"The book discusses how trauma presented in the media spills over national boundaries and can be found in images across divergent cultures in Africa, Asia, Australia, Europe and America." (Publisher description)
"Traditional indigenous education and its structures should be respected and supported. Our knowledge has not been written down by us – on the contrary: we dance it, we draw it, we narrate it, we sing it, we practise it. There is a need for a deeper understanding of what knowledge and learning are
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and the many paths that lead to them. This is in line with what was observed by the Delors Commission: Western formal education systems tend to emphasize the acquisition of knowledge to the detriment of other types of learning (UNESCO, 1997). I believe that indigenous peoples can contribute significantly both to our own education systems and to the renewal of education systems of other peoples. We need to: establish effective arrangements for the participation of indigenous parents and community members in decisions regarding the planning, delivery and evaluation of education services for their children, young people and other community members; increase the number of indigenous people employed as education administrators, teachers, coaches, curriculum advisers, teachers assistants, home-school liaison officers and other education workers, including community people engaged in teaching indigenous culture, history and contemporary society, and indigenous languages; provide education and training services to develop the skills of indigenous people to participate in educational decision-making; develop arrangements for the provisions of independent advice from indigenous communities regarding educational decisions at all levels; and to achieve the participation of indigenous children, young people and adults in education for a period similar to that for other students." (Preface, page 7-8)
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"Estimates of the impact of libraries on reading in eight villages in Burkina Faso and costs of running libraries enable us to suggest that the cost of getting an extra book read a year varies from $.74 to $1.30, according to the size of the school in the village, and the cost of an extra school yea
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r equivalent likewise varies from $43.42 to $75.98 per year. These costs are comparable to the costs of increasing schooling, and suggest the desirability of more careful assessment of the choice between schooling and book availability." (Abstract)
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"Das Kinderfernsehen in Deutschland verzichtet in seinen Sendungen weitgehend auf Religion und religiöse Inhalte. David Biesinger beurteilt diesen Mangel aus der Perspektive der Zuschauer, also der Kinder, und klärt, welche Auswirkungen dies auf den Sozialisationsprozess und das religiöse Lernen
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hat. Er spricht sich deutlich für eine vermehrte Präsenz religiöser Inhalte im Kinderfernsehen aus und zeigt Entwicklungsperspektiven für das Kinderfernsehen auf. Selbst Theologe und Journalist, stößt Biesinger einen Dialog zwischen Religionspädagogik und Kinderfernsehen an, der bislang kaum geführt worden ist." (Verlagsbeschreibung)
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"El estudio presenta los resultados de reuniones sostenidas con organizaciones de mujeres, con periodistas y trabajadores de varios medios de comunicación de 13 departamentos, incluida la capital, quienes expusieron sus puntos de vista sobre el problema, lo que permitió identificarlo y presentar s
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oluciones y posibles caminos. Además de la identificación de la problemática y de la concientización, se contribuyó a la elaboración de 24 perfiles de igual número de organizaciones de mujeres, 19 de 7 departamentos y 5 de la capital, así como la apertura de programas radiales." (Página 3)
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