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We have a vision : A vizualisation of the visions and pedagogic work in a Gambian pre-schoolRudolfsson, Sofia January 2017 (has links)
The aim of this study is to visualize the pre-school pedagogy in The Gambia and to discuss the Gambian pre-schools ideal view on pedagogy compared to the Swedish tradition. Through an ethnographically inspired study conducted at a Gambian preschool called SBEC bilingual international school, where I used Interviews and observations as a method to gather my empirical data, I sought answers to my overall questions which was: Which are the pre-schools main visions and values? What is the Gambian society´s view on pre-school education? And what is emphasized in the classroom work? In my results I found that the vision of the pre-school was designed to give something back to the Gambian society and have an impact on the country´s future. I also found that the schools vison had a large impact on the kind of work that went on in the classrooms. The view on the pre-schools in the society varied a bit depending on which perspective that was used. Those who were active in the world of education had a different view on the importance of pre-school education than for example the government in the country. In my discussion I compare my results in relation to the Swedish pre-school tradition and among other things I found that the two countries traditions regarding pre-schools had a common factor in the focus on nurturing the children but differed quite a bit when it came to their view on the pedagogic activities and how they were implemented. / Syftet med den här studien är att visualisera förskolepedagogiken I en gambisk förskola och diskutera den förskolans ideala syn på pedagogik jämfört med med traditionen i svenska förskolor. Genom en etnografiskt inspirerad studie, genomförd på en gambisk förskola som heter SBEC bilingual school, sökte jag svar på mina övergipande frågor genom att använda intervjuer och observationer för att samla in mitt empiriska material. De övergripande frågorna var: Vilka är förskolans huvudsakliga mål och visioner? Vad har det gambiska samhället för syn på förskolleutbildning? Och vad fokuserar arbetet i klassrummet på? I mitt resultat framkom det att förskolans vision var utformad för att kunna ge något tillbaka till det gambiska samhället och kunna påverka landets framtid. Jag fann också att skolans vision hade stor inverkan på vilken sorts arbete som pågick i klassrummen. Samhällets syn på förskolan varierade beroende på vilket perspektiv som användes. De som var aktiva inom utbildningsväsendet hade en annorlunda syn på vikten av förskoleutbildning än till exempel staten i Gambia. I dikussionen jämför jag mitt resultat i relation till den svenska förskolans tradition. Jag fann bland annat att förskolans traditioner i båda länderna hade en gemensam faktor när det gäller uppfostran av barnen men en annorlunda syn på den pedagogiska verksamhet och hur den implementeras.
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Sexual abuse and exploitation of the girl child through cultural practices in Zimbabwe: a human rights perspectiveHanzi, Roselyn January 2006 (has links)
"In Zimbabwe the sexual abuse and exploitation of the girl child remains high. Recently the state has acknowledged the problem of sexual abuse and exploitation of the girl child and has indicated the willingness to step up campaigns against it. This campaign, however, targets school children in primary and secondary schools. There has also been an increase of sexual abuse of children in schools by the teachers and other staff members. The family as an institution has facilitated child abuse and exploitation in Zimbabwe through cultural practices and customs as a survival tactic. Some commentators have directly linked the revival of these cultural practices to the economic crisis that has resulted in food shortages around the country. These traditional practices include the marriages of the child to older men in exchange for food or money known as kuzvarira, kuripa ngozi, or pledging a girl into marriage and virginity testing. Some of the practices are, however, not directly linked to the prevailing economic crisis, but are just practiced as a tradition like chiramu. These practices have become more common amongst the Shona, the largest tribe constituting at least 76% of the population, and predominantly patriarchal. Theorists of patriarchy have directed their attention to the subordinate status of women and found their explanation in the male need to dominate the female. Although Zimbabwe as a state has shown a commitment to protecting children against sexual abuse by enactment of laws criminalising involvement of the girl child in prostitution, incest and rape of girls, little has been done to ensure that forced and early marriages of the girl child are curtailed. Virginity testing is not criminalised and is also currently being practised in rural parts of the country on a wide scale. ... Chapter one introduces the problem of child sexual abuse and exploitation of the girl child as a universal problem and gives a structure of the study. Chapter two discusses the concept of a child, sexual abuse and exploitation as a human rights problem. It analyses the protection of children under international human rights law. Chapter three gives a broad overview of the relationship between culture and children's rights. The role of the family will also be discussed as articulated in the human rights instruments. Chapter four highlights and discusses the cultural practices that result in sexual abuse and exploitation of the girl child in Zimbabwe. The legal framework protecting children from sexual abuse and exploitation and the shortcomings will be highlighted. The impact of such sexual abuse and exploitation on the overall development of the child will also be discussed. Chapter five makes recommendations by looking at the developments from other countries on the rights of the girl child and cultural practises that result in sexual abuse." -- Introduction. / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2006. / Prepared under the supervision of Dr. B. Twinomugisha, Faculty of Law, Makerere University, Kampala, Uganda / http://www.chr.up.ac.za/academic_pro/llm1/dissertations.html / Centre for Human Rights / LLM
