What Is The Relationship Between Education And Culture?
The inseparable Siamese twins Culture and education are two inseparable parameters and they are interdependent. Any educational pattern gets its guidance from the cultural patterns of a society. For instance, in a society with a spiritual pattern of culture, the educational focus would be on the achievement of moral and eternal values of life.
On the contrary, if the culture of a society is materialistic, then its educational pattern will be shaped for the attainment of materialistic values and comforts. A society which does not follow any culture definitely has no definite educational organization. So, the culture of a country has a very powerful impact on its educational system.
Today while human lives continue to live in local realities, the lives and experiences of youth growing up will be allied to, social processes, economic realities, technological and media innovations, and cultural flows that go across international borders with ever greater momentum.
These worldwide transformations will involve youth to adapt to new skills that are well ahead of what most educational systems can now distribute. How do we define Culture? Culture should be regarded as the set of distinctive spiritual, material, intellectual and emotional features of society or a social group, and encompasses, in addition to art and literature, lifestyles, ways of living together, value systems, traditions and beliefs.
Culture shapes individual’s worldviews and the way communities address the changes and challenges of their societies. For this reason, education serves as a critical vehicle for transmitting these value systems as well as for learning from the humanity’s diversity of worldviews, and for inspiring future creativity and innovation.
(The Culturalization of Human Rights Law, Federico Lenzerini,2014) The most powerful and influential method to solve any social and economic issues in the society is nothing but, learning through cultural engagement at all levels and for diverse target groups. There is an urge and special consideration on the cultural sector in educational and lifelong learning programs as it has been ignored as the positive impact at all levels is indisputable.
Let’s explore answers to the following questions:
What are the roles of educational institutions, educators, and educational materials in cultural formation and transformation?
How have education and elements of culture such as language, religion, symbols, and routines influenced each other historically?
The roles of educational institutions, educators, and educational materials in a cultural formation and transformation are for the overall growth of a human being.We learns about the social and cultural values through education. Education makes students ready to deal with cultural ethics and norms.
- There are many materials and educational sites, which the focuses on culture development of education.
- Individual’s adoption of natural and social environment in a positive way takes place via cultural elements.
- Each person of the society has his or her own preference and mentality to perceive the world around.
Education changes the perception of the individual toward different forms of community. Education seems to be a foundation of the transmission, and at times, the transformation of culture. Understanding this interaction is complex, in part because “education” and “culture” are difficult to portray with precision; and in part because the interaction goes in both directions: culture has an impact on education along with, great impact of education on culture.
Culture plays a vital role in every individual’s life. It brings together numerous elements to create a unique way of living for different people. Some of the major elements that exist in every culture and many change with time as the society progresses are symbols, language, values, and religion. The first element is variety of symbols. A symbolis used to stand for something. People who share a same culture attach a specific denotation to an object, gesture, sound, or image. For instance, Christians use a cross as a significant symbol to the religion. It is not just two pieces of wood attached to each other, nor is it just an old object of torture and execution. To Christians, it represents the basis of their whole religion, and they have great respect for the symbol.
The second factor in every culture is a language. Languageis a structure of words and symbols used to communicate with other community. Beside English, Spanish, French there are other unique languages which belong to certain groups of people. Those are slang, common phrases and body language. For example, English is most common and fluent spoken language in America and Britain, however, we see and hear slangs and phrases that mean different things; American cookies are British biscuits; American French fries are British chips, and so on.
A system of value is a culture which is defined for standard what is good or pleasant. There is a share system of values which is used by member of the cultures to evaluate what is right and what is wrong. In West, people are individualistic, they strongly believe in competition and emphasize on individual achievement. According to the culture whoever gets promotion is appreciated for his/her hard work and talent. However, in East the collectivist values of culture are in oppose to the West. In East there is a strong believe on welcoming the collaboration and an individual’s achievement is only as good as his/her contribution to the group.
