It states that
cultural education forms an important part of a broad and balanced curriculum, and children and young people should be provided with an engaging variety of cultural experiences (including music) throughout their time at school.
Not exact matches
Fundamentalists» discursive and communal richness is a
form of «
cultural capital,» giving people status within their religious communities much in the same way that wealth or
education might give them prestige in the secular world.
If that remains the dominant
cultural form within which ministers are trained, then the foundations laid in theological
education will be increasingly inadequate for understanding theologically a large part of the world in which ministry will actually be exercised.
Exchange is not merely about
education and investment, it also requires Europeans to go abroad and acquire
cultural capital, which can be used as a
form of currency for foreign investment.
On the other hand, he defies proponents of charters, vouchers, and other
forms of school choice as wishful thinkers disposed to let marketplace theories trump evidence of student achievement while also undervaluing
education's civic and
cultural roles.
Linking into the technological aspects of this, and
forming a strand of national
education as a whole is a reinvigorated encouragement of
cultural pride.
Reflecting on the value and significance of
education in the globalized era of the 21st century requires tackling global dynamics (economic, political,
cultural, social, educational, etc.) with new
forms of cooperation and democratic social organization to respond to the challenge of governance in a cosmopolitan society.
(Don't conflate racial and
cultural diversity with poverty, discipline data, special
education counts, and other common
forms of implicit bias.)
Teacher Centers across the state have
formed many enriching partnerships with local
cultural, environmental, and specialized
education institutions.
It is the combination of both systematic exclusion and
cultural discrimination that
forms a straight line from the desire to stop bullying and the necessity of engaging student voice throughout
education.
Through its newsletter and quarterly journal as well as its annual conference, the FPEAA supports radical adult
education in many
forms from simplicity circles to participatory action research to other grassroots groups in
cultural work, environmental work, economic work, and community leadership.
Chicago Public Schools (CPS) Department of Arts
Education, with the support of the Department of Cultural Affairs (DCASE) and Ingenuity Incorporated (IIC) is pleased to present the Chicago Public Schools» Arts Education Plan, profiling CPS» six arts education priorities that form its sweeping new vision and direction for making the arts part of every CPS student's educational experience from pre-school to graduation an
Education, with the support of the Department of
Cultural Affairs (DCASE) and Ingenuity Incorporated (IIC) is pleased to present the Chicago Public Schools» Arts
Education Plan, profiling CPS» six arts education priorities that form its sweeping new vision and direction for making the arts part of every CPS student's educational experience from pre-school to graduation an
Education Plan, profiling CPS» six arts
education priorities that form its sweeping new vision and direction for making the arts part of every CPS student's educational experience from pre-school to graduation an
education priorities that
form its sweeping new vision and direction for making the arts part of every CPS student's educational experience from pre-school to graduation and beyond.
The chapter by Dr. Kozleski and co-author Molly Baustien Siuty, The Complexities of Inclusive
Education: How Cultural Histories Shape the Ways Teachers Respond to Multiple Forms of Diversity, discusses how inclusive education can transform educational policies, structures and
Education: How
Cultural Histories Shape the Ways Teachers Respond to Multiple
Forms of Diversity, discusses how inclusive
education can transform educational policies, structures and
education can transform educational policies, structures and agencies.
Our mission is to demonstrate the social,
cultural, and educational potentials of videogames by initiating new game development projects, coordinating interdisciplinary research efforts, and informing public conversations about the broader and sometimes unexpected uses of this emerging art
form in
education.
Cannonball is a non-profit, 501 (c)(3), arts organization dedicated to supporting artists, innovative
forms of
cultural production, and
education to advance critical discourse and understanding of contemporary art practice.
This sense of
cultural refinement, which included various
forms of ritual and tradition, shaped her aesthetic along with her art
education, inspiring her to challenge established social conventions.
Oppenheim speaks of growing up in Washington and California, his father's Russian ancestry and
education in China, his father's career in engineering, his mother's background and
education in English, living in Richmond El Cerrito, his mother's love of the arts, his father's feelings toward Russia, standing out in the community, his relationship with his older sister, attending Richmond High School, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and
cultural dynamics of the 1950s, a lack of art
education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts,
education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing,
form and content, and phases of development.
Admiralty & Maritime Law Guide American Law Reports: How To Use Americans with Disabilities Act Guide Animal Law Guide Arbitration Guide Bankruptcy Law Bar Exam Preparation Career Resources Caribbean Law Cases: How To Find Them In Print Children and the Law Criminal Procedure
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Forms Florida Legislative History Research Florida Rules of Court Florida Statutes and Laws Food & Liquor Law Guide Health Law Research Guide Higher
Education Law Integrated Research Strategy International Economic Law International Moot Court Jewish Law Law - Related Mobile Applications (Legal Apps) Legal Abbreviations Mental Health Law Mortgage Foreclosures & Workouts Public International Law Quick Guide to Legal Research 2010 Subject Guide to Treatises & Looseleafs
• Demonstrated expertise in providing students with information and
education regarding different art
forms, and their history and
cultural settings.
When traditional
forms of engagement fail to reach parents from different
cultural backgrounds, school personnel and teachers may mistakenly assume parents are not interested in their children's
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 co
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 co
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 co
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 co
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 concerned,