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Author: Sabiha Khuram
Publisher: Oxford University Press, USA
ISBN: 9780195474701
Category : English language
Languages : en
Pages : 0
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Book Description
This book takes a novel approach by integrating the teaching of English Language through awareness of human rights. It is the outcome of a seminar on Human Rights through Language Teaching and won the English Language Teaching Contacts Scheme (ELTCS) award given by the British Council, London. The book covers the major principles of human rights education i.e. learner centeredness, learner autonomy, reflection and introspection. It is replete with activities that promote collaborative learning exercises and encourages students to contextualize ideas in their respective environments. Each unit has a voices section, which gives information about young peoples critical life experiences and champions how upholding and inculcating knowledge of human rights can serve to highlight their problems. The voices section represents not only the different parts of the world but the different segments of society as well. It creates an awareness of the rights and responsibilities of individuals living in civilized societies and the value of protecting human rights. The authors have aimed at keeping learner motivation high while designing the activities and the focus is on language development through reading, writing, and speaking skills.
Author: Sabiha Khuram
Publisher: Oxford University Press, USA
ISBN: 9780195474701
Category : English language
Languages : en
Pages : 0
Get Book Here
Book Description
This book takes a novel approach by integrating the teaching of English Language through awareness of human rights. It is the outcome of a seminar on Human Rights through Language Teaching and won the English Language Teaching Contacts Scheme (ELTCS) award given by the British Council, London. The book covers the major principles of human rights education i.e. learner centeredness, learner autonomy, reflection and introspection. It is replete with activities that promote collaborative learning exercises and encourages students to contextualize ideas in their respective environments. Each unit has a voices section, which gives information about young peoples critical life experiences and champions how upholding and inculcating knowledge of human rights can serve to highlight their problems. The voices section represents not only the different parts of the world but the different segments of society as well. It creates an awareness of the rights and responsibilities of individuals living in civilized societies and the value of protecting human rights. The authors have aimed at keeping learner motivation high while designing the activities and the focus is on language development through reading, writing, and speaking skills.
Author: Zehlia Babaci-Wilhite
Publisher: Springer
ISBN: 9789811328794
Category : Education
Languages : en
Pages : 251
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Book Description
This book argues that integrating artistic contributions – with an emphasis on culture and language – can make Science, Technology, Engineering and Mathematics (STEM) subjects more accessible, and therefore promote creativity and innovation in teaching and learning at all levels of education. It provides tools and strategies for managing interdisciplinary learning and teaching based on successful collaborations between researchers, practitioners and artists in the fields of the Arts and STEM subjects. Based on contributions by educators, scientists, scholars, linguistics and artists from around the globe, the book highlights how we can demonstrate teamwork and collaboration for innovation and creativity in STEAM subjects in the classroom and beyond. The book reflects the core of human rights education, using local languages and local knowledge through art as a tool for teaching human rights at school, and bringing to light questions on diversity, ecology, climate change, environmental issues, health and the future of human beings, as well as power relations between non-dominant (minorities) and dominant (the majority) groups in society.
Author: Joan Kelly Hall
Publisher: Multilingual Matters
ISBN: 9781853594366
Category : Language Arts & Disciplines
Languages : en
Pages : 276
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Book Description
The sociopolitical dimensions of English language teaching are central to the English language professional. These dimensions include language policies, cultural expectations, and the societal roles of languages. This book aims to present these issues to practicing and aspiring teachers in order to raise awareness of the sociopolitical nature of English language teaching.
Author: Zankar
Publisher: Partridge Publishing
ISBN: 1482871823
Category : Education
Languages : en
Pages : 235
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Book Description
Human Rights are the basic rights which one gets being human. These are inherent rights which are received since inception. Knowing and valuing the Human Rights is the best practice to prevent the violation in any form. When an individual learns about ones rights it builds respect for the right of other which helps in constructing more tolerant and peaceful citizens ultimately leading to peaceful civil societies. All Human Rights for All ascertains the universality, indivisibility and interrelationship of all human rights. The fact of unchangeable nature of Human Rights is essential for human existence Human rights in Teaching Practices" is a book for students, teacher educators, teachers as well as researchers in the field of Education and Human Rights Education who intends to know about Human Rights and how to impart them to their students. The main objective of this book is to share knowledge and skills to generate awareness and develop attitude towards Human Rights Education amongst student teachers. It provides an indepth description of concepts of Human Rights, Human Rights Education and strategies for teaching Human Rights in B.Ed course. The book is divided mainly in three parts: first part deals with concept of human rights, Human Rights Education, the policy perspective of Human Rights, the concept of human rights awareness and attitude towards human rights. This section describes the theoretical underpinnings of human rights from different approaches, Universal Declaration of Human Rights and how and where human rights are reflected in Indian Constitution. The concept of human rights Education and its policy perspectives in Indian Education system. Human Rights Education at different levels of school and at Teacher Education are described in detail from Indian Education policy perspective. Researchers at National and International level are studied with respect to human rights of different persons in the society such as- children, women and other vulnerable groups. Second part deals with the analysis of various components of human rights education programme for teacher education. Following areas are included in the present module of Human Rights Education. Concept, Foundation, and History of Human Rights, Gender Discrimination and Equality, Rights of the Child, Secularism and Education, Environmental Protection and Human Rights, The Right to Education, Egalitarianism and Education, Protection of Human rights in India. The Human Rights Education programme for student teachers of Bachelor in Education course was developed and its effectiveness was studied. This part explains different teaching strategies for imparting Human Rights Education. The constructivist and experiential learning approaches were used to inculcate the human rights culture among student teachers awareness about human rights and their attitude towards human rights. Third part deals with the research work and findings. Experimental research on student teachers was done and the effectiveness of the programme was tested. The Human Rights Education programme for generating awareness about Human Rights and attitude towards human rights was ascertained by considering various moderator variables. The research findings have manifold uses for school teachers, student teachers, curriculum planners in teacher education, all stakeholders of Education and human rights education so as to contribute directly or indirectly creating a peaceful and progressive society.