Last but not least, religion in any culture is a unique phenomenon. Religion is still important in global societies, in twenty first century, and in each country since communities of worship can provide not only great chances for emotional and spiritual development but also a system of support to public in all phases of their lives. This sense of belonging is crucial for human happiness.
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- 0.1 Why do we study culture through education?
- 1 What do you mean by education and culture?
- 2 What are the types of culture in education?
- 3 What is curriculum culture?
- 4 What is the relationship between the teacher and the school culture?
What is the relationship between curriculum culture and education?
Culture is an important factor in curriculum planning and drives the content of every curriculum. This is because the essence of education is to transmit the cultural heritage of a society to the younger generation of the society. Curriculum is a veritable tool for attaining the educational goals of a nation.
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Why do we study culture through education?
Students Feel More Confident and Safe – Students who learn about different cultures during their education feel more comfortable and safe with these differences later in life. This allows them to interact in a wider range of social groups and feel more confident in themselves as well as in their interactions with others.
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What do you mean by education and culture?
Importance of Culture-Based Education Culture is basically the customs, beliefs and the way of living shared by a particular society/community/country. It refers to the values and norms shared by a specific group of people. Culture influences how we see the world, how we see the community that we live in, and how we communicate with each other.
· Culture teaches values, beliefs and traditions. · It influences the social interaction with parents, siblings, peers and teachers. · It influences their language and communication.
Culture-based education is an approach in which teaching and learning happen based on the values, norms, beliefs and practices that are the foundation of any culture. Harvard Professor Jerome Bruner notes “Culture shapes mind, it provides us with the tool kit by which we construct not only our world but our very construction of ourselves and our powers”.
- This is why culture-based education gains importance.
- In education, students with diverse backgrounds and cultures are often marginalised because they are exposed to a curriculum with one predominant cultural bias.
- It does not cater to the culture that they are familiar with and are a part of.
- This is why it is important to create a curriculum that incorporates diverse perspectives.
The teaching and learning process must respond to physical, social and cultural preferences of the children. Teachers are the most important aspects of culture-based learning as they should work towards motivating students to achieve not only academically, but also socially, culturally, psychologically and spiritually.
- The influences of cultural environment are necessary for the educators because of its role in learning.
- They need to find mechanisms to incorporate cultures and languages in their teaching practises.
- Culturally-responsive educators should recognise the full potential of each student irrespective of their cultural background and provide the challenges necessary for them to achieve their full potential.
They must be aware of their students’ primary languages, background, and culture to construct a curriculum that will be relevant to their students’ lives. They need to modify their curriculum to include their students’ different cultural backgrounds to create a more positive and productive school experience for them.
Building upon students’ culture and heritage not only benefits students’ academic progress but also empowers them as individuals. Teachers need to engage their students in team-building activities in the class rooms where students can learn about each other’s different cultures and learn to respect them too.
Children are able to reflect upon not only their culture but culture in general. A culturally responsive class room is one where the students feel respected and safe to learn and participate. It is a place where they develop a sense of pride and self-esteem.
When they view their cultures being promoted at school they feel included in their school community empowering them and creating a sense of pride for their cultural heritage. Students here perform better academically and also grow up to be more independent and active citizens when they learn in an environment where their language and culture are valued.
Now that nearly all universities across the world have international students, educators are now becoming increasingly aware of how different cultural backgrounds of the students affect their learning and hence the urgent need for culture-based learning is now felt more than ever.
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How does education and culture influence each other?
Education, an individual learns how to abide by the cultural values. upon the old cultural experiences and reconstructing new experiences and innovations. education is to help create adequate and apposite cultural aspects. Education has tremendous scope as an instrument of social and cultural change.
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Is education a part of culture?
Cutting Edge | Culture & Education: A Strategic Investment for Inclusive and Sustainable Development News Culture & Education: A Strategic Investment for Inclusive and Sustainable Development The COVID-19 pandemic has devastated the culture and education sectors worldwide.
