"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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"In his successful Creative Storytelling, Jack Zipes showed how storytelling is a rich and powerful tool for self-expression and for building children's imaginations. In Speaking Out, this master storyteller goes further, speaking out against rote learning and testing and for the positive force with
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in storytelling and creative drama during the K-12 years. For the past four years, Jack Zipes has worked with the Neighborhood Bridges Program of the Children's Theatre Company of Minneapolis, taking his storytelling techniques into inner-city schools. Speaking Out is in part a record of the transformations storytelling can work on the minds and lives of young people. But it is also a vivid and exhilarating demonstration of a different kind of education - one built from deep inside each child." (Publisher description)
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"When the Communist barricades collapsed in 1989, hundreds of Americans rushed to Eastern Europe and the former Soviet republics to spread the gospel of democracy. Among them were some of America’s most altruistic journalists, who hoped to midwife a newly independent press. Since then, the U.S. go
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vernment and private agenc ies have spent more than $600 million on media development. The payoff for these millions has been the training and empowerment of thousands of journalists, the establishment of numerous television and radio networks, the resurrection and creation of newspapers and, in some countries, the toppling of corrupt governments due to reporting that was unimaginable before 1989. Balancing these successes, though, is a second wave of repression and censorship in many places, including the core post-Communist societies where most of the money was spent. In much of the former U.S.S.R, for example, millions of dollars in aid have not produced a viable independent media." (Introduction)
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"International media coverage of the war in Iraq provoked public scrutiny as well debate amongst journalists themselves. Media at War offers a critical overview of the coverage in the context of other preceding wars, including the first Gulf War, and opens up the debate on the key questions that eme
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rged during the crisis. For example, - What did we actually gain from 'live, on the spot' reporting? - Were journalists adequately trained and protected? - How compromised were the so-called 'embedded' journalists? Tumber and Palmer's analysis covers both the pre-war and post war phase, as well as public reaction to these events, and as such provides an invaluable framework for understanding how the media and news organisations operated during the Iraq Crisis." (Publisher description)
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"Reporting War explores the social responsibilities of the journalist during times of military conflict. News media treatments of international crises, especially the one underway in Iraq, are increasingly becoming the subject of public controversy, and discussion is urgently needed. Each of this bo
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ok's contributors challenges familiar assumptions about war reporting from a distinctive perspective. An array of pressing issues associated with conflicts over recent years are identified and critiqued, always with an eye to what they can tell us about improving journalism today. Special attention is devoted to recent changes in journalistic forms and practices, and the ways in which they are shaping the visual culture of war, and issues discussed, amongst many, include: "the influence of censorship and propaganda, 'us' and 'them' news narratives, access to sources, '24/7 rolling news' and the 'CNN effect', military jargon (such as 'friendly fire' and 'collateral damage'), 'embedded' and 'unilateral' reporters, tensions between objectivity and patriotism." (Publisher description)
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"Bleibt alles anders? Oder was ist wirklich neu in der viel beschworenen Berliner Medienrepublik? Die qualitative Studie untersucht explorativ und in komparativer Sicht (USA und Deutschland) die Auslagerung von Regierungs-PR zu Agenturen und Beratern sowie die Auswirkungen auf die Beziehung zum Poli
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tikjournalismus - unter anderem mittels einer Fallstudie zum Imagebuilding von Finanzminister Hans Eichel. Die Untersuchung läuft vor dem theoretischen Hintergrund eines normativen akteurstheoretischen Modells politischer Öffentlichkeit ab. Einen Schwerpunkt bildet die theoretische und empirische Analyse der Metakommunikation über Politik-PR." (Verlagsbeschreibung)
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"Determining that the time had come to derive lessons from past efforts, think afresh about media assistance, and perhaps add some new models - including approaches for Africa and Asia, where the cultural preconditions and economic prospects are quite different from those of Europe - USAID’s Burea
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u for Policy and Program Coordination (PPC) undertook a year-long evaluation and review of USAID’s media assistance programs. The goal of the review was to develop a set of learning tools and promote a more aggressive media development agenda. The media assistance review was launched in July 2002 by PPC’s Dr. Krishna Kumar, who convened about 30 USAID and public diplomacy officials, congressional aides, journalists, and NGO media development practitioners to assess what has worked, what has not, and what might be done differently. Much of the discussion focused on the need to create professional, independent media that can give voice to different sectors of society, provide useful information, and hold powerful institutions and individuals accountable. The candid discussion also revealed areas of tension. Media development practitioners cited tensions arising from the possibility that the goals of public diplomacy were sometimes incompatible with the goals underlying the promotion of the development of independent, indigenous media. Another tension related to the competing priorities and methods of media work in conflict zones versus those of long-term media development in more stable developing democracies." (Introduction, page 7)
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"The Information and Communication Technologies for Development (ICT4D) Program Area is one of the three (3) principal program lines at the International Development Research Centre (IDRC). The programming includes elements all of which are at or near their mid-point of current tenure. Within the Co
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rporate Strategic Program Framework, the ICT4D Program Area is to principally address issues relating to connectivity and information economy in the developing world. Subsequent research themes approved by the Board of Governors include poverty reduction, people development, networks, learning and development and partnerships. The issue of gender is also a cross-cutting theme within the Program Area. The report which follows describes how the program elements are performing, the nature of their activities and what new undertakings have been generated. As well, the report addresses the complex, but crucial, objective of Capacity Building. A vision of what steps lie ahead for this programming at IDRC is also offered." (Executive summary, page 5)
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