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This paper is a product of qualitative, ethnographic fieldwork which looked at interactions between Emirati people and camels. Both in traditional Bedu contexts and among contemporary breeders/riders/racers in the Arabian Gulf, camels have been useful to people as an economic resource or symbolic tool, but they have also been agents creating paths for human cultural activity. They are the lens through which people observe their society, yet they are also perceived as beings with lifeworlds of their own. In a humanizing effort they can represent what is inherently cultural, but they can also be seen as separate beings that inform people's worldviews. Recognizing animals' agency, observing the obliteration of subject–object boundaries in animal-centric cultures requires fundamental ontological revisions. This paper aims to propose a paradigm useful for multispecies ethnography studies, rooted in exploring entanglements between anthropological phenomenology and object-oriented ontology. Appreciating the central roles of experience, embodiment, and senses in human connections with animals make phenomenology a potent analytical framework for such studies. Ontologically speaking, the essence of interactions between camels and their Emirati aficionados can represent the nature of people's being-in-the-world, shaping their mental universe and cognitive processes. The main contributions of the research include using empirical evidence to address some of the recurring criticisms of object-oriented ontology and positioning these analyses within the GCC (Gulf Cooperation Council countries) context, which has rarely been done before. [ABSTRACT FROM AUTHOR]

This paper is based on the first two iterations of the Twitter reenactment in "History 450: The Growth of Metropolitan Milwaukee," taught at the University of Wisconsin-Milwaukee (UWM) in Fall 2020 and 2021. According to the authors, they did not come up with the Twitter reenactment as a pedagogical tool on their own. This paper describes the development and refinement of Twitter reenactments since 2009. The authors explain how they worked out the details of transforming what had been a volunteer activity into the core of a class. The authors conclude by examining some of the ethical and pedagogical questions raised by having students engage in a historical reenactment. According to the authors, historical reenactments can offer students an unusual opportunity to develop their historical thinking and share original research findings with a public audience.

The cultural domain may be defined as a sphere of influence that involves all cultural activities, whether economic or social in nature. In the context of lifelong learning, cultural and artistic environments represent tools and media of significance for formal and informal adult learning. The availability of learning opportunities in the cultural domain, the achievement of cultural competence by all individuals, and their cultural participation are strongly associated with lifelong learning. The research study employed a descriptive review model intending to establish the data available in Turkey with respect to cultural productivity and participation. These data span the period between 2000 and 2018. The study was structured on the basis of the data in Turkey as pertains to the budget allocated to culture and cultural expenditure, as well as performing arts, printed media, libraries, and museums. In summary, a general evaluation of the present state of productivity and participation in the cultural domain and its course over the years gives way to the argument that the cultural domain in Turkey is far from offering a source of possibilities and tools that would allow for the broader dissemination of the culture of learning. The data indicate that cultural participation in Turkey is limited to a relatively low population rate in many respects. [Paper presented at the International Eurasian Educational Research Congress (6th, Ankara, Turkey, Jun 19-22, 2019).]

For many years, activists in Early Childhood Education and Care (ECEC) have called for the sector to engage closely with Aboriginal and Torres Strait Islander families and communities. However, less is documented on how mainstream services might achieve authentic, sustained engagement at a local service level. This paper showcases educators who connect with local Aboriginal community members/Elders as a central plank of their ECEC practice. In sharing their account, we examine what engagement looks like and what makes it possible. We have used Indigenous methodologies and the Theory of Practice Architecture (TPA) as theoretical lenses for exploring the policy, and organisational arrangements that sustained their engagement practices. We discuss the theoretical and practical implications of the research.

This article explores the intertwinement of politics, international affairs and culture during the Cold War through a case study of Polish-Dutch cultural relations and the heterogeneous factors that shaped them. The study centres around the turbulent events of 1968 in Poland, and their impact on the international cultural policies of the Polish People's Republic and the Kingdom of the Netherlands. It demonstrates that the cultural field suffered the most immediate consequences of the political decisions taken by both parties – consequences which lasted for a considerable time – thus making it a metaphorical litmus test for the Cold War international relationships. This article reconstructs and analyses Polish and Dutch reactions to the 1968 events and their use of culture for the sake of their own policies – both as a form of protest and as an anti-crisis tool meant to influence the authorities and citizens of the target country. [ABSTRACT FROM AUTHOR]

The Aboriginal Voices project has sought to understand how Aboriginal students and parents tackle pervasive discourses that largely characterise these students as failures, disinterested in education, or without aspiration. This paper presents the conceptual and methodological approach to a multi-site case study of six whole-school communities, adding to the 10 systematic reviews of literature provided in the first phase of this project. Working through Moodie's Decolonising Race Theory framework, we describe the methodology, research questions and methods adopted in this empirical extension of the project. This paper emphasises the perspectives of Aboriginal students and their communities on schooling structures, common pedagogical and curricula practices, as well as the importance of cultural activities and connection. Moodie's framework enables us to provide a holistic analysis of daily classroom discourses, how these discourses impact young people and their families, and contributes to the interruption of settler colonialism in Australian schooling systems.

This paper argues that when young children are given an opportunity for their voice to be heard, they are competent communicators and social agents who can co-create cultural practices as theory makers. The paper draws on video recorded data from a small study that focussed on how young children (3-5 years) participated in an end-of-year cultural celebration in an early childhood education setting in Australia. The children organized a party, invited Santa Claus to visit, and setup a special place where they could hold conversations with Santa. Video recorded data of the conversations initiated by the children with Santa Claus were transcribed and analysed using the fine-grained interactional tools of ethnomethodology, conversation analysis and membership categorization analysis. Analyses identified children's competence as active social agents who challenged Santa's authenticity through checking his appearance, knowledge testing and, suggesting he was not the 'real Santa'. This evidence of children's capacity to authenticate cultural experiences demonstrates that incorporating children's voice in the co-creation of culture fosters children's opportunities to make and interrogate theory.

Aesthetic education is fundamental to young children's holistic development and future lives. The development of aesthetic sensibility has been promoted in early childhood education in various countries and is an important issue in Taiwan's current educational practice. This paper aims to examine the aesthetic domain of the "Early Childhood Education and Care Curriculum Framework," promulgated by the Taiwan's Ministry of Education, highlighting the importance of aesthetic education for young children in Taiwan. The objective of this research study is to better understand the aesthetic education of Taiwan's young children, and provide insight for preschool teachers who implement aesthetic education. The findings are as follows: (1) the goals of aesthetic domain in the curriculum framework is to help young children enjoy aesthetic experience and artistic creation, and develop rich imagination, and respond to feelings and preferences for artistic creation of young children; (2) the aesthetic domain includes the development of "exploration and awareness", "performance and creation", and "response and appreciation"; (3) the learning aspect of the aesthetic domain is divided into two parts: "affection" and "artistic media"; (4) teachers should also pay attention to appropriate arts and cultural activities so the young children can experience their own local culture. If preschool teachers open their eyes and ears, they can guide young children to share in the beauty and joy of life. This paper provides discourses of preschool teachers who design an aesthetic education curriculum and offers practical, concrete suggestions that can support the aesthetic education of young children in Taiwan.

The educational system in many contemporary African nations is faced with many challenges amongst which are the quest for effective teaching and learning methodology. This paper therefore examines the methodological value and inherent potentials within the ambits of drama/ cultural performances that embraces 'edu-tainment' concepts to identifying a problem while seeking plausible means of finding solutions to the identified problems in a participatory induced order. 'Edu-tainment' in this order refers to a form of entertainment activity designed to educate, amuse or entertain and instruct by embedding lessons in form of live acts, television, computer, multimedia and video games. The suitability and preference of this educational mode especially amongst the youth is a sine-qua-non essentially because of their restless gabs and proneness to boredom. The viewership of Super Story among Ibadan South-West Local Government residents was analysed to elicit knowledge for improved educational access. Survey research method using multistage and convenient sampling techniques was used with 500 copies of questionnaire distributed. The analysis of data showed that 100% of the respondents watch soap opera series and super story while 71.4% maintained viewership due to captivating storylines. Further findings suggest that soaps can be used to preserve culture and improve educational access; carefully designed Entertainment-Education programmes are viable requiring the designing and conscious implementation of media messages with the aim of educating the target audience to fulfill the functions of information, education and entertainment.

The paper examines the transformative potential unveiled by the integration of indigenous epistemology into an experimental learning community program in Hawai'i. Through contextual analysis of the author's direct participation in classroom interactions, cultural and service learning activities, the final project, and the culminating event, the paper unravels the twofold process. On the one hand, indigenous epistemology in action integrated classroom, placed-based service learning, and cultural activities into a holistic learning experience. On the other hand, it also connected diverse communities in an interdependent relationship through the resonance of its foundational concepts: shared responsibility (kuleana) to the "homeland that feeds" ('aina) and its ecosystems. Interdependence of diverse communities and learning activities formed through such resonance provides an opportunity for transformation.

This paper explores the characteristics of learning festivals and Adult Learners' Weeks and their use as tools of advocacy in seeking policy change on behalf of under-represented groups, and it considers their impact on public policy affecting adult learners. In addition, it reflects on the role of the week in celebrating a culture of adult learning. The paper includes analysis of the relationship between the development of festivals and policy change affecting adult learners through Adult Learners' Weeks in the United Kingdom after 1992, exploring, in particular, the role of the Week in affecting policy, participation, and inter-communal understanding arising from increased migration. The paper explores the spread of learning festivals and the sequence of Presidency conferences in the European Union in the years leading up to the Lisbon Memorandum in 2000; the role of festivals in the aftermath of war in the Balkans; and the role of the World Social Forum as an antidote to neo-liberal orthodoxies in international policy discussions. It also considers the success and failure of learning weeks as a tool of advocacy and policy change.

This paper presents an outline of the history and the current orientation of informal learning in museums, museum pedagogy. This is the result of a lengthy process over the last two centuries, which became particularly intensive from the 1960s, in which museums looked for deeper ways to communicate with visitors, starting from basic presentation activity with occasional spoken commentaries. From this, modern museums have developed specialised ways of working with different age groups of visitors, which can be referred to collectively as museum pedagogy and museum education. These activities not only strengthen the experience of museum exhibits and exhibitions but also allow information to be communicated using collection items in a playful way, through informal learning. Museums' current focus on communication and working with visitors owes much to the long development of heritage institutions, the stabilisation of their position in cultural and social systems, in cultural policy and strategy and the overall significance of the collections of museums and galleries for our modern knowledge societies. The aim of this paper is to outline the historical development and direction of museums' educational activities to the present.

Introduction: The purpose of this paper is to contribute to the international history of community culture and culture-based adult learning through showing the initiatives of a Post-Socialist country through introducing some initiatives from 1950, without claim for completeness. Additions to the History of Community Culture and Culture-based Adult Education and Learning in Hungary. Purpose: Our questions include how the political and legal environment, and the spread of the mass media influenced the cultural activities and the community culture, and what culture-based adult learning initiatives and activities can be identified in the area of culture. Methods: To its realization we chose horizontal and vertical analysing viewpoints. The horizontal viewpoint of our investigation is the linearity of timeline, while the vertical analysing viewpoint is the characteristics of political and legal environment having influence on culture-based adult education (cf. non-formal and informal cultural learning) and showing the work of some significant personalities, through synthetizing archive sources and literature background. Conclusions: The changing of the regime brought reform on this area, too, it basically changed the profession and the training as well: the community culture builds on local initiatives and active participation, includes the training, creating artistic, informational activity of the citizens, based on their self-activities.

Some of the simplest affordances of study abroad became unavailable when students stayed stateside because of the pandemic-induced disruptions to international travel. These ranged from touring city and historical/cultural landmarks, having spontaneous and chance interactions with locals, participating in the performance of traditions and practices, visiting homes, engaging in "domestic" activities with host families and local peers, and developing a sense of community with other fellow students. This paper reports on three alternate, virtual cultural activities that were launched during the pandemic between a U.S. university and its study abroad partner institution in Morocco in order to help compensate for the health disruption. Survey responses, cultural products, and reflections from 118 participants were collected for this study over two Arabic summer intensive programs at the stateside university. The study explores the effectiveness of these activities in promoting intercultural competence and student engagement during this period and speculates on how they can be integrated into the regular programming post-pandemic in order to further enhance immersion.

This paper examines the everyday enactments of participation of refugee students in Ugandan higher education emerging from a research project (2020-2022). Habermas's Theory of Communicative Action was used to determine how students responded to the dominant languages, further noting the acts of othering that occur throughout this process that impact this participation and inclusion. Data were collected from three public and four private universities beginning in 2020 and ending in 2021 through interviews with refugee students and administrative staff who worked routinely with these students. The findings reveal social spaces within universities that allow for participation that largely sit outside the formal curriculum. These include the networks of support for the refugees themselves, and their engagement with informal activity, such as city walks and galas. However, the catalyst that initiated interaction with these spaces emanated from their aspirations for the future and their sense of communicative capacity in relation to those aspirations. Recommendations include providing explicit communication to point them directly to events, spaces and opportunities that they can exploit to advance their integration process.

In the paper "The Construction of Sports Culture Industry Growth Forecast Model Based on Big Data", the feasibility of sports culture industry growth prediction based on big data theory from the perspective of data mining is analyzed, and a sport culture industry growth prediction model based on genetic neural network is proposed. In the paper "Design of Sports Culture Data Fusion System based on Data Mining Algorithm", K-means spatial clustering, fusion decision tree, Naive Bayes and other data mining algorithms and data warehouse technologies are combined to the sports stationery industry. In the paper "Semantic Change Analysis of Korean Verbs based on Massive Culture Corpus Data", database technology, big data mining and analysis, on-line analytical processing technology and verb feature analysis technology are combined to construct the basic model. [Extracted from the article]

The first objective of this paper is to provide an overview of the curricula offered by Polish higher education institutions aimed at future workers in the culture and creative sectors. Desk research is supplemented by a qualitative analysis of students' needs on professional education and the perception of cultural labour in Poland, and concluding remarks attempt to provide a preliminary response to the key expectations and gaps highlighted in the reported analysis. The paper argues that to sustain the trends of growth and to support the professionalisation of managing cultural and creative initiatives, higher education institutions in Poland have to develop a more explicit balance between pure cultural studies and cultural management education approaches. The breakthrough achievements require support from a parallel breakthrough -- formation tools that adapt alternative methods from organisation studies.

Multicultural Days are a regular event in Australian schools. While they are viewed as a vehicle for cultural inclusion and strengthening community, they have long been critiqued for their avoidance of a more critical engagement with deeper issues around cultural complexity. The intent of this paper is not simply to add to this critique but to understand why such forms of lazy multiculturalism persist in schools. Taking an ethnographic orientation to the field of multicultural education, it examines one school's approach to the Multicultural Day. The paper considers how, despite engaging in professional learning designed to challenge established practice in this area, teachers resisted the intellectual task of doing diversity differently. The ethnographic methods used in the study not only allowed for an examination of the practices this school engaged in, they drew attention to how teachers might modify their practice and develop a deeper understanding of cultural complexity.

Orphans and children left without parental care remain a pressing challenge for many countries. This paper deals with the topical subject which needs thorough consideration: peculiarities of psychological development of orphans and children left without parental care and training orphanage inmates for social interaction. The 7-months study was conducted on 15-16-year-old orphans at Elabuga, the Republic of Tatarstan, and Russian Federation. Data were collected with a designed questionnaire based on the Temperament and Character Inventory for personality traits devised by Robert Cloninger. 20 apparently healthy orphans and children left without parental care were selected using simple random sampling technique and allocated into two groups. Within the experiment the two groups of orphan children had separate Physical education classes in subgroups.

Purpose: The purpose of this paper is to demonstrate how the socio-political rituals such as national festivals and student pledges have changed in the Turkish Republic primary schools over the last twenty years. Method: The data used to achieve this purpose was collected from four different sources; the applicable legislation, statements of policymakers, teacher organizations and an interview with primary school class teachers. Findings: Developments in politics have affected both the daily life and the celebration of special occasions in primary schools considerably. Abolishing the Student Pledge which took place in 2013 can be regarded as the most important alteration in the everyday life of the school since the foundation of the Turkish Republic. The most significant change in the celebration of special occasions in primary schools was made in 2012, and was ostensibly to free the marking of these festivals from their militaristic framework. However, a knock-on effect of this change appeared to be a waning of enthusiasm for such festivals in general. After the failed coup attempt on 15th July 2016, Turkey announced the 15th July Democracy and National Unity Day. During the first week of the school year, activities are carried out for this day.

Pedagogical documentation within early childhood centres is a key component of pedagogy and teacher accountability. In Singapore, documentation is a requirement specified under legislative policies included in the national Pre-school Accreditation Framework, with parents often perceived as the main audience. This paper reports on a study utilising Rogoff's observation on social cultural activities to focus on the interconnectedness between children, parents and teachers as stakeholders in the early childhood sector. An electronic survey was used to ascertain parents' perspectives on documentation of their child's learning and development. Analysis of this data was shared in five individual teacher interviews to explore responses to the parents' perspectives. Findings of this study affirmed that documentation varied as a process and a product of pedagogy in early childhood centres. Within a climate of assessment and accountability, these findings invite inquiry and offer possibilities for professional learning on improving pedagogical documentation across the sector.

Italy, a country with a great cultural tradition and a founding member of the European Union (EU), since 2004 very actively contributes to the cultural cooperation activities of EU with non European countries. This paper is a detailed review of the status of those activities, which can be subdivided into joint "Master Mundus" Actions and bilateral teaching and research cooperation agreements established between Italian and Chinese higher education institutions. The University of Padova (UP) has been adopted as a relevant a case study, with teaching and research cooperations spanning from the "S&T" to "Medicine," "Law" and "Humanities." The results obtained so far are promising.

Student volunteer experiences are ubiquitous within higher education contexts. Despite this, there is further scope for understanding the qualitatively different ways students experience volunteering. To achieve this an explicit focus on understanding volunteer experiences from the students' perspective and the relationship these experiences have with student learning is vital. This paper used a phenomenographic research approach to present the experiences of seven students involved in an interdisciplinary volunteer program in a community literature festival. The findings revealed experiences ranging from authentic learning to more sophisticated and amplified student experiences. While all students in this study found volunteering to be beneficial, we argue that differentiation of volunteer opportunities for students strengthens the provision for rich student learning through volunteering and the potential for students to be active in social change activities through volunteering.

Cellulose, the main constituent of paper-made objects of cultural heritage (CH), is a favorable substrate for fungal growth. Gamma irradiation is a well-established low-cost treatment convenient for decontamination of such objects. Since side-effects to paper-based CH are always a concern the aim of this work was to investigate if a synergism of microbiological contamination and gamma irradiation effects exists and if it induces changes in paper's appearance and structure. The dose rate plays an important yet generally neglected role in the efficacy of the radiation treatment so another goal was to assert its influence on decontamination efficiency and paper properties. Irradiation conditions for treating the highly resistant secondary colonizer Cladosporium sphaerospermum , as well as the naturally occurring mycobiota were evaluated. Untreated and inoculated samples of paper were irradiated with doses commonly applied to CH objects, as well as to significantly higher doses, at two dose rates that differ for two orders of magnitude. Microbiological analysis of irradiated samples was conducted. Colorimetric analysis, UV-vis and FTIR measurements were performed after short lived reaction species have decayed. The results have shown that in the case of high contaminations (104 CFU/g) the applied dose needs to be adjusted and that the corresponding dose rate needs to be high enough. While at the dose rate of 31 kGy/h the irradiation dose of 7 kGy seems to be effective to obtain proper reduction of mycobita, at the dose rate that was two orders of magnitude lower the required dose increased approximately ten times. Thus the reevaluation of the recommended dose of 8 ± 2 kGy is needed. Considering the side effects of radiation treatment the dose rate effect has also been observed. At the higher of the investigated dose rates the irradiation doses needed for decontamination did not alter the appearance of paper, while at the lower one the changes were hardly perceptible. The main species showing their contribution to color change were the carbonate anion-radicals that were formed on the CaCO 3 paper filler. No oxidation or change in crystallinity of cellulose was detected. Overall changes were too insignificant to make any conclusion on the contribution of mycobiota to the irradiation side-effects on the paper under the studied conditions. • Dose rate determines radiation treatment efficiency and appearance of side effects. • Reevaluation of recommended 8 ± 2 kGy taking into account the dose rate is needed. • Electron beam treatment of paper-based cultural heritage may be encouraged. • Observable changes occurred at larger doses than needed for cultural heritage. • For samples irradiated to high doses carbonate radical anion absorption appeared. [ABSTRACT FROM AUTHOR]