Widespread lockdowns have heavily impacted access to culture and the livelihoods of cultural professionals, calling for policies that promote cultural diversity and boost mechanisms for improved social and economic conditions. The closure of places of formal and informal education have left millions of people out of schools and training, resulting in significant losses to learning, employment and well-being.
The wide-ranging impacts of the crisis have weakened human rights, including the rights to education and culture, the scars of which will be borne for years to come. Recovery is not only a question of independently regenerating the two damaged sectors, but of building solid and comprehensive public policies that strengthen the synergies between both development areas, while ensuring full compliance with a human-rights based approach.
While it is increasingly recognized across the globe that culture enriches education, this relationship must be revisited in order to better adapt to today’s opportunities and challenges. Whereas substantial data are available on education, there is a deficit of research and figures that demonstrate the ways in which culture is integrated in education.
This is a broader reflection of long-standing policy priorities that undervalue culture and its contribution to learning processes. A paradigm shift is needed to allow for agile, adaptive and innovative societies. Today’s societies are increasingly interconnected and interdependent.
Through globalization, urbanization and migration, cultural diversity is an intrinsic component of our societies, generating vast opportunities for creativity and innovation and for engagement across cultures. At the same time, the global landscape is increasingly complex, uncertain and precarious, marked by social and economic disparities, that are exacerbating divides, tensions and conflicts.
At the same time, global challenges brought about by migration and accelerated climate change are further jeopardizing peace and stability in some parts of the world, both across and within countries. Digital transformation has opened up new opportunities for jobs, learning, dialogue and creative expression, but many people remain out of reach of its benefits.
- As many countries may struggle to keep up with the speed and expansion of technological advances, digital communication, artificial intelligence, and biotechnology are also bringing serious ethical and governance concerns into mainstream discourse.
- While the world may be increasingly interconnected, inequality and poverty are threatening peace and sustainability.
These challenges have revealed deficits in education systems and human skillsets, which are insufficient and ill-adapted to societal needs. Similarly, education systems need to build critical skills and competencies to nurture adaptability, agility, inclusivity, social responsibility and global citizenship.
This calls for determined efforts and policy adaptation to shape holistic education systems that: address learning content and outcomes, pedagogy and the learning environment in formal, non-formal and informal settings; enable learners to transform themselves and society; contextualize learning that is adapted to local needs and cultural realities; integrate value-based pedagogies that promote universally-shared values, such as non-discrimination, equality, respect and dialogue; and commit to promoting inclusive, equitable quality education.
UNESCO’s Global Citizenship Education (GCED) programme upholds the above-mentioned values that promote peace and human rights education, prevent violent extremism through education, teach about the Holocaust and genocide, as well as promote multilingualism, which all form part of the Education 2030 Agenda and Framework for Action, notably Target 4.7 of the 2030 Agenda for Sustainable Development.
If we teach today as we taught yesterday, we rob our children of tomorrow. John Dewey, American philosopher and educational reformer New capacities and skills are required to navigate these shifts and shape inclusive, peaceful, and sustainable societies. Harnessing the synergies between culture and education better equips societies – through formal and non-formal education, including Technical and Vocational Education and Training (TVET), as well as lifelong learning – to be more agile and resilient to rapidly-changing environments.
Through developing creative skills in cultural and artistic fields, it opens up new avenues to boost livelihoods in the creative economy and forge much-needed adaptation and innovation skills across other sectors. Culture enriches the education system making its content and context relevant.
- Culture should therefore pervade and enrich pedagogies, educational contents and learning contexts as a positive resource.
- It connects people to their history and heritage, gives a sense of meaning and self-confidence, and nurtures qualities of empathy and critical thinking.
- Equally, education supports culture-related activities, employment and institutions.
This co-dependence of culture and education is vital to human development and advances several areas of development in a cross-cutting way. It contributes to both achieving the Sustainable Development Goals (SDGs) and addressing gaps in SDG implementation, notably with regard to sustainability.
- Leveraging UNESCO’s mandate in culture and education UNESCO is the only United Nations agency with a mandate in culture and education, which is built into the that affirms that culture and education are essential for the dignity of humanity.