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Undervisning om hållbar utveckling inom geografiämnet : Från teori till praktik / Teaching sustainable development in geography : From theory to practiceSchöld, Jack January 2020 (has links)
Sustainable development is a concept that many people know of. In today's society, sustainability issues are often discussed in politics, at work, in home and at school. In the Swedish geography teaching at high school and upper secondary school include sustainable development as a subject content. Previous studies show that teachers are teaching about sustainable development in Swedish schools. But few studies are exactly showing what the education contains, what subject content, working methods and what didactic choices the geography teachers are making. There is no clear picture of purely practical teaching on sustainable development except that it ́s conducted at the geography lessons. Previous studies show that teachers has a very important role in how the teaching is designed, from selection of subject content to choose of working methods. This study has investigated how four active geography teachers at the high school and upper secondary school reason about their didactic choices in their teaching. Key issues in this qualitative study are, how teachers interpret sustainable development based on the curriculum, how teaching is practically implemented and what abilities the teachers want their teaching to give the students. The results of the study show that geography teachers choose to divide sustainable development into several smaller subjects. This results in the teacher working with a large variety of different work methods. In some special subject the teacher is more active and the students are passive, while in other subject are the students very active. Students are also given possibilities to reflect on their own sustainability and sustainable development, and also discuss this matters with their classmates. / Hållbar utveckling är ett begrepp som många känner till. I dagens samhälle är hållbarhetsfrågor något som diskuteras flitigt i politiken, på arbetsplatsen, i hemmet och även i skolan. I svensk geografiundervisningen på högstadiet och i gymnasieskolan ska hållbar utveckling ingå som ämnesinnehåll. Den tidigare forskningen visar att undervisningen om hållbar utveckling pågår i svenska skolor men utan att exakt veta vad som utgör ämnesinnehållet, arbetsmetoder och vilka didaktiska val som geografilärare gör. Det finns ingen tydlig bild över rent praktisk undervisning om hållbar utveckling som genomförs på geografilektionerna. Den tidigare forskningen visar på att läraren har mycket stor betydelse i hur undervisningen utformas, allt från urval av ämnesinnehåll till val av arbetssätt. Denna fallstudie har fyra verksamma geografilärare på högstadiet och gymnasieskolan intervjuas kring hur de resonerar kring didaktiska val i undervisningen. Centrala frågeställningar i denna kvalitativa undersökning är, hur lärare tolkar hållbar utveckling utifrån kursplanen, hur undervisningen praktiskt genomförs samt vilka förmågor som lärarna vill att undervisningen ska ge eleverna. Resultatet av undersökningen visar på att geografilärare väljer att dela upp hållbar utveckling i flera arbetsområden. Detta resulterar i att läraren arbetar med stor mångfald av olika arbetssätt. I vissa arbetsområden är läraren mer aktiv och eleverna passiva medan i andra arbetsområden är förhållandet tvärtom. Eleverna ges då också utrymme för att öppet reflektera över olika deras egna hållbarhet och hållbar utveckling, men samtidigt även diskutera dessa frågor med klasskamraterna.
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Konsten att arbeta med det svenska kulturarvet i förskolan : En studie om hur förskollärare arbetar med kulturarv, med fokus på de svenska traditionerna i förskolans utbildning. / The art of working with Swedish culture heritage in preschool : A study about how preschool teachers work with cultural heritage, with a focus on the Swedish traditions in preschool education.Ladan, Isabella, Salihu, Donika January 2022 (has links)
Studiens syfte handlar om att bidra med kunskaper om hur förskollärare arbetar med kulturarv, med fokus på innebörden av svenska traditioner i förskolans utbildning. Genom studien vill vi ta del av förskollärares erfarenheter och tankar. Frågeställningar som väglett studien är Vad beskriver förskollärare om hur de arbetar med svenska traditioner i förskolan? Vilka synsätt uttrycker förskollärare i förhållande till arbetet med de svenska traditionerna inom förskolans utbildning? Studien grundar sig i en kvalitativ metod där metoden för insamling av data har varit semistrukturerade intervjuer med sex förskollärare, där de delat med sig av sina tankar och erfarenheter kring de svenska traditionerna i förskolans utbildning. I resultatet framgår det hur de arbetar kring uppmärksammandet av de svenska traditionerna, vilken syn de har på arbetet samt olika dilemman de mött i sitt arbete.
