Not exact matches
There is little doubt that the concern for
cultures and religions expresses the middle class
social location of most process theologians, whereas the focus on political and economic issues and the concomitant demand for
justice express the identification
with the poor that is the glory of liberation theology.
You want to end the
culture wars, but you use the phrase «unconcerned
with social justice» It sounds like you're not willing to end the
culture war.
Emboldened by the pope's overt approval of his regime, made manifest in their meeting in Rome this past spring, the octogenarian dictator boasted: «We have founded an equitable society
with social justice and extensive access to
culture, attached to traditions and to the most advanced ideas of Cuba, Latin America, the Caribbean and the world.»
Concretely how do Christians structure the priestly and sacramental life and evangelistic mission of their separate religious congregation, within the framework of their participation in the whole nation's search for a common basis for promoting the politics of democracy and of development
with justice for the poor and liberation of the oppressed and for building a common moral
social culture to undergird the sense of the larger community based on dignity for all persons and peoples?
(21) They must be hospitable to the whole family of God, enabling the family members in their diversity to address
with integrity the whole range of issues that divide us, issues of Christology and ecclesiology, issues of
culture, race, and gender, issues of
social justice and the integrity of creation.
This disillusionment
with the
culture war, coupled
with what might be thought of as an attendant «neo-Anabaptist turn,» has provoked in younger evangelicals an exploding interest in more communitarian aspects of church life and the integration of the gospel
with what might be labeled «progressive»
social justice concerns.
On BlackPeopleMeet, thousands of singles of all colors sign up to flirt
with people who share an appreciation for black
culture, African - American history, and
social justice.
By listening to and reading the lyrics of songs from unfamiliar
cultures, students can connect on a personal level
with historical and
social justice issues.
Class sessions that critiqued notions of
social justice and multiculturalism, raised concerns about affirmative action or a
culture of «victimhood,» advocated phonics and back - to - basics instruction, or were generally positive
with regard to testing or choice - based reform were coded as «right leaning.»
Come see how their intense focus on relevant curriculum, positive school
culture, meaningful interpersonal communication, community partnerships, and a focus on
social justice and equity provide their students
with the tools to lead and thrive.
We need effective and fair school discipline,
with schools creating and nurturing a climate and
culture that promote positive behavior, and we need targeted, consistent collaboration between the education,
justice, and
social service systems, as well as the communities they serve.
With many groundbreaking publications to his credit, he has analyzed the
cultures, languages, and texts of urban youth, using quantitative, critical literary, ethnographic, and sociolinguistic research methods to answer complex questions at the center of equity and
social justice in education.
Instead, they used that time to discuss aspects of
social justice and how it relates to teaching — what it takes to develop lessons that embrace and build on students»
cultures and identities, and how to avoid letting their own biases interfere
with setting high standards for their students.
Digging into some California - focused work
with the Center for Teaching Quality (CTQ), we found that teachers at L.A. Unified's
Social Justice Humanitas Academy (9 - 12) and UCLA Community School (K - 12) do just that by establishing collaborative leadership
cultures driven by shared purpose, functioning as learners, taking risks to try creative new things, assessing performance, and establishing close ties
with the community to learn about its needs.
And our schools have led on school
culture and curriculum
with social - emotional learning programs, restorative
justice practices, integrated arts education, and more.
It is contingent on... seeing cultural differences as assets; creating caring learning communities where culturally different individuals and heritages are valued; using cultural knowledge of ethnically diverse
cultures, families, and communities to guide curriculum development, classroom climates, instructional strategies, and relationships
with students; challenging racial and cultural stereotypes, prejudices, racism, and other forms of intolerance, injustice, and oppression; being change agents for
social justice and academic equity; mediating power imbalances in classrooms based on race,
culture, ethnicity, and class; and accepting cultural responsiveness as endemic to educational effectiveness in all areas of learning for students from all ethnic groups.»
Op Ivy lyrics are characterized by themes of
social justice and disinterest in conforming
with mainstream
culture or
social norms.
A humanitarian
with a deep commitment to
social justice, he left behind a body of work that documents many of the most important aspects of American
culture from the early 1940s up until his death in 2006,
with a focus on race relations, poverty, civil rights, and urban life.
Under her leadership, MoAD annually presents over 80 public programs, igniting diverse and inclusive conversations on race and
culture in the arts and disruptive public programming connecting
social justice with the arts.
He works
with students, faculty and administration to change the
culture of the institution to help incorporate sustainable practices by reducing building energy use, increasing water efficiency, air quality programs, waste reduction, urban agriculture,
social justice, and green purchasing to name a few.
She has a lot of experience working across
cultures and
with diverse and complex families and is a registered
social worker and a restorative
justice and peacemaking circle facilitator.
In addition to looking at youth citizenship and
social justice, The Sociology of Childhood and Youth in Canada also includes chapters on a range of topics, from ethnography and creative visual methods in research
with children, to representations of race and gender in children's books, to how young people engage
with consumer
culture, to settler colonialism and Indigenous children in Canada.
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 conc
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 conc
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 conc
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 conc
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 conc
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 concerned,
There are a number of factors which make managing A1C particularly difficult for teens including:
Social pressures and responsibilities, motivation, personality, nutrition, substance use, sleep habits, brain re-structuring, defence mechanisms (such as denial and avoidance), social justice issues (oppresion — racism), diabetes education, individuation, future - oriented culture, access to health services, family structure and dynamic issues, marital conflict between parents, family and friendship conflict with teen, mental health stigma, academic pressure and responsibility, limited mindfulness and somatic awareness, spirituality (especially concerning death), an under - developed ability to conceptualize long - term cause and effect (this is developmentally normal for teens), co-parenting discrepencies, emotional inteligence, individuation, hormonal changes, the tendency for co-morbidity (people with diabetes can be more prone to additional physical and mental health diagnosis), and many other life / environmental stressors (poverty, grief
Social pressures and responsibilities, motivation, personality, nutrition, substance use, sleep habits, brain re-structuring, defence mechanisms (such as denial and avoidance),
social justice issues (oppresion — racism), diabetes education, individuation, future - oriented culture, access to health services, family structure and dynamic issues, marital conflict between parents, family and friendship conflict with teen, mental health stigma, academic pressure and responsibility, limited mindfulness and somatic awareness, spirituality (especially concerning death), an under - developed ability to conceptualize long - term cause and effect (this is developmentally normal for teens), co-parenting discrepencies, emotional inteligence, individuation, hormonal changes, the tendency for co-morbidity (people with diabetes can be more prone to additional physical and mental health diagnosis), and many other life / environmental stressors (poverty, grief
social justice issues (oppresion — racism), diabetes education, individuation, future - oriented
culture, access to health services, family structure and dynamic issues, marital conflict between parents, family and friendship conflict
with teen, mental health stigma, academic pressure and responsibility, limited mindfulness and somatic awareness, spirituality (especially concerning death), an under - developed ability to conceptualize long - term cause and effect (this is developmentally normal for teens), co-parenting discrepencies, emotional inteligence, individuation, hormonal changes, the tendency for co-morbidity (people
with diabetes can be more prone to additional physical and mental health diagnosis), and many other life / environmental stressors (poverty, grief etc.).
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.