The Bantu Education system, which replaced missionary-run black schooling in the mid-1950s, expanded schooling to accommodate the basic economic needs of the South African economy but it was done as cheaply as possible. The state paid teachers' salaries and in return it expected obedience and conformity from its employees. It was a tight-fisted, authoritarian education system, which stifled aspiration and human creativity. Yet, I want to argue in this paper, it unintentionally opened spaces which could nurture human ambition. I am not talking here about ambition merely for upward social mobility but for an assertion of humanity in the midst of a dehumanising social order. Morris Isaacson High School in Soweto was one of those spaces. I will show that Morris Isaacson, from the 1960s to the early 1990s, was a place where young people from mostly very poor backgrounds could aspire to be something more than an economic unit, where they could become creative and rounded human beings. Although the academic ethos of the school should not be underestimated, a variety of cultural, intellectual, and sports activities, which had no direct economic utility, enriched the lives of students and expanded their horizons.

This paper investigates the expectations and culture that first-year students encounter when entering higher education. Induction activities are the first encounter with the new institutional setting and cultural context of the study programme, thus the students' first opportunity to develop ideas about what studying entails and what is expected of them. The study is based on data produced through participant observations in induction activities, and interviews with the senior students organising these activities, for the following three study programmes at a Danish university: biotechnology, philosophy, and film and media studies. By applying the concepts of rituals, the implied student and students' identity work, the analysis explores a ritual within each programme. The findings show that the rituals reflect patterns and cultural elements that the students also experience later on in their first year. The rituals differ in how they relate to the content of the programme and which available identities they present to the students. However, in all three programmes, senior students play a key role in communicating norms and traditions. We argue that although transitioning is an ongoing process throughout higher education, it is still relevant to consider what happens during induction and what is communicated to the students.

Under the theoretical underpinnings of language socialization and continua of biliteracy, this ethnographic case study documents how cultural performing arts, as part of extracurricular activities, promote bicultural identity and biliteracy development among Vietnamese American children. The study was set in two transnational contexts: a community-based Vietnamese heritage language school and a Vietnamese dual-language two-way immersion program, both located in a southwestern U.S. city. Data was drawn from observation field notes, interviews, teachers' testimony, and visual records. Findings show cultural events created by and for Vietnamese Americans create affordances for dialogic teaching on culture, language play, and cultural identity formation through collaborative efforts between home, school, and community. This paper implies a need for (1) purposeful integration of cultural events held by transnational communities into school curricula and (2) an in-depth focus on the sociocultural aspects of language programs, especially among the less-commonly-taught-language groups.

This paper draws on data from a study of a four-year-old child, Gareth, in his first year of formal schooling in England. The aim of the study was to identify the nature of Gareth's literacy practices across home and school spaces. The focus for this paper is an analysis of one aspect of Gareth's home digital literacy practices: his repeated viewings at home of "unboxing" videos on YouTube. These include videos that feature the unpacking of commercial products. It is argued that the child viewer/reader is co-constructed in these practices as cyberflâneur and that this mode of cultural transmission is a growing feature of online practices for this age group in the twenty-first century. The paper addresses issues concerning young children's online practices and their relationship to material culture before analysing the growth of interest in peer-to-peer textual production and consumption in the digital age.

Traditional alcoholic-beverages have been used by the tribes since ages. Bonda is one of the 62 Schedule Tribes and 13 Particularly Vulnerable Tribal Groups of Odisha, who reside in the southern part of the state. Historically, a number of traditional alcohols have been produced by the Bonda which is consumed widely and used in the socio-economic and cultural events. Current times evidence the production and use of traditional alcohols gradually giving way to modern alcoholic drinks. In this context this paper tries to document different types of traditional alcohols produced, consumed and used by the Bonda along with its various impacts on the individual drinker and the society. The data were collected through community-based research in four villages under Khairaput block of Malkangiri, Odisha. The study found that 23 types of traditional alcohols are produced by the Bonda households, who derive economic security there from. However, the production, consumption and use of traditional alcohols are on the decline with the gradual increase of foreign liquor and this paper suggests institutional support for the clean production and marketing of traditional alcohols of the Bonda tribe. [ABSTRACT FROM AUTHOR]

