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By describing the fabric of relationships indigenous peoples weave with their environment, The Land Within attempts to define a more precise notion of indigenous territoriality. A large part of the work of titling the South American indigenous territories may now be completed but this book aims to demonstrate that, in addition to management, these territories involve many other complex aspects that must not be overlooked if the risk of losing these areas to settlers or extraction companies is to be avoided. Alexandre Surralls holds a doctorate in anthropology from the School for Higher Studies in Social Sciences and is a researcher on the staff of the National Centre for Scientific Research. Pedro Garca Hierro is a lawyer from Madrid Complutense University and the Pontifical Catholic University of Peru. He has worked with various indigenous organizations, on issues related to the identification and development of collective rights and the promotion of intercultural democratic reforms.
This Child-Friendly Schools (CFS) Manual was developed during three-and-a-half years of continuous work, involving the United Nations Children's Fund education staff and specialists from partner agencies working on quality education. It benefits from fieldwork in 155 countries and territories, evaluations carried out by the Regional Offices and desk reviews conducted by headquarters in New York. The manual is a part of a total resource package that includes an e-learning package for capacity-building in the use of CFS models and a collection of field case studies to illustrate the state of the art in child-friendly schools in a variety of settings.
From the Holocaust in Europe to the military dictatorships of Latin America to the enduring violence of settler colonialism around the world, genocide has been a defining experience of far too many societies. In many cases, the damaging legacies of genocide lead to continued violence and social divisions for decades. In others, however, creative responses to this identity-based violence emerge from the grassroots, contributing to widespread social and political transformation. Resonant Violence explores both the enduring impacts of genocidal violence and the varied ways in which states and grassroots collectives respond to and transform this violence through memory practices and grassroots activism. By calling upon lessons from Germany, Poland, Argentina, and the Indigenous United States, Resonant Violence demonstrates how ordinary individuals come together to engage with a violent past to pave the way for a less violent future.
Self-directed learning seeks to provide students with the greatest possible control over the content of their courses and the methods used to deliver them. This fits with counselling process, where the intention is to increase the client's power and autonomy. This book gives practical examples of ways in which this method has been carried out and considers some of the dilemmas facing both students and trainers. Self-directed Learning in Counsellor Training provides a developmental model of self-directed learning together with exercises and methods of facilitating. It looks at ways of managing entry into this form of learning and demonstrates methods of designing courses which reinforce the principles. There is a discussion of the underlying philosophy, the possible outcomes and examples of ways to self and peer assess.
The book is based on the exchange of professional experiences which featured in an IUCN CEC workshop in August 2002. Practitioners from around the world shared their models of good practice and explored the challenges involved in engaging people in sustainability. The difficulties facing practitioners vary between country and context but some challenges are universal: A lack of clarity in communicating what is meant by sustainable development; An ambition to educate everyone to bring about a global citizenship; Social, organisational or institutional factors constrain change to sustainable development, yet there is an emphasis on formal education, and community educators do not receive the same support; A lack of balance in addressing the integration of environmental, social and economic dimensions leading to an interpretation that ESD is mainly about environment and conservation issues; New learning (rather than teaching) approaches are called for to promote more debate in society. Yet, few are trained or experienced in these new approaches. Practitioners need support to explore new ways of promoting learning. [Foreword, ed].
Literacy in the 21st century is about constructing and validating knowledge. Digital technologies have enabled the spread of all kinds of information, displacing traditional formats of usually more carefully curated information such as encyclopaedias and newspapers.
First published in 1982, this influential and classic text poses two questions: what is it that a child learns when he or she learns to write? What can we learn about children, society and ourselves, by looking at this process? The book is based on a close analysis of a series of written texts by primary school children and is written for student teachers with little or no knowledge of linguistics. In this new edition, Gunther Kress has made extensive revisions in the light of recent developments in linguistics and in education. The theoretical focus is now a social semiotic one, which allows a fundamental rethinking of issues such as 'preliteracy' and broad social and cultural questions around the making of texts.
In Dilemmas of Difference Sarah A. Radcliffe explores the relationship of rural indigenous women in Ecuador to the development policies and actors that are ostensibly there to help ameliorate social and economic inequality. Radcliffe finds that development policies’s inability to recognize and reckon with the legacies of colonialism reinforces long-standing social hierarchies, thereby reproducing the very poverty and disempowerment they are there to solve. This ineffectiveness results from failures to acknowledge the local population's diversity and a lack of accounting for the complex intersections of gender, race, ethnicity, class, and geography. As a result, projects often fail to match beneficiaries' needs, certain groups are made invisible, and indigenous women become excluded from positions of authority. Drawing from a mix of ethnographic fieldwork and postcolonial and social theory, Radcliffe centers the perspectives of indigenous women to show how they craft practices and epistemologies that critique ineffective development methods, inform their political agendas, and shape their strategic interventions in public policy debates.