- Building on its mandate in education, UNESCO has focused its commitment to raising global awareness about the nexus between culture and education, notably in three complementary strategic directions: driving the global efforts to achieve Sustainable Development Goal 4 on quality education for all; stimulating global reflection on knowledge and the future of education; and promoting education for sustainable development (ESD) and GCED.
Through these efforts, UNESCO advances quality education for all through leading the global coordination of SDG 4 and to ensure the achievement of the new global vision for education as set out in the 2030 Agenda. Launched in September 2019, The “Futures of Education Commission: Learning to Become” advances a broad consultative process on how knowledge and learning can shape the future of humanity and the planet, and recognizes cultural diversity as a fundamental feature of strong societies.
- As the lead UN agency for Education for Sustainable Development (ESD), UNESCO manages, coordinates, implements and monitors the global framework ESD for 2030, and supports culture as an important component that informs the cognitive, social, emotional and behavioral dimensions of learning.
- Equipping learners of all ages with competencies and the skillset to be informed, engaged and empathetic citizens are central priorities of UNESCO‘s work in GCED, which supports Member States in the development of appropriate education policies, contents, teaching practices and enabling learning environments.
The Organization also monitors progress of Sustainable Development Goal Indicator 4.7.1 through periodic reviews of the implementation of the 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms, for which a working group has recently been established.
Education is built into UNESCO’s normative framework in culture to support the promotion of cultural diversity, strengthen heritage conservation and broaden creative horizons. UNESCO’s 2001 Universal Declaration on Cultural Diversity encourages linguistic diversity and access to digital technologies, and states that education that respects cultural identity is a guarantee of cultural rights.
All UNESCO’s main Culture Conventions have educational components among their provisions, thereby demonstrating the solid normative basis for harnessing the synergies in these domains. As a direct response to the 1972 World Heritage Convention, the (WHE) was created to provide young people with the knowledge, skills and networks to become involved in heritage protection and conservation through various activities and initiatives, including youth fora, international volunteering, educational kits and capacity-building training.
Through incorporating intangible cultural heritage – or living heritage – in formal and non-formal education, links with local communities can be strengthened, which is, in turn, integral to safeguarding strategies in the context of the 2003 Convention for the Safeguarding of the Intangible Cultural Heritage.
UNESCO has stepped up its engagement in this area by recently launching an online, which provides an open-access platform to tools, resources and case studies from around the world. Education has been increasingly reflected in developments of the 2005 Convention on the Protection and Promotion of the Diversity of Cultural Expressions.
This includes underlining the importance of the inclusion of culture in educational delivery in relation to sustainable development, and the role of education in the, approved in 2017. The pedagogical function of museums is central to the 2015 Recommendation concerning the protection and promotion of museums and collections, their diversity and their role in society, which also emphasizes the role of museums in developing education policy.
These instruments call on countries to ensure that culture and education directly contribute to the advancement of human rights, development and peace. UNESCO spearheads an interdisciplinary and intersectoral approach to culture and education to reinforce quality education and ensure that education systems equip learners with the relevant knowledge, skills, attitudes, values and behaviours. This approach is structured around four axes of work: enrich learning contents and approaches through culture; promote respect for cultural diversity based on human rights; broaden perspectives of sustainable development; and harness and strengthen adaptability skills.
Cooperation is strengthened in these domains to provide solid policy advice and technical support. This also includes reinforcing the role of cultural institutions and museums as spaces of non-formal education and life-long learning, including educational programmes related to the UNESCO Culture Conventions and Recommendations.
Despite this momentum, the potential of the culture and education alliance remains underrecognized and underutilized. Education systems may not be structured in a way that can readily adapt to rapidly-changing contexts and societal needs. Perceived hierarchies may exist between formal and informal education systems.
There can be tensions between culture and education that may stem from education systems established under colonial rule, and educational policies may be slow to adapt to the evolving environment and societies. Culture is often insufficiently mobilized in learning processes, contents and pedagogies. In addition, culture and the arts are often at the margins of education systems, or perceived as a luxury addition, which is subsequently mirrored in political will and investment despite the high financial dividends produced by the cultural and creative sectors across the world.
