Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 23

first rewind previous Page / 2 next fast forward last

Search results

Search:
in the keywords:  CHILDHOOD
help Sort By:

help Limit search:
first rewind previous Page / 2 next fast forward last
1

WHERE IS HOME IN THE 'GARDENS' OF JAROSLAW IWASZKIEWICZ (Gdzie jest dom w 'Ogrodach' Jaroslawa Iwaszkiewicza?)

100%
Bednarczyk M.
Anthropos?
|
2011
|
issue 16-17
227-237
EN
The essay stands in the constant dialogue with the most famous Iwaszkiewiecz's masterpiece called 'Gardens'. Author of this intriguing anthology wrote a story, in which he turned back into the childhood times. On the one hand, it is possible to read that as a trial of resume focus on his life, but on the other hand it is also to see this as nostalgic retrospective of his most important places and episodes, which are connected with him and with his childhood period. Author of the essay says - wish to say, that aged writer has backed home, but it is not true, because it is not possible to use this phrase about this writer. She confirms - Iwaszkiewicz's journey not leads only into the childhood land, where are solid walls of family homestead, on the contrary - home seems to be omitted or on the second plan. Memories relate mainly to gardens, where sets the action. The garden space has became a safety zone; it is a shelter, which allows dream. Describing story, Iwaszkiewicz, who lives in the garden after all he makes 'garden' a true home-place - place, which is fenced and in which he has grown, and from this place he went to the world. Author has convinced, 'Gardens' are story about fight between culture and nature. It relates with breaking down stereotypes, which are connected with the childhood myth, family tradition of hearth. Moreover, when appears here depreciation of house, it concerns on specifics, which is a manor house located on both - garden childhood (eastern) and this as well as in the central Poland (Byszewy). The exit from the manor house into the garden constitutes the beginning of changes which will bring modernity period. This is relation which is connected with inevitable transition which runs till he will adopt new environment. The garden absorbs attention, creates opportunity of escape, at the same time does not have any borders which means, that is related to a risk. The vision presented by Iwaszkiewicz is undoubtedly impressionistic, but glimmer. Features of homestead gains the garden and this idea seems to be carried out in the consistently way.
2

WHICH COMMUNICATIVE STRATEGIES DO SLOVAK PEDIATRICIANS CHOOSE TO FACILITATE PARENTAL DECISION-MAKING ABOUT CHILDHOOD VACCINATION?

100%
Bašnáková J., Hatoková M.
Studia Psychologica
|
2017
|
vol. 59
|
issue 2
139 – 155
EN
One of the most common factors underlying delaying or refusing childhood vaccination is concerned about vaccine safety. Parents often struggle with conflicting information about their adverse effects, vaccine-preventable diseases, and also with emotions such as fear or distress. Paediatricians are in a privileged position to facilitate parental decision-making related to vaccination, but can also tip hesitant parents towards vaccine refusal, especially if they do not communicate effectively. This qualitative study explores the decision-making processes of Slovak paediatricians in choosing communication strategies facilitating parental decisions about vaccination. We conducted literature search to identify recommendations about effective and ineffective communication strategies related to childhood vaccination, as well as in-depth interviews with 15 paediatricians. The results show that paediatricians typically lack formal training in communication with parents, but use a large number of effective communicative strategies that they have acquired during their clinical experience. However, often these decisions are not being made explicitly, and some paediatricians struggle with specific situations and types of parents. We conclude that implementing formal communication training in relation to childhood vaccination would make paediatricians’ daily work more efficient and less emotionally taxing.
3
Content available remote

DEMOGRAPHY OF THE CONTEMPORARY POLISH CHILDHOOD (Demografia polskiego wspólczesnego dziecinstwa)

100%
Szukalski P.
Polityka Społeczna
|
2009
|
vol. 36
|
issue 9(426)
2-5
EN
The last dozen or so years is a time of rapid changes in demographic processes in Poland. The aim of the paper is to focus on demographic component of social and material status of the Polish children. The attention was paid to demographic threatens (mortality, orphanhood, increase in non-marital parenthood, teenagers' fertility, concentration of births in disfavored social strata) and to opportunities (decrease in family size, increase in probability of living in multigenerational families).
4

POWER AND RESISTANCE IN EARLY CHILDHOOD EDUCATION: FROM DOMINANT DISCOURSE TO DEMOCRATIC EXPERIMENTALISM

100%
Moss P.
Pedagogický časopis (Journal of Pedagogy)
|
2017
|
vol. 8
|
issue 1
11 – 32
EN
The field of early childhood education is increasingly dominated by a strongly positivistic and regulatory discourse, the story of quality and high returns, which has spread from its local origins in the favourable environment provided by a global regime of neoliberalism. But though dominant, this is not the only discourse in early childhood education, there are alternatives that are varied, vibrant and vocal; not silenced but readily heard by those who listen and forming a resistance movement. The article argues that this movement needs to confront a number of questions. Do its members want to influence and shape policy and practice? If so, what might a transformed and commensurate policy and practice look like? What are the possibilities that such transformation might be achieved, especially given the apparent unassailability of the current dominant discourse, and the force of the power relations that have enabled this discourse, local in origin and parochial in outlook, to aspire to global hegemony? And if such transformation were to occur, is it possible to avoid simply replacing one dominant discourse with another? Some partial and provisional answers are offered to these questions.
5

AN EDUCATION VIA MEMORY (LADISLAV BALLEK: 'JUZNA POSTA' /SOUTHERN POST/ )

100%
Barborik V.
Slovenská literatúra (Slovak Literature)
|
2006
|
vol. 53
|
issue 1
11-23
EN
The study deals with a collection of short stories 'Juzná posta' (Southern Post, 1974), written by Slovak prose author Ladislav Ballek. Interpretation is based on an assumption of mutual and strong coherence between all the stories. All of them are interweaving into a consistent epic work. The message of each of them exceeds intention of autonomous story. A child protagonist Ján Jurkovic is an important unifying element of the book. He is attracted by unknown, strange world of grown-ups. In most of the stories he is more than an observer, he is a person involved. But everything he can perceive from seeing and listening becomes a part of his private 'novel of education'. Though narration he also adopts some aspects of author's narrative form, the perspective is partly personalised - adapted to the child hero. The narrator uses a double perspective keeping both naturalness of the child's view and it's correction through eyes of an adult. Reminiscent modality is typical for the short stories of 'Juzná posta'. A hidