According to Duma (as cited in Rabkin, 2014, pp. 8-9), art integration is Art integration at best makes the arts an interdisciplinary partner with other subjects. Students receive rigorous instruction in the arts and thoughtful integrated curriculum that makes deep structural connections between the arts and other subjects. It enables students to learn both deeply. The practice of making art, and its performance or exhibition becomes an essential part of pedagogy and assessment, but not just in art or music class.
The intended message of this film is that improving the educational system will better the lives of children and young adults. The thesis statement for this film is that the documentary Race to Nowhere, directed by Jessica Congdon and Vicki Abeles effectively argues about the flawed educational system by providing real life examples, statistics and credible sources to convey how students are negatively affected mentally and physically by the educational system. Throughout the film the directors are trying to persuade parents and teachers not to put so much stress on students and to understand that they are just kids and they can only take so much before it starts to
National mandates for inclusion of multicultural components in art education curricula are now in place in the United States (Banks, 2006). The teacher must ensure that people of all cultures are fairly represented, people from different cultural groups and people with disabilities, to ensure that the historical information is accurate and not discriminatory, that the materials do not include papers or stereotyped language, and to embrace and promote diversity with the school community. (ISLLC 2008: 5C; ELCC
Overview This chapter begins by examining the history of Aboriginal and Torres Strait Islander (ATSI) culture in education. Next discussed in this chapter is the gaps and issues that are presented in ATSI culture and the importance of improving ATSI culture in literacy. Following on from this are the intervention strategies teachers can adopt in the classroom to support ATSI students in literacy. History of Aboriginal and Torres Strait Islander (ATSI) culture in Education The history of Aboriginal and Torres Strait Islander (ATSI) culture stretches many years ago from being the first custodians of land to the present. During these times, ATSI culture have endured a lot of disempowerment where they were segregated from many schools in NSW,
al. (2012, p.45) informs us that “44 percent of Australians were born in other countries or are the children of parents from other countries”. In order for teachers to create an equitable playing field for all their students, they need to have a strong understanding of cultural diversity, how it is relevant to the classroom, what issues may arise for students from diverse backgrounds that could hinder their success in education, and suitable pedagogical strategies to support the learning and outcomes of these students. In this context, culture can be defined as "a mixture of ideas and practices, of meanings and activities, into which people are initiated, and to which they may subscribe as ways of living" (Lawrence et. al, 2012.
Loris Malaguzzi (1993) claims that students enter school already “contaminated” with “pieces of the world attached” and of the “experiences we bring with us” (p. 2). Teachers need to understand what these “contaminants” are, how they influence or relate to students’ learning and their teaching practices before they can engage appropriate techniques. An ideal way to assess the influencing factors of students’ social inequality would be to observe students’ ‘virtual schoolbag’ (Thomson, 2002, p. 3). ‘Vicki’ and ‘Thanh’ from Pat Thomson’s 2002 Schooling the Rustbelt Kids, Robyn Ewing’s 2013 statistical view of Australia’s social structure, Lawrence, Brooker and Goodnow’s 2012 open–minded, explorative Ethnicity: Finding a Cultural Home in Australia
Why? The reason is that with this story about Miss Havisham, the theme of social classes is introduced to the novel and Pip will be highly affected by this, trying to improve as a better person, no matter how. In this chapter we have learnt that Pip is trying to improve intellectually as he tries to learn to read and write in Wopsle’s school, but now, we are not dealing with education: we are dealing with the social ladder and Pip’s yearning to climb to the highest peak. As I have analysed in the previous part of this project, social classes in the Victorian Period a persistent issue throughout Britain, as it was so socially fragmented that social classes were so distant. Pip, belonging to the poor, yearns to the reach of the middle class (being no more than a orphan, common child) and he finds this opportunity in Miss Havisham.
Australian students are faced with an array of stereotypes particularly surrounding gender. Curriculum resources used in schools, including texts such as fairy tales, contain male and female stereotypes which do not represent all children. As discussed by National Union of Teachers (2013), it is important for educators to challenge these stereotypes to create an inclusive environment. Furthermore, it is important for educators to understand that the relationships connecting gender role models and providing opportunities for children to connect with them directly relate to children 's own gender based behaviours (MacNaughton, 2000, p. 13-15). It is also imperative for educators to recognise and eradicate the many stereotypes which effect students
From the article, I know that the school climate and the size of the classroom may influence the risk of sexual harassment, and students who have less-educated parents tend to report more sexual harassment experience. They can help me to solve my research problems. The article is reliable. First, the study was funded by a grant from the Israeli Ministry of Education. It means that the Israeli Ministry of Education will check the data and the conclusion.