Furthermore, historically, progress has long been enshrined in educational and cultural advances that are synonymous with human progress rooted in critical thinking and ensuring that there is no opposition between technological and humanistic progress.
- From the perspective of teaching, educators may lack the training needed for pedagogies that fully engage cultural dimensions and ensure that it is relevant and meaningful.
- Therefore, in moving forward, concerted efforts are needed to ensure that education is comprehensive and relevant, and that people of all ages have access to the tools and pedagogies needed to flourish in today’s societies and to shape their futures.
Rethinking the culture and education nexus Developing the synergies between culture and education re-evaluates traditional pedagogic frameworks and generates new perspectives for learning. Education is cultural by essence, as it is influenced by environment, history, identity and culture.
- On the one hand, culture enhances the plurality and richness of learning processes, pedagogical spaces and approaches, and ensures comprehensive education that is contextually relevant.
- On the other, education is a powerful vehicle for strengthening knowledge across culture, promoting cultural diversity and supporting future generations in employment, innovation and critical thinking.
Harnessing the mutual benefits of culture and education creates opportunities to advance individual and collective development aims. There is ample evidence that culture enhances the quality of education and facilitates learning outcomes, offering an in road to meeting diverse learning needs and approaches.
- Culture not only creates context, boosts meaning and relevance, but improves academic outcomes, critical thinking skills and learning motivation.
- Integrating linguistic diversity into curricula has also generated positive dividends in learning.
- In Mozambique, the recognition of Mozambican languages, culture and history was laid out in the country’s education law in 2018.
Linguistic diversity has provided a conduit for inclusion of indigenous peoples in education, such as in Belize, where three community high schools have been created for the transmission of Maya and Garifuna language, cultural practices and beliefs. Indigenous knowledge systems, intercultural education, culture diversity, arts education and heritage education draw upon intersecting dimensions of culture and education, and can offer potential avenues to incorporate cultural education programmes in formal education settings. Learning is no longer focused on formal settings in schools. It can be online, in cultural institutions, such as museums, through cultural tourism, or in local communities through intergenerational learning, among others. UNESCO has expanded the education offer through its working partnership with Massive Online Open Course (MOOC) and Coursera, providing professional courses in areas from tourism management of UNESCO World Heritage sites to ICTs in education for teachers, leaders and policymakers.
- Museums, as centres of formal and informal education, increasingly provide spaces for cultural transmission, intercultural and inter-generational dialogue.
- In China, for example, museum education is integrated in primary and secondary education systems, while in Indonesia, the Batik Museum in Pekalongan is a key partner in non-formal education and training of Indonesian batik textiles, thus instrumental in ensuring its sustainability.
This is also reflective of the greater recognition of the pedagogical role of museums around the world, not only as spaces of non-formal education and life-long learning, but in their capacity to spark debate and encourage the public to ask questions about social issues and develop critical thinking. Safeguarding living heritage offers ways of embedding diversity in pedagogical approaches and systems. As part of the UNESCO-EU project “Teaching and Learning with Living Heritage” carried out in 10 school teams from the ASPnet schools in the European Union, a set of resource and guidance materials for teachers were produced.
- Such efforts show how culture and education can work together and expand the scope and variety of pedagogies as a result of investing in culture.
- Experiences around the world carried out by Member States illustrate alternative modes of integrating culture in formal, non-formal and informal education, generating a multiplying effect that has benefits for both education and safeguarding strategies.
For example, it provides a conduit to strengthening community education and locally-led initiatives, which reinforce connections with local communities and contexts. Nevertheless, while these actions demonstrate that education is diversifying, it is not sufficiently captured.
- Online access to culture – ranging from museum sites, social media, television and radio – has opened up new avenues for learning and sharing culture, and has enlarged access to online content and educational resources.
