Social innovation is a strategy for solving problems in community settings that integrates the cooperation of different participants to promote better conditions. This article aims to identify how ...co-creation practices promote the conservation of artisan textile knowledge through knowledge management and interculturality in social and educational spaces in the municipality of Nobsa - Boyacá, Colombia. In this, a descriptive investigation was privileged, for which there was a population of textile artisans and students of an educational institution of the municipality. The instruments used were the focus group technique and surveys to obtain data related to particular social aspects of the community under study. Social, educational, and business spaces were created using living laboratories that allowed the search for social alternatives to the problems encountered. As a result, a knowledge management model was obtained, based on the Nonaka and Takeuchi (1994) model, which responded to the research objectives, contributing to the reduction of acculturation of textile practices on a local level.
La innovación social es una estrategia de solución de problemas en entornos comunitarios que integra la cooperación de diferentes participantes para promover mejores condiciones. Este artículo pretende identificar cómo las prácticas de co-creación promueven la conservación del conocimiento textil artesanal a través de la gestión del conocimiento y la interculturalidad en espacios sociales y educativos del municipio de Nobsa - Boyacá, Colombia. Para ello, se privilegió una investigación descriptiva, se contó con una población de artesanos textiles y estudiantes de una institución educativa del municipio. Los instrumentos utilizados fueron la técnica de grupos focales y encuestas para obtener datos relacionados con aspectos sociales particulares de la comunidad objeto de estudio. Se crearon espacios sociales, educativos y empresariales mediante laboratorios vivientes que permitieron la búsqueda de alternativas sociales a los problemas encontrados. Como resultado, se obtuvo un modelo de gestión del conocimiento, basado en el modelo de Nonaka y Takeuchi (1994), que respondió a los objetivos de la investigación, contribuyendo a la reducción de la aculturación de las prácticas textiles a nivel local.
Culturally responsive pedagogy (CRP) offers elaborate empirical and theoretical conventions for becoming an effective teacher of diverse youth. Empathy has been found to improve classroom teachers’ ...capacity to (re)act or respond to youth in ways that produce evidence of CRP. However, there are too few instructive models in teacher education that help connect teacher candidates’ knowledge of students and communities to development of efficacious physical habits, tendencies, and trends in observable behavior or teacher dispositions. The application of empathy operationalized through perspective taking is one such model useful to preparing teacher candidates to make professional decisions that produce evidence of CRP. Engaging teacher candidates in perspective taking—adopting the social perspectives of others as an act and process of knowing—invites them to obtain (and reason with) new knowledge of students and the sociocultural context where she or he will teach. Recommendations for modeling and practicing perspective taking in teacher education are discussed.
Life-Long Learning seems to be an all-sides studied model. Globalisation, work-market rapid change, and the free circulation of knowledge let researchers discover that there is a new way of designing ...the LLL process. The multicultural society is a drive of LLL process optimisation. After the Lisbon strategy and seeing the unstoppable path of lifelong learning stress, the requirements for a profound reflection on the role of citizen’s education. The article aims to analyse the intercultural aspect of LLL and how it can be stretched. Particular attention is dedicated to how the EU and RF reply to society and economic challenges through the implementation of the LLL process. The intercultural aspect will comprise a horizontal intercultural aspect and vertical ones. Will be examined the role of the European Commission as well as a promoter of the idea of an inclusive society and the most competitive and dynamic knowledge-based economy in the world. The intercultural approach will be stressed thanks to examining the Soviet Union and Russian Federation’s LLL process. The used methodology is a review of relevant intervention studies and Political Documents and Financing actions for examining the effectiveness of interventions.
The analysis of two paths of the LLL process’s implementation and promotion; the analysis of two ways of LLL process organisation will permit an expansive view of the LLL process. Furthermore, the parallel analysis of the LLL process permits us to see how the two ways of social development can be reflected through different actions on LLL policy, starting from formal education and ultimate to third Age Education. In final, it permits us to learn more about how LLL can be a solution to avoid social welfare bankruptcy.
Social reality is always in the process of changing. Globalisation has made these changes more abrupt with a more powerful impact. Migrations break one equilibrium and then create another. As a ...result, social reality is constantly facing new challenges. With ever-increasing immigration, social reality does not have time to settle an equilibrium that has to cope with significant changes. These situations can lead to social unrest. Both social innovations and intercultural education are constructive responses to these challenges. The manuscript aims to analyse how intercultural education and social innovation can be an opportunity to contribute to making societies more sustainable and cohesive.
With this brief text we would like to present the monograph that concerns us, entitled Thinking a postcolonial pedagogy to decolonise education. In this sense, several questions seem to us important ...today in relation to intercultural education: on the one hand, we problematise the sense in which this notion is still approached both in educational discourses and practices; on the other hand, we ask ourselves the following question: can we think today about intercultural pedagogy and education without first assuming the historical and political caesura constituted by colonialism? We will review and present in general terms the themes that the various authors participating in this monograph have sent us and which offer a kaleidoscopic view of the subject that concerns us: decolonising intercultural education.
