28,796 research outputs found
Research Report - October 2009. Elaboration of the Module: Definition of the Programme
Alternative innovative didactic methodology is needed to reduce premature school drop out,particularly of young people at risk of exclusion, such as migrants, ethnic groups and children/teenagers from difficult socio-economic background). The key point is to modify the way to deliver learning. Cultural enrichment through young interestas such as music and art, use of technologies, social competencies, problem-solving skills incomputer science, autonomy and sense of purpose may help childhood and adolescence to achieve an improved engagement in school and a sense of educational accomplishmen
Pedagogy and participation: Literacy education for low-literate refugee students of African origin in a western school system
For ESL teachers working with low-literate adolescents the challenge is to provide instruction in basic literacy capabilities while also realising the benefits of interactive and dialogic pedagogies advocated for the students. In this article we look at literacy pedagogy for refugees of African origin in Australian classrooms. We report on an interview study conducted in an intensive English language school for new arrival adolescents and in three regular secondary schools. Brian Streetâs ideological model is used. From this perspective, literacy entails not only technical skills, but also social and cultural ways of making meaning that are embedded within relations of power. The findings showed that teachers were strengthening control of instruction to enable mastery of technical capabilities in basic literacy and genre analysis. We suggest that this approach should be supplemented by a critical approach transforming relations of linguistic power that exclude, marginalise and humiliate the study students in the classroom
Reclaiming Our Subjugated TruthsâUsing Hip Hop as a Form of Decolonizing Public Pedagogy: The Case of Didier Awadi
This paper explores how Senegalese Hip Hop pioneer, Didier Awadi, uses Hip Hop as a form of decolonizing public pedagogy that renders the contributions of Pan-African leaders visible to Africa and the world, contributions that are often omitted and vilified by mainstream history. I argue that Awadiâs work provides a strategy for reclaiming oral literature, particularly storytelling, as a legitimate way of knowing, teaching and learning history. In his album PrĂ©sidents dâAfrique, Didier Awadi uses rap and traditional African music to retell the story of our resistant past through an African frame of reference. The data is comprised of (1) a one-on-one interview with Didier Awadi and (2) one song of PrĂ©sidents dâAfrique that best exemplifies how his storytelling narrates notions of African histories often erased in Eurocentric history. The data is analyzed using Ruth Reviereâs five Afrocentric research criteria: âukweli (truth), ujamaa (community), kujitoa (commitment), uhaki (justice), and utulivu (harmony)â to determine whether Didier Awadiâs stories are grounded in African knowledge
Curriculum integration as treaty praxis.
The article discusses the significance of curriculum integration on the promotion of principles of the Treaty of Waitangi, an agreement signed in 1840 by the Maori and the Crown people in New Zealand. It explores the challenges linked with this curriculum theory design. It also highlights a case study which analyzes the impact of curriculum integration in education
How Novice Researchers See Themselves Grow
Engaging in undergraduate research is identified as a High Impact Practice (HIP), an experience that improves student learning outcomes. In this paper, we report the differences in the relative rates of increase in skill and knowledge gains associated with early engagement in undergraduate research from students who have little to no prior research experience. We studied the relative rates of changes in novice researchersâ perceptions of the progressive development of different research-related skills and conceptual understandings of their own projects, as well as how their attitudes, such as confidence in their own abilities as researchers, develop with continuous participation in mentored research. Knowing the progression timeline for various skills may help program administrators and faculty mentors plan for âjust in timeâ provision of relevant resources and supports
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Youth Voice in the work of Creative Partnerships
This report summarises the findings of an 18-month research project into âYouth Voice in the work of Creative Partnerships â, 2007-9, conducted by Sara Bragg, Helen Manchester, Dorothy Faulkner at the Open University, funded by the Arts Council England.
Creative Partnerships (CP) was established in 2002 and is a âflagship creative learning programmeâ. It aims to foster innovative, long term collaborations between schools (often in areas of socio-economic deprivation) and creative practitioners. In particular CP states that it places young people âat the heart of what we doâ and claims that its programmes are most effective when young people are actively involved in leading and shaping them.
CP highlights three key areas: involving young people in governance (the design, delivery and evaluation of the programme of work); building and maintaining âpositive relationshipsâ with young people; working as âco-constructors of learningâ with them.
The report maps existing youth voice initiatives in Creative Partnerships in those three areas. In addition, it considers the nature of the links between creativity and participation; explores issues of access to youth voice, such as patterns of inclusion and exclusion; explores what skills, experiences, identities and relationships are developed through participation. More broadly it attempts to understand, analyse and theorise youth voice, starting from the empirical but aiming to interpret the features of particular activities or projects to understand them more fully
If I Ruled the World: Putting Hip Hop on the Atlas
âIf I Ruled the World: Putting Hip Hop on the Atlasâ contends for a third wave of Global Hip Hop Studies that builds on the work of the first two waves, identifies Hip Hop as an African diasporic phenomenon, and aligns with Hip Hop where there are no boundaries between Hip Hop inside and outside of the United States. Joanna Daguirane Da Sylva adds to the cipha with her examination of Didier Awadi. Da Sylva\u27s excellent work reveals the ways in which Hip Hoppa Didier Awadi elevates Pan-Africanism and uses Hip Hop as a tool to decolonize the minds of African peoples. The interview by Tasha Iglesias and myself of members of Generation Hip Hop and the Universal Hip Hop Museum provides a primary source and highlights two Hip Hop organizations with chapters around the world. Mich Yonah Nyawaloâs Negotiating French Muslim Identities through Hip Hop details Hip Hop artists MĂ©dine and Diamâs, who are both French and Muslim, and whose self-identification can be understood as political strategies in response to the French Republicâs marginalization of Muslims. In âConfigurations of Space and Identity in Hip Hop: Performing âGlobal Southâ,â Igor Johannsen adds to this special issue an examination of the spatiality of the Global South and how Hip Hoppas in the Global South oppose global hegemony. The final essay, ââI Got the Mics On, My People Speakâ: On the Rise of Aboriginal Australian Hip Hop,â by Benjamin Kelly and Rhyan Clapham, provides a thorough analysis of Aboriginal Hip Hop and situates it within postcolonialism. Overall, the collection of these essays points to the multiple identities, political economies, cultures, and scholarly fields and disciplines that Hip Hop interacts with around the world
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