- For instance, Hmong artisan women in Northern Thailand have benefited from training in digital and entrepreneurship skills to help safeguard their living heritage through the UNESCO project “Women e-nspire Culture”.
During the pandemic, numerous initiatives emerged that accelerated digital transitions to ensure the continuation of learning. Since its launch at the outset of the COVID-19 pandemic the “Shaghafi” platform, launched by the Jordanian Ministry of Culture, has offered 150 courses in visual arts, music, handicrafts, theatre, prose and poetry.
Despite the great strides that have been achieved through digital technologies, not all people are able to access the benefits of the digital age; a deficit that was brought to the fore during the pandemic. Innovation and creative skills are a prerequisites for the future workforce. The cultural dimension of education is necessary to build these competences, and in turn create opportunities for employment and economic growth.
Livelihoods can be boosted by linking the arts and heritage to non-formal educational settings through vocational and professional skills training by also engaging local communities and their ownership of local culture. In response to the lack of professional recognition of heritage specialists, UNESCO has developed a “Competence Framework for Cultural Heritage Management” to help guide universities in designing qualification standards, training programmes and curricula in cultural heritage management and conservation.
- The contribution of TVET to developing cultural professions and skills cannot be underestimated.
- From graphic design and web creation to music and fashion, TVET can provide important skills in entrepreneurship and self-employment for young people, and contributes to developing the creative economy.
- The Organisation for Economic Co-operation and Development (OECD)’s Programme for International Student Assessment (PISA) will this year measure students’ innovation and creativity, thus pointing to the increasing recognition of the transversal importance of skills in innovation and creativity in broader policy frameworks.24 million children & youth globally are at risk of not returning to learning due to the economic impact of the crisis (UNESCO) Arts education can be a major catalyst for both developing these skills, and advancing education outcomes in other areas of education curriculum.
In this respect, UNESCO follows two main approaches: learning the arts and learning through the arts. In recent decades, these efforts have been strengthened, beginning with the 1972 Faure Report and the series of World Culture Reports that acted as important turning points in a shift in understanding and awareness of the interwoven nature of education, arts, creativity and culture.
Between 1999 and 2010 global momentum in arts education was punctuated by two world conferences on arts education, and the development of the UNESCO Road Map for Arts Education in 2006, and the Seoul Agenda in 2010. More recently, resolutions adopted by UNESCO’s General Conference on World Art Day and on Arts Education have served to reinforce “the links between artistic creations and society, and highlight the contribution of the arts to sustainable development.
In April 2021, the UNESCO Executive Board approved the United Arab Emirates-led decision “A Framework for Culture and Art Education,” to enhance cooperation between culture in education across a range of disciplines, from heritage to the cultural and creative industries (CCI), including digital technologies. Arts and cultural education are essential for the protection of cultural rights and creating the building blocks for inclusive societies. Culture and education can be a way to overcome social, economic and gender inequalities, and fight against stereotypes, extremism and discrimination.
In Myanmar, the government has taken major steps towards curriculum reform, in part to counter decades of education being instrumentalized to suppress ethnic diversity. Living together with other cultures is a skill set required in diverse societies to advance human rights as well as peaceful, inclusive and sustainable development – an approach that has notably been harnessed at regional and sub-regional levels.
The strategy on culture and education for regional integration of the The Central American Educational and Cultural Coordination (CECC/SICA) launched in 2020 aims to guide countries of the region in developing educational models that integrate culture for sustainable and peaceful cooperation and integration.
In contexts of insecurity, fragility, and political and social and social tension, culture can support the positive transformative power of education. In the Sahel, culture acts as a powerful lever to improve the relevance of education in countries, such as through engaging local content in teaching.
More broadly, in Africa, culturally-adapted education has also been recognized as a way to address the tensions and stigma left by the impacts of colonialization, while looking to the future and the potential of the continent. Culture and education connects learners to their communities, heritage and environment, strengthening cultural identity and a sense of belonging.
