Awning
发表于 2025-3-23 11:17:38
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
legitimate
发表于 2025-3-23 15:15:01
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FOVEA
发表于 2025-3-23 21:36:11
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热烈的欢迎
发表于 2025-3-23 22:56:33
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.
打击
发表于 2025-3-24 02:45:57
Kathleen Loock,Constantine Verevisducation manual references integration, cultural diversity or multiculturality, interculturality, polyculturality and transculturality (Keuchel S, Wagner E (2012) „Poly-, Inter-und Transkulturalität“. In Bockhorst H, Reinwand V-I, Zacharias W (eds) Handbuch Kulturelle Bildung. kopaed, München, 252pp
湿润
发表于 2025-3-24 09:45:00
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Optic-Disk
发表于 2025-3-24 12:42:18
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
发表于 2025-3-24 16:59:56
Arts and Cultural Education in a World of Diversity978-3-030-06007-7Series ISSN 2524-8375 Series E-ISSN 2524-8383
货物
发表于 2025-3-24 19:57:19
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.
Lignans
发表于 2025-3-25 01:13:02
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