Author: Zehlia Babaci-Wilhite
Publisher: Springer
ISBN: 946300405X
Category : Education
Languages : en
Pages : 295
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Book Description
This volume explores the challenges of teaching and learning Science, Technology, Engineering and Mathematics (STEM) subjects in local languages and local contexts in a range of countries around the world. Many countries around the world, including African countries, have been largely excluded from the transformation that is going on in STEM pedagogy in the USA, where the emphasis is on the importance of language choice and the development of English Language Learner (ELL). STEM subjects in many parts of the world have been taught in a global language, mainly English, rather than using a local language and local curriculum. This creates pedagogical challenges to the teaching of STEM. The contributions to this book review evidence and arguments for the teaching of STEM subjects in local languages and several chapters make this case that this should be considered a human right, both in national educational programs and in development aid. Working across disciplines and domains has the potential to lead to new understanding and the removal of barriers to progress with the ultimate goal of creating solutions to persistent problems in education. Cross-disciplinary work in science, language and literacy has shown much promise and demonstrated the importance of developing language along with disciplinary knowledge. This volume provides a deep dive into this topic, with articles by several scholars in the field of language in STEM.” – Jaqueline Barber, Director of the Learning Design Group at the Lawrence Hall of Science, University of California-Berkeley, USA “In an increasingly technological world, STEM Education has become a priority on national agendas and in educational institutions. Meaningful access to STEM education can enable or hinder young people from gaining entry into the world of work. It is against this backdrop that the edited collection, Human Rights and Language in STEM Education, needs to be welcomed. The various chapters tackle the big questions of access and many others. This edited collection is required reading for all those working in STEM and for policy makers who tend to see language and STEM as binaries, rather than as interdependent.” – Zubeida Desai, Professor and Dean of Education, University of the Western Cape, South Africa This volume by researchers from 10 countries provides a thought-and-action provoking multidimensional analysis of issues on the dignity of the use of STEM subjects in local education in the perspective of human rights. This book is especially recommended to researchers and education policy makers in such areas as STEM Educational Theory and Praxis, Human Rights, Future/sustainable Development, Science and Technology Literacy. May it inspire similar volumes in today’s politically ebullient world.” – Francisco Gomes de Matos, Professor Emeritus of Linguistics, human linguistic rights scholar, Federal University of Pernambuco, Recife, Brazil.
Author: Audrey Osler
Publisher: Trentham Books
ISBN: 9781858563343
Category : Citizenship
Languages : en
Pages : 168
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Book Description
This volume is the result of a British Council seminar on language and citizenship ...
Author: Elizabeth Barbian
Publisher:
ISBN: 9781937730734
Category : Education
Languages : en
Pages : 344
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Book Description
In this collection of articles, teachers bring students' home languages into their classrooms-from powerful bilingual social justice curriculum to strategies for honoring students' languages in schools that do not have bilingual programs. Bilingual educators and advocates share how they work to keep equity at the center and build solidarity between diverse communities. Teachers and students speak to the tragedy of languages loss, but also about inspiring work to defend and expand bilingual programs. Book jacket.
Author: Maya Kalyanpur
Publisher: Taylor & Francis
ISBN: 100082568X
Category : Education
Languages : en
Pages : 191
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Book Description
Based on policy analysis and empirical data, this book examines the problematic consequences of colonial legacies of language policies and English language education in the multilingual contexts of the Global South. Using a postcolonial lens, the volume explores the raciolinguistics of language hierarchies that results in students from low-income backgrounds losing their mother tongues without acquiring academic fluency in English. Using findings from five major research projects, the book analyzes the specific context of India, where ambiguous language policies have led to uneasy tensions between the colonial language of English, national and state languages, and students’ linguistic diversity is mistaken for cognitive deficits when English is the medium of instruction in schools. The authors situate their own professional and personal experiences in their efforts at dismantling postcolonial structures through reflective practice as teacher educators, and present solutions of decolonial resistance to linguistic hierarchies that include critical pedagogical alternatives to bilingual education and opportunities for increased teacher agency. Ultimately, this timely volume will appeal to researchers, scholars, academics, and students in the fields of international and comparative education, English and literacy studies, and language arts more broadly. Those interested in English language learning in low-income countries specifically will also find this book to be of benefit to their research.
Author: David Coulby
Publisher: Psychology Press
ISBN: 0749421142
Category : Education
Languages : en
Pages : 226
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Book Description
First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Zehlia Babaci-Wilhite
Publisher: Springer
ISBN: 1137473193
Category : Education
Languages : en
Pages : 203
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Book Description
The debate about languages of instruction in Africa and Asia involves an analysis of both the historical thrust of national government and also development aid policies. Using case studies from Tanzania, Nigeria, South Africa, Rwanda, India, Bangladesh and Malaysia, Zehlia Babaci-Wilhite argues that the colonial legacy is perpetuated when global languages are promoted in education. The use of local languages in instruction not only offers an effective means to contextualize the curriculum and improve student comprehension, but also to achieve quality education and rights in education.
