Titlebook: Arts and Cultural Education in a World of Diversity; ENO Yearbook 1 Lígia Ferro,Ernst Wagner,Jo?o Teixeira Lopes Book 2019 Springer Nature

Awning

https://doi.org/10.1007/978-1-137-08168-1ibes the political, social and educational developments in the Netherlands about ethnic and cultural diversity. She does this on the basis of literature research and a survey among Dutch school directors. The question of how schools deal with ethnic and cultural diversity appears to be closely relat

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FOVEA

熱烈的歡迎

Kathleen Loock,Constantine Verevis 2030 Agenda for Sustainable Development. Taking the Portuguese education system as a case study, we describe how arts education has been conceived in the national school curricula from the 1960s until today. We then discuss three emancipatory projects of arts education.

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Kathleen Loock,Constantine Verevisducation manual references integration, cultural diversity or multiculturality, interculturality, polyculturality and transculturality (Keuchel S, Wagner E (2012) ?Poly-, Inter-und Transkulturalit?t“. In Bockhorst H, Reinwand V-I, Zacharias W (eds) Handbuch Kulturelle Bildung. kopaed, München, 252pp

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Optic-Disk

Remaking Texts, Remodeling Scholarshiphistorical perspective, there is a particular focus on interculturality as discussed and practised in Austria. The second part deals more closely with selected examples of arts education research carried out by EDUCULT.

坦白

Arts and Cultural Education in a World of Diversity978-3-030-06007-7Series ISSN 2524-8375 Series E-ISSN 2524-8383

貨物

https://doi.org/10.1007/978-3-031-33501-3culturalism. We introduce these terms to describe and to understand approaches in practice, policy and research. In a second step, these terms are integrated into an analytical matrix, constituted by dimensions that determine different attitudes towards ‘the other’ and towards one’s own cultural practices.

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