This paper empirically investigates the possible relationship between cosmopolitanism and attitudes towards Syrian refugees in Türkiye. Previous research has emphasised that factors determining cosmopolitanism can also influence attitudes towards refugees and immigrants. However, no study has documented evidence of the link between these factors and the attitudes of Turkish people towards Syrian refugees. We use a unique data set covering 1031 individuals born in different provinces of Türkiye. The survey was carried out in Mersin, Adana, Mardin, Gaziantep, Şanlıurfa and Hatay, where a higher number of Syrians reside compared to other provinces of Türkiye. Attitudes towards Syrians are measured by asking their opinion on whether the Turkish government should provide citizenship and welfare benefits to Syrian refugees. Findings show that those with cosmopolitan orientations, people who have been or lived abroad in the past, and individuals who know at least one foreign language and participated in cultural activities while being in another country are more tolerant of refugees. Although government legitimates the refugee issue to the Turkish society within the religious discourse since the beginning of war, religious people are not different in tolerance towards Syrian refugees than non-religious people in Türkiye. [ABSTRACT FROM AUTHOR]

This paper examines the experiences of six teachers from a regional, Australian diocese who attended World Youth Day (WYD). It also reports on aspects of their worldview and their experience working in Catholic schools. Overall participants were very positive about working in Catholic schools, and though not connected in an ongoing way with parish communities, they were happy to support the religious dimension of Catholic schools and were often involved in parish-based programmes when there was a connection with school activities. Their worldview could be characterised as having much in common with dominant cultural paradigms that sees religion in moral terms along with a deistic sense of God. Established social networks supported them in these views. Teacher pilgrims reported that WYD gave them the opportunity to experience a broader, more diverse Catholicism as well as the experience of going overseas and being part of a large gathering. Participation in WYD may open up opportunities for reflective discernment on the part of teacher pilgrims and a result has implications for the formation of teachers working in Catholic schools.

In Ireland, primary physical education (PE) is delivered by non-specialist classroom teachers. A growing number of primary schools are committing resources to external providers for partial delivery of the PE curriculum. Some researchers (Evans and Davies [2014; 2015]. "Neoliberal Freedoms, Privatisation and the Future of Physical Education." "Sport, Education and Society" 20 (1): 10-26. doi:10.1080/13573322.2014.918878; Powell [2015]. "Assembling the Privatisation of Physical Education and the 'Inexpert' Teacher." "Sport, Education and Society" 20 (1): 73-88. doi:10.1080/13573322.2014.941796) suggest the use of external providers in primary PE represents an increasing privatisation of the public education system. Thus, privatisation of PE raises questions about the future purpose, quality, and content of the subject. The goal of this paper is to identify the most common forms of external provision in support of PE in a small cohort primary schools. Network analysis was used to achieve a graphical representation of primary schools/external provision. Web pages of primary schools yielded data that allowed the creation of a social network analysis of external provision for 67 primary schools selected from the 2015/2016 list of Delivery of Equality of Opportunity in Schools (DEIS) programme. Results highlight that the most common forms of PE external provision in Irish primary schools are Gaelic Games (GAA), swimming, and dance and describe the network relationships between external provision types. Discussion provides possible reasons to justify the external provision trend for primary PE in Ireland.

Purpose: As universities and colleges face an increasingly global environment, internationalization is viewed as a critical aspect of education, a fact that has significant academic and economic implications for higher educational institutions worldwide which need to be current with cultural education to adapt to change. Learning from other cultures is essential and valuable for students to connect with other cultures even as they enrich their own lives. Practical processes for developing successful cross-cultural education programs merit serious attention from higher educational institutions. The paper aims to discuss these issues. Design/Methodology/Approach: The case study explored in this paper demonstrates a practical application of internationalization of music education by examining the experience and outcomes from a cross-cultural program jointly developed by a US and a Korean university. The success of the case study under review hinged on three critical factors for developing a cross-cultural program between international academic partners: organizational commitment, teamwork, and pedagogical content. Findings: The findings support the assertion that the three key factors introduced in the framework can be applied to develop a cross-cultural program between international academic partners. Originality/Value: This study proposes a practical framework for developing cross-cultural education programs among higher educational institutions.

The paper deals with the problem of historiography, presented in three stages: the first stage (50-90s of the XX century) is characterized by the introduction of a scientific apparatus expertise creating the preconditions of differences between concepts, the release of an independent direction of history of social and cultural activities. In the second phase (90-2000s) pedagogical research appears on the problem of the formation of different types of competence (professional, informational, social, psychological, communication, legal, social, cultural and educational). The methodology of historical and educational research created and refined conceptual framework of social and cultural activities. The third phase (2000 to the present) is characterized by comprehensive research in the field of information competence, substantiation of theoretical and methodological framework, the researchers conducted an analysis of the phenomenon of leisure activities from the standpoint of the theory of culture, an emphasis on cultural needs, which are the motivation for leisure-time activities.