From early childhood education through to lifelong learning, this union promotes the appreciation of cultural diversity, creative expression, heritage and the environment. Countries around the world approach this through formal to informal education systems. Japan has a long-standing commitment to incorporating heritage in the national formal education system, and an intangible cultural heritage curriculum is provided at all stages of Japanese education.
Meanwhile in Algeria, the Ahellil of Gourara, inscribed on UNESCO’s 2003 Representative List of the Intangible Cultural Heritage of Humanity is taught in schools in the region where it is practiced. By strengthening quality education through culture, it acts as a “win-win” situation that both ensures sustainable solutions for promoting cultural diversity and improves heritage safeguarding.
Harnessing the links between culture and education is being channeled as a way to broaden the understanding of sustainable development. The Centre for Artistic Research of the National University of Costa Rica recently launched an awareness and capacity-building programme on the links between art and the SDGs in order to familiarize professional artists and students with the concepts of the 2030 Agenda so they can better understand how they can contribute as artists to sustainable development.
Within the Finnish school setting, the Upper Secondary Education National Core Curriculum, introduced in 2019, integrates culture for sustainable development and transversal competences that are implemented across all teaching subjects. This set of competences includes culture, creativity, ethics, well-being and the environment.
In March 2021, the NGO Eco Centre DELFIN joined with the Regional Development Agency for Herzegovina (REDAH) and two primary schools in the cities of Risan, Montenegro, and Mostar, Bosnia and Herzegovina, to carry out an informal educational programme aligned with national goals in education for sustainable development.
The learning content included environmental protection, natural and cultural resources and climate change, benefitting some 420 students and teachers in the two cities. Cities and local authorities can be crucial players in forging innovative solutions that bridge culture and education. UNESCO cities’ networks, such as the Creative Cities Network (UCCN) and the Global Network of Learning Cities (GNLC), have experimented with ways to to build skills and foster job creation by supporting vocational training in the cultural sector, notably targeting vulnerable populations.
Ouagadougou (Burkina Faso), a Creative City of Crafts and Folk Art, created the Reemdoogo as an incubator for training and performance facilities in the music sector, while Santos (Brazil), a Creative City of Film, supports the employment of vulnerable youth through its Creative Ecofactory, an initiative focused on woodwork.
Likewise, several creative cities of gastronomy have joined together in the Youth4Food project to align learning with the jobs of tomorrow across the food value chain. UNESCO Learning Cities have engaged with local cultural centres as spaces for learning and intercultural dialogue, and to establish volunteer schemes to boost the inclusion of vulnerable populations, such as the elderly and persons with disabilities, in cultural activities and training workshops.
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What are the types of culture in education?
The term school culture generally refers to the beliefs, perceptions, relationships, attitudes, and written and unwritten rules that shape and influence every aspect of how a school functions, but the term also encompasses more concrete issues such as the physical and emotional safety of students, the orderliness of classrooms and public spaces, or the degree to which a school embraces and celebrates racial, ethnic, linguistic, or cultural diversity.
- Like the larger social culture, a school culture results from both conscious and unconscious perspectives, values, interactions, and practices, and it is heavily shaped by a school’s particular institutional history.
- Students, parents, teachers, administrators, and other staff members all contribute to their school’s culture, as do other influences such as the community in which the school is located, the policies that govern how it operates, or the principles upon which the school was founded.
Generally speaking, school cultures can be divided into two basic forms: positive cultures and negative cultures, Numerous researchers, educators, and writers have attempted to define the major features of positive and negative school cultures, and an abundance of studies, articles, and books are available on the topic.
In addition, many educational organizations, such as the National School Climate Center, have produced detailed descriptions of positive school cultures and developed strategies for improving them (given the complexity of the topic, however, it is not possible to describe all the distinctions here).
