Promoting Social Cohesion Through Education: Case Studies and Tools for Using TextbooksEluned Roberts-Schweitzer, Vincent Greaney, Kreszentia Duer World Bank Publications, 2006年1月1日 - 166 頁 This volume has three foci - the rationale for considering how aspects of education can affect social cohesion; case studies that review particular country experiences with curricula and textbooks; and practical guidelines and applications to help countries improve areas of education. |
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access to education Accessed May 2005 Afrikaner apartheid areas Bank’s bias Bulgaria classroom committee conflict critical culture curricula curriculum Czech Czech Republic democratic economic educa education system enrollment ethnic evaluation example gender Georg Eckert Institute Greaney history textbooks human rights impact important initial teacher education initiatives institutions International learning linguistic mainstream majority materials ment minority multicultural NGOs opportunities panel participation peace pedagogical practices percent perspective political population groups poverty programs promote Reading reform religious Research respect for diversity review process revision role Roma Roma students Romani children Romani language Romani parents Save the Children selection sensitive to diversity Sinhalese skills social analysis social cohesion Social Studies society South Africa special schools Sri Lanka stakeholders stereotypes Tamil teacher education teacher training teaching textbook adoption texts tion traditions UNESCO UNICEF United values World Bank World Bank Institute young
熱門章節
第 15 頁 - The State Parties to the present Covenant undertake to have respect for the liberty of parents ... to ensure the religious and moral education of their children in conformity with their own convictions.
第 47 頁 - respect for the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, and for civilizations different from his or her own
第 2 頁 - .. . respect for the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, and for civilizations different from his or her own
第 18 頁 - (M)y department's policy is that education should stand with both feet in the reserves and have its roots in the spirit and being of Bantu society. .. . There is no place [for the Bantu] in the European community above the level of certain forms of labor.
第 47 頁 - spirit of understanding, peace, tolerance, equality of the sexes and friendship among all peoples, ethnic, national, and religious groups and persons of indigenous origin
第 14 頁 - When the missionaries first came to Africa they had the Bible and we had the land. They said, "Let us pray." We closed our eyes. When we opened them, we had the Bible and they had the land.
第 21 頁 - Education makes a people easy to lead, but difficult to drive; easy to govern but impossible to enslave. —Henry, Baron Brougham
第 15 頁 - to ensure the religious and moral education of their children in conformity with their own convictions.
第 107 頁 - Association, National Council of Teachers of English, National Council for the Social Studies, National Science Teachers Association, National Council of Teachers of Mathematics,
第 72 頁 - someone's selection, someone's vision of legitimate knowledge and culture, one that in the process of enfranchising one group's cultural capital disenfranchises another's