Recent research indicates that in many college English classrooms, faculties continue to rely on New Critical approaches to teaching literature that focus analysis on the formal qualities of a text (Addington, 2001; Barrow, 2009; Bialostosky, 2006). Teachers using this method rarely invite students to bring their life experiences into their interactions with texts and each other. This leads us to wonder how much is lost when the cultural knowledge students bring into the classroom is rejected because of teaching approaches that do not recognize, as reading reception theorists such as Bleich (1975), Fish (1980), and Rosenblatt (1995) have, that reading is a profoundly social act. In contrast to formal institutions of learning, adult reading groups provide greater opportunities to explore how readers bring their cultural backgrounds to bear on their interaction with texts. The purpose of this paper is to investigate how the members of a Black woman book club drew from shared cultural and linguistic resources to make intertextual connections between a mystery novel, "Buying Time" (Young, 2009), which details the travails of a disbarred lawyer, who is married to a materialistic "gold digging" woman, and iconic Rhythm and Blues (R&B) songs. The following research question guides this study: What cultural and linguistic resources did the participants draw upon during the book discussion and how did this enhance their understanding of the gender issues raised in the text?

Lesson study is recognised as a cultural activity and its implementation in a context different from Japan is a complex process. Researchers' role in this process is assumed to be critical, although this has rarely been investigated. In this paper, we analyse a teaching experiment to introduce lesson study into a professional development course for prospective teachers at an Italian university, focusing our investigation on a group of researchers acting as teacher educators (didacticians). Using the anthropological theory of the didactic and meta-didactical transposition frameworks, we investigate their dual position as researchers and as teacher educators. We observe the evolution of the didacticians' teacher-education praxeology (a model of practice and knowledge) during their interactions with prospective teachers. The results indicate that the didacticians' teacher-education praxeology is distinguished, shaped, and actively influenced by their research praxeology. The results also imply that coordinating the two theoretical frameworks may guide the design and analysis of teachers' professional development courses. [ABSTRACT FROM AUTHOR]

Tankersley et al. published a paper suggesting that a cosmic airburst caused the decline of the Hopewell culture in Cincinnati during the 3rd or 4th century CE. However, this claim is not supported by archaeological investigations in the Middle Ohio River Valley, which have found no evidence of a widespread catastrophe or social decline. Other recent papers linking extraterrestrial events to ancient cultural declines have also been challenged on methodological and theoretical grounds. The Hopewell archaeological record actually shows gradual changes rather than a catastrophic event. Tankersley et al.'s argument is based on misinterpretations and mischaracterizations of the Hopewell archaeological record and lacks substantive evidence. [Extracted from the article]

The research area of sustainable cultural events is considered one of the most important today for the cultural industry, creative economy, and tourism. For this reason, this review aims to understand which aspects, related to economic, social, and environmental awareness could be achieved by sustainable cultural events. The importance of green cultural events, their potential benefits as environmental conservation, public awareness, education and community engagement, and the strategies employed as waste reduction and recycling, energy efficiency, eco-friendly transportation, sustainable catering etc., create an environmentally conscious celebration. The author chose to perform a literature review because the systematic review of previously written and published research papers allows to deepen the specific topic, by making comparisons. In order to collect studies for this paper, the author has carried out a literature review using the Scopus database in August 2023 and in November 2023 which can be considered as a preliminary systematic review for the selected topic using the Prisma model. [ABSTRACT FROM AUTHOR]

The concept and theory of 'international-mindedness' has been much discussed and debated in recent years. The conceptualising of the character of 'international-mindedness' as practised by schools has begun to attract some scholarly attention, but one especially under-theorised aspect involves the often-derided 'Several Fs', or sometimes 'Five Fs' (flags, festivals, food etc.). This paper aims to give credibility and importance to the day-to-day aspects of the 'Several Fs', and draws attention to the broader range of activity, identifying upwards of 15 'Fs' in practice. The broader framework of these 'Numerous Fs' is then placed at the centre of identifying the nature and form of the school, as a deliverer of 'international mindedness'. In a 'low-culture context', where collective identity is undermined by transient and relatively distanced stakeholders, the 'Numerous Fs' can be viewed as acting as significant 'purveyors of organisational identity'. At another level, the 'Numerous Fs' give considerable legitimacy to a school's claim to be 'internationally-minded', acting as 'carriers of institutionalisation'. Put simply, they give the school a distinct set of norms, activities, artefacts and routines, characterising it as a specific type of educational institution. As well as acting as practical everyday tools for developing the 'internationally-minded school', they arguably help to give the school a considerable degree of legitimacy both as an organisation, and as an institution.

The purpose of this interview is to discuss the aims, objectives and achievements of a pioneering European masters degree -- in the context of the politics of higher education and the economics of the creative industries.

This conversation traces the creation of Todos Festival, one of the most important international socially engaged multi-arts festivals in Southern Europe. In dialogue with artistic director, Madalena Victorino, the festival will be portrayed as a space for encounter and performative exploration of difference, linking marginalised migrant and minority communities to Lisbon's theatre scape and cultural ecology. We discuss modalities of transfiguring difficult (local) realities into performance on the interface between centres and peripheries.

