Conspiracy
发表于 2025-3-23 11:26:34
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ureter
发表于 2025-3-23 17:38:58
Advancing Australian Multicultural Dialogues in Education,nship through patriotism. It offers an assessment of these ideas within wider multicultural dialogues and the possibility of their application in a way that would allow for further positive consequences for multiculturalism and multicultural education in Australia and potentially in other countries.
lacrimal-gland
发表于 2025-3-23 19:14:54
Misrepresentation: A Qualitative Study on Discourses on Islam, British Values and Identity Affectingues. The authors ultimately call for greater continuing professional development, particularly in relation to the teaching of British values, to enable multi-narratives rather than a media-focused portrayal of Islam and Muslims in the media.
Jubilation
发表于 2025-3-24 01:59:01
A Dialogic Model of Education,in this ideology and their commitment in many countries is underlined. The arguments are balanced between almost the total commitment of teachers to the altruist temptations of material gain. The events in July 2016 in Turkey are also covered by the authors with the continued need to allow all dialogues to be heard in multicultural settings.
尊严
发表于 2025-3-24 05:20:42
Success and Multiculturalism in Finnish Schools,the authors use Finnish newspaper articles published on the success of immigrants and voices from two teachers with an immigrant background. Layne et al.’s aim was to increase understandings in Finland of the structures supporting the academic and social success of immigrant children and young people in education.
橡子
发表于 2025-3-24 07:59:46
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Asseverate
发表于 2025-3-24 13:56:59
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Admonish
发表于 2025-3-24 18:44:01
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弯曲道理
发表于 2025-3-24 19:12:39
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ASSET
发表于 2025-3-25 00:39:18
Multicultural Dialogues in Post-Conflict Music Education Settings,f the potential of music education research and practice for building genuine multicultural dialogues in conflict-affected settings. The concluding section offers implications for policy leaders, practitioners and community organisers, comprising nine principles for the design of pedagogies of multicultural education in post-conflict environments.