Interculturality, in our context, is determined by the relations between indigenous populations and the hegemonic culture implemented after the European conquest. In this sense, intercultural ...education arises mainly oriented to the rural indigenous population and is marked by the need to reclaim and revitalize displaced and marginalized cultures. It is important, however, to understand that relations of discrimination go back and forth and that is why it is necessary to make a proposal for intercultural education that considers not only the indigenous population, but also the members of the hegemonic culture. In this text we seek to problematize the approach to intercultural education and propose, based on three practical experiences of intercultural theater in the Peruvian Amazon, that the methodology of theater, due to its particular characteristics: development of play, generating a dialogue between reality and fiction, valuing the body, recognizing the importance of the sensitive, promoting diverse languages, among others, can help in the construction of the diverse objectives of intercultural education.
Cel pracy
Zrozumienie, a zarazem szukanie wsparcia dla rozważań nad niepokojącym zjawiskiem intensyfikacji migracji; trudności związane z ich przyjmowaniem/adaptacją i w końcu również w podejmowaniu ...trudnych, a zarazem koniecznych decyzji, które powinny interesować odpowiedzialnych pedagogów i przedstawicieli innych zawodów szukających wsparcia w etyce i przepisach prawa.
Materiał i metody
Dostępne pozycje ze zbiorów bibliotecznych i z Internetu traktujące o problemie migracji i migrujących oraz problemów z ich przyjmowaniem / akulturacją. Analiza i opis zjawiska z poszukiwaniem rozwiązań mogących znalezć zastosowanie w praktycznej szeroko zakrojonej społecznej polityce imigracyjnej.
Wyniki
Pedagogika przyjmowania może być realizowana poprzez zaangażowanie edukacji międzykulturowej. W jakiejś mierze, powinno się to odbywać poprzez konkretne programy rozwijające umiejętności psychologiczne i pedagogiczne pomagające pokonywać konkretne przeszkody.
Wnioski
Pedagogika przyjmowania powinna być włączana w konkretne projekty polityczne, nastepnie prawno-administracyjne/organizacyjne, a te z kolei, realizowane przez szkołę i środowisko edukacyjno-wychowawcze, jakim jest rodzina.
Objectives
Understanding and, at the same time, seeking support for reflections on the disturbing phenomenon of intensification of migration; difficulties related to their adoption/adaptation and, finally, also in making difficult and necessary decisions that should be of interest to responsible educators and representatives of other professions seeking support in ethics and law.
Material and methods
Available items from library collections and the Internet dealing with the problem of migration and migrants and problems with their acceptance / acculturation. Analysis and description of the phenomenon with the search for solutions that can be used in a practical, wide-ranging social immigration policy
Results
Reception pedagogy can be implemented through the involvement of intercultural education. To some extent, this should be done through specific programs developing psychological and pedagogical skills to help overcome specific obstacles.
Conclusions
Reception pedagogy should be included in specific political, then legal and administrative/organizational projects, and these, in turn, implemented by the school and the educational and upbringing environment, which is the family.
DEVELOPMENT OF CITIZENSHIP EDUCATION IN INDONESIAN Afriadi, Bambang; Komarudin, Komarudin; Dudung, Agus
International Journal of Business, Law, and Education (Online),
07/2023, Volume:
4, Issue:
2
Journal Article
Peer reviewed
Open access
This article tries to contribute to building judgments based on many important issues. This study is intended to evaluate comprehensively, in this case, citizenship education as part of the ...curriculum. Systematic reviews are used to examine this study, which refers to a methodological combination in which a literature review is an important component. At the same time, assessment is a matching technique. Matching approach compares quality with criteria to a particular result. This study reveals that citizenship education and civil engagement is based on the belief that citizenhood education is a powerful instrument with the capacity to influence the future. Consider applying the ideas and practices of citizenship and intercultural education to international and local development. Global Citizenship, digital citizenship and media citizenships are concepts used in contemporary politics
Intercultural education is a relatively new concept in Romania and complex that encompasses a series of psychological, anthropological, linguistic, geopolitical, religious aspects. Also, carrying out ...the pedagogical activity in a multicultural setting requires special rigor in terms of respecting some principles and values: respecting human rights, the absence of discriminatory phenomena (all students are treated and respected equally regardless of gender, race, ethnicity, social class, religion, etc.), encouraging the expression of points of view, respect for different cultural values, capitalizing on cultural empathy. Intercultural psychology is the basis of understanding the way of action of an individual according to the influence on him of culture, customs, traditions. The heterogeneity of the student group requires a special approach from the teaching staff. He must have at least basic, usual information about ethnic and national diversities, elementary notions of the anthropology of peoples. In the absence of these notions, a difficulty can be noted in the implementation of the study discipline with everything it includes, the transmission of information, the evaluation of the accumulated knowledge, and the obtaining of feedback.
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