By providing descriptive evidence from an ethnographic study at three Singaporean primary schools, this paper reveals how participants in children's education perceive and account for the relations they shape between home and school. Through analyses of interview data from teachers, parents, and children, the article demonstrates the potential effects of the actions of parents and teachers on the structure of the childhoods of a particular group of nine-year-olds. Findings are that children's lives are mostly centred on their schools, which provide academic and values education. Parents, too, ascribe importance to holistic education; this, their aspirations for the future, and their attention to the individual needs of their children motivated them to agentively support their children's education at home by teaching and organising educational, sporting, and cultural activities. Therefore, home/school relations structured rather curricularised childhoods for most children in the study.

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This paper offers a cultural assets model for supporting school effectiveness that moves beyond the deficit and difference approaches of the twentieth century. The model incorporates the capacity to identify contemporary cultural assets, and support cultural continuity, cultural diversity and cultural resilience during change. Undertaking concept-centric analysis, the reconceptualised understanding of contemporary cultural assets informs the construction of schools as cultural hubs, and reveals seven benefits that enhance asset-based approaches to school effectiveness. The model incorporates multigenerational flows of influence, community cultural activities, a communication conduit, and glocalised interactions. An empirical analysis of evidence advances the model's sociocultural view of effective schools; provides opportunities to extend research beyond minority studies; and establishes the importance of cultural assets in secure base leadership for developing schools as dynamic organisations.

This paper extends the current literature on access to post-secondary education by investigating the role played by various family background characteristics related to the home environment and family habits and behaviours. Exploiting the extraordinary richness of the Youth in Transition Survey in this regard, we include whether the family ate dinner together, whether they discussed current affairs, and how often their children went to concerts--and if so, what "kind" of concerts. Many of these factors are found to have a significant relationship with attending post-secondary education, university in particular. Furthermore, these factors are in addition to--and at least to some degree independent of--more conventional influences such as parental education and family income. With appeal to the paradigm of "cultural capital"--which refers to the knowledge, experiences, and connections which help individuals succeed in life--these results indicate how advantages in accessing higher levels of education accrue to those from families that are rich in this kind of asset, while others are left behind.

Collaboration is the core of creative work, and it can help small and mediumsized enterprises, as well as individual creative professionals, develop creative products that would not be possible if these parties were working separately. The aim of the paper is to reveal benefits of collaboration in creative industries from theoretical and practical perspectives. The paper analyses the concept of collaboration in creative industries and provides a theoretical overview of collaboration models that can take various forms, such as networks, creative intermediaries, and clusters. Also, the author has developed a creative industry collaboration matrix, including the Ministry of Culture of the Republic of Latvia's list of creative industries (Architecture, Design, Cinema, Performing arts, Visual arts, Music, Publishing, Television, Radio and interactive media, Advertising, Computer games and Interactive software, Cultural heritage, Cultural education, Recreation, Advertising, Entertainment and other cultural activities) [LR Ministry of Culture 2022], as well as adding two more creative industries, which are identified in other theoretical models of creative industries used in Europe - Fashion and Crafts. By interviewing various experts from creative industries, the intensity and frequency of collaboration in creative industries are compared, and it is evaluated which creative industries are more prone to collaboration. This paper presents the collaboration matrix and summarizes the main conclusions on how this matrix could be used for future research. [ABSTRACT FROM AUTHOR]

Urban subway station is a key node related to urban social, political, economic and cultural activities. There are some differences in the location, function orientation, land use and flow characteristics of different types of stations in the city. This paper mainly used Tyson's edge, kernel density analysis, chart analysis and other methods to classify the functional types of 412,393 POI data of 26 stations along Metro he results showed that the spatial distribution of Beijing Metro Line 6 was mainly divided into 3 categories, subway stations were divided into 4 categories. Among them, type A sites were divided into composite and single types, and the distribution characteristics of the 6 types of sites were quite different. Based on the qualitative and quantitative analysis of POI point data, this method can quickly classify and analyze the characteristics of stations along Line 6 in Beijing, which also has theoretical and practical value for the planning of urban subway lines. [ABSTRACT FROM AUTHOR]

Ecocriticism is a field that is inherently cross-cultural, and poetry is an art form that creates bonds across cultural communities. This paper focuses on Gary Snyder, a prominent poet in his own right, who is famous for his translation of the works by Chinese poet Han Shan. His attraction to Chinese classical poetry and Eastern civilization offers an alternative to the Western developmental paradigm, and the ecopoetry he espouses is pertinent to today's environmental debates. His references to nature do not function merely as reminders that nature should be respected but as an impetus to reflect on the coexistence of multiple temporalities and agencies. This paper examines Chinese poetry's inspirational effect on Snyder and analyzes his translations of Han Shan's poetry. Snyder's ecocritical insights have had a wide influence, particularly on the work of Hong Kong poet Xi Xi. This circulation of poetry offers a means of bridging Western and Eastern cultures. The mutual enrichment achieved by such cultural translations provides a means of transcending the simplistic dichotomies of the East and West. [ABSTRACT FROM AUTHOR]