Broadly defined, positive school cultures are conducive to professional satisfaction, morale, and effectiveness, as well as to student learning, fulfillment, and well-being. The following list is a representative selection of a few characteristics commonly associated with positive school cultures:
The individual successes of teachers and students are recognized and celebrated. Relationships and interactions are characterized by openness, trust, respect, and appreciation. Staff relationships are collegial, collaborative, and productive, and all staff members are held to high professional standards. Students and staff members feel emotionally and physical safe, and the school’s policies and facilities promote student safety. School leaders, teachers, and staff members model positive, healthy behaviors for students. Mistakes not punished as failures, but they are seen as opportunities to learn and grow for both students and educators. Students are consistently held to high academic expectations, and a majority of students meet or exceed those expectations. Important leadership decisions are made collaboratively with input from staff members, students, and parents. Criticism, when voiced, is constructive and well-intentioned, not antagonistic or self-serving. Educational resources and learning opportunities are equitably distributed, and all students, including minorities and students with disabilities. All students have access to the academic support and services they may need to succeed.
How does culture influence educational curriculum?
Get premium membership and access questions with answers, video lessons as well as revision papers. Date Posted: 11/5/2012 2:52:44 AM Posted By: jullieflavia Membership Level: Gold Total Points: 2188 Education is the process by which cultural heritage is transmitted from one generation to another.
- In fact, it is the society’s culture that forms the content of its educational programmes.
- Culture is the content of education.
- Thus education has to draw its content from culture.
- Education transmits culture through formal and informal curriculum.
- Formal curriculum comprises of the various subjects taught such as languages, mathematics, physical sciences, biological sciences, social sciences, technical subjects and Religious studies.
For culture to be transmitted, it must have content. The values that the school transmits can be seen as the culture of the society. It is culture that forms the content of education. In promoting culture therefore, the school curriculum through the various subjects promotes and enhances the learning of culture.
The subjects taught transmit certain values: – Society must provide its members with the tools of communication language become crucial for education. Kenyan schools teach English and Kiswahili as the major languages of communication. – Society must teach its members skills and knowledge related to material culture.
Disciplines like agricultural science, natural sciences, vocational education are taught in schools. – Aesthetic values are taught through arts, music among others. Spiritual or moral education is taught through religion and by precept. Members of the society learn about their environment by studying geography and natural sciences.
– Individual learn how to live in society through study of history, sociology, anthropology, government procedures and laws, political science and others. Schools therefore transmit the culture of the day. For example in Kenya today through the 8-4-4 system of education, emphasis is on technical and agricultural subjects for the purposes of enhancing self-employment.
Society, culture and education are strictly interrelated and each one is necessary for the continued existence of the others. Society has the responsibility of producing and preparing its members well to keep the society going. To do this, it expresses its culture and teaches it.
- In this way, transmitting culture becomes education itself, as education is not possible without a living culture and society Education transmits culture in a number of ways, for example; 1.
- Teaching languages for education that is, tools for communication e.g.
- Iswahili, English and others.2.
- Nowledge and skills in material culture are taught in agriculture, natural sciences, vocational and technological courses.3.
Aesthetic values are taught through Art courses for example, Music, Fine art and others.4. Spiritual and moral education is taught through religious studies, social studies among others.5. Mastery of the physical environment is taught through Geography.6.
- Learning how to co-exist in society is taught through social studies, history, sociology and anthropology.7.
- Improvement on the physical environment through courses in building and surveying 8.
- Regulations, maintenance and continued survival of society through good government and study of procedures for social control.9.
Defense against external and internal forces through the study of military science. Next: Obstacles to Economic Development in Kenya Previous: Limitations of planning in developing countries like Kenya
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What is curriculum culture?
Culture-based curriculum is the grounding of instruction and student learning in these ways, including the values, norms, knowledge, beliefs, practices, experiences, and language that are the foundation of culture, there are five basic elements that comprise culture-based curriculum.
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What is the relationship between the teacher and the school culture?
In the school culture, teachers have autonomy, professional development among teachers, involve in decision-making process, effective and supporting communication and assist their colleagues.
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What is the relationship between school curriculum and society?
Through curricula, society expresses and determines its identity. The curriculum is always a more or less successful picture of what society was in the past, what it is now and what it wants to be in the future.
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