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Whose War Is It Anyway? : Reflections on identity formation of ethnic minorities in nationalintegration of U.S. and British militaries during World War OneChristy, Zachary January 2022 (has links)
This thesis concerns the study of ethnic minority groups and their national identity formation process as a result of their collective experience during, and understanding of, World War One. The groups observed are Black Americans and German Americans from the United States, as well as the Irish from Great Britain. Each groups’ identity progression and understanding of the war differed from their counterparts, while having still exhibited similarities of which highlight how different forms of nationalism played a role in the lives of ethnic minorities. A Marxist theoretical framework of nationalism and tradition is applied through the works of Benedict Anderson, Eric Hobsbawm and Terrance Ranger. The results convey how American nationalism served to further solidify a greater sense of American national identity for the respective ethnic groups, though through a process of apathy and coercion. British nationalism revealed how its version of the phenomena lacked sufficient proximity to the respective group, thus resulting in the Irish rejection of the British nation and its form of identity. These results further illustrate how both nations were in many ways sovereign and limited in their ability to form a political and social community with these groups. Lastly, it is revealed that the internal differences in each group followed a universal trend wherein those group members who served in combat roles during the war, inhibited a greater sense of national identity than those who did not see combat. This result serves as the foundation for my new theory, known as the Fog of War Complex.
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Les traditions juridiques et la construction du droit dans les décisions judiciaires en matière de droits territoriaux des peuples autochtonesLemoyne, Maxime 09 January 2020 (has links)
Au Canada comme dans nombre d’autres pays, la question des droits territoriaux des peuples autochtones demeure à ce jour d’une grande actualité. Les règles juridiques relatives à ces droits ont beaucoup évolué dans les dernières décennies et une littérature abondante s’est développée s’intéressant notamment à la source, à la nature et à la portée de ces droits. Toutefois, la mécanique de construction des droits territoriaux par les juges et les tribunaux n’a que très peu retenu l’attention des chercheurs.
La présente thèse s’intéresse à ce processus de construction des droits territoriaux par les juges depuis l’angle des traditions juridiques, c’est-à-dire en cherchant à déterminer comment les décisions judiciaires de tribunaux issus de différentes traditions juridiques ont traité des droits territoriaux des peuples autochtones. Elle offre une analyse détaillée et comparative des décisions judiciaires en matière de droits territoriaux de trois tribunaux modèles présentant des ancrages dans différentes traditions juridiques, soit la Cour d’appel du Québec, la Cour d’appel de la Colombie-Britannique et la Cour interaméricaine des droits de l’homme.
Cette thèse met en lumière des aspects de la mécanique interne des jugements en matière de droits territoriaux et dresse un portrait des méthodologies judiciaires déployées par les juges de différents tribunaux dans l’interprétation des règles juridiques et la construction du droit entourant les intérêts territoriaux des peuples autochtones.
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A Unit on the Family and Traditions: For Middle School Spanish ClassesProper, Rebecca A 01 June 2015 (has links) (PDF)
This thesis project for a Master of Arts in Spanish Pedagogy consists of a four-week, ten-lesson unit on culture in the family. This unit is designed for a middle school Spanish I class and is intended to supplement Chapter 5 in the Realidades textbook in the cultural aspect of learning a foreign language. The intention is to engage students to consider cultural perspectives, or the “why” cultures do what they do. The lesson plans from the unit are based on backward design and are structured around essential questions including, “What constitutes an ideal family?” An emphasis is placed on cultural perspectives of individual families while incorporating the five C's of the World-Readiness Standards for Learning Languages. An analysis of student learning and outcomes are provided in the final chapter. Supplementary lesson plans and evidentiary student work, photos and videos are included as appendices.
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Enfaldiga landsmän, puderhjältar och papister : Skeppsprästen Jacob Wallenbergs representation av kristna traditionerStrindin, Jonas January 2022 (has links)
This study aims to contribute to the understanding of how different Christian traditions are described in Sweden during the second half of the 18th century. This thesis presents examples of how Swedes could look at different Christian traditions. The object of study has been Jacob Wallenberg's famous travel writing Min son på galejan and Wallenberg’s view on various Christian traditions. Wallenberg travels as a chaplain aboard the ship Finland which travels for the Swedish East India Company to China. Wallenberg meets several different people, cultures and sees different types of practices on his journey to China, and therefore Min son på galejan can be seen as a book worth analyzing, it is also relevant because it is relatively well known. The theoretical framework in this study is mainly based on Stuart Hall's theory of representation and therefore the focus is largely on trying to understand how different Christian traditions are represented based on the content of Min son på galejan. The method used to answer the research questions is a content analysis, the focus has mainly been on illustrate what the contexts looked like and how different Christian traditions were portrayed, thus shedding light on how these traditions were valued. In summary Wallenberg valued different traditions differently, the Lutheran tradition Wallenberg mainly portrayed as something desirable but there existed examples where Wallenberg criticized persons with Lutheran belief. Non-Lutheran Christian traditions were mostly portrayed by Wallenberg in a critical and satirical manner and were therefore seen as something less desirable compared to Lutheranism.
