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, WHO,
women
But the
women who helped develop and push the style forward have largely fallen out of the art - historical spotlight,
marginalized during their careers (and now in history books) as
students, disciples, or wives of the their more - famous male counterparts rather than pioneers in their own right.