieducation initiatives that see the Education Department of Western Australia and department of Family and Children's services reporting all Indigenous outcomes to Council; providing access to support services such as sport and recreational cultural activities and iniEducation Department of Western Australia and department of Family and Children's services reporting all Indigenous outcomes to Council; providing access to support services such as sport and recreational cultural activities and initiatives.

Databases including CINAHL PLUS, MEDLINE, Wiley InterScience, Aboriginal and Torres Strait Islander Health Bibliography — ATSIHealth and ProQuest were searched using a range of search terms, including «cultural training», «cultural awareness», «cultural competence», «cultural safety», «cross-cultural», «culturally appropriate», «inter-cultural», «training», «education», «diversity training», «trans - cultural nursing», «health professionals», «health», «Aboriginal», «Aboriginal and Torres Strait Islander», «indigenous» and «Australia».

Net proceeds will be dedicated to support future Indigenous Cultural Competency continuing education activities and conferences.

The Commission recommends that the Government take steps to recognise Aboriginal and Torres Strait Islander peoples in the Australian Constitution; remove the discriminatory section 25 of the Constitution and replace it with a clause guaranteeing equality before the law; reform the Native Title Act to address measures that have been found to be racially discriminatory; [19] provide reparations to Indigenous communities for harm resulting from past child removal practices; and take measures to protect and promote Indigenous cultural and intellectual property, connection to traditional land through homelands and outstations, as well as the use of increasingly threatened languages, including through support for bilingual education programs.

An additional set of targets is being developed by the Close the Gap Campaign partners to address the broad range of social and cultural factors that have a profound influence on the health of Indigenous Australians, such as housing, education, community safety, employment, community development, culture and language and contact with the criminal justice system.

In addition, it ignores indigenous peoples» own governance, economic, social, education, cultural, spiritual and knowledge systems and the natural resources that have sustained them through the generations.