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Conceptualizations of the temporal organization of music : An interview study of double bassists from two different musical traditionsRisfelt, Ida-Maria, Gawell, Ludvig January 2023 (has links)
This study delves into the temporal organization of music and investigates how double bassists from different musical traditions perceive various components within it, specifically focusing on jazz music and Western classical music. The aim was to explore potential disparities and ascertain the factors influencing their emergence. Respondents in the study have discussed how various teachers, akin to researchers in the field, have different interpretations of aspects within the temporal organization of music and how this has influenced their perspectives on phenomena such as pulse, rhythm, meter, and timing. Four semi-structured interviews were conducted, comprising two respondents enrolled in or having completed a bachelor's program in jazz and two in classical music. The empirical data underwent analysis using the Community of Practice theory, emphasizing how individuals, based on interests, areas of expertise, or leisure activities are part of communities. Particular attention was paid to examining the vocabulary employed within these communities, a crucial aspect in this study. The findings revealed that double bassists from both traditions fundamentally conceptualized aspects within the temporal organization of music similarly at a theoretical level. They defined elements such as pulse, tempo, and rhythm comparably, yet their practical conceptualizations of these same elements diverged. Their musical environments and types of ensembles influenced how they perceived these fundamental concepts. Jazz bassists viewed themselves as establishing a foundational structure alongside drummers, allowing for other musicians in the ensemble to play more freely on the foundation they built. Classical bassists also perceived their role as establishing a foundation, yet they emphasized alternating roles, sometimes following a conductor or soloist. Moreover, their conceptualization of pulse was more fluid, acknowledging that tempo and pulse could exhibit greater variability within their musical tradition. / Denna studie handlar om musikens tidsmässiga uppbyggnad (Temporal organisation of music). Syftet med studien är att undersöka hur kontrabasister från två olika musikaliska traditioner tänker kring olika delar av musikens tidsmässiga uppbyggnad, specifikt inom jazzmusik och västerländsk klassisk musik. Målet var att utforska eventuella skillnader och varför de i sådana fall uppkommit. Respondenterna i studien har diskuterat hur olika lärare, likt forskare inom området, har olika tolkningar av aspekter inom musikens temporala organisering och hur detta har påverkat deras perspektiv på fenomen som puls, rytm, meter och timing. I studien genomfördes fyra semistrukturerade intervjuer, två respondenter som studerar eller studerat ett kandidatprogram i jazz och två som studerar eller studerat ett kandidatprogram i klassisk musik. Empirin analyserades sedan genom teorin Community of Practice som fokuserar på hur individer ingår i olika grupper genom de intressen, expertområden eller fritidsaktiviteter de deltar inom. En del av Community of practice fokuserar även på hur gruppers vokabulär kan se ut, något som denna studie lägger stor vikt att analysera. Studiens resultat visade att kontrabasisterna från de båda traditionerna i grunden konceptualiserade aspekter inom musikens tidsmässiga uppbyggnad på liknande sätt på en grundläggande teoretisk nivå. De definierade aspekter som puls, tempo och rytm på liknande vis, men deras konceptualiseringar av samma aspekter ur ett praktiskt förhållningssätt skilde sig åt. Eftersom de vistas i olika musikaliska miljöer och ensembleformer så påverkas även deras konceptualisering av dessa grundläggande begrepp av detta. Jazzbasisterna såg sig själva som en grund tillsammans med trummisen som resterande musik kan sväva mer fritt över. De klassiska basisterna såg också på sin roll inom musikens tidsmässiga uppbyggnad som någon som skapar en grund för andra, men de poängterade också att de lika ofta följer en annan stämma, en dirigent eller solist. Deras konceptualisering av specifikt puls var också mer flytande, då tempo och puls kan vara mer fri och föränderlig inom deras musikaliska tradition.
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Foods That Matter: Constructing Place and Community at Food Festivals in Northwest OhioCrook, Nathan C. 18 August 2009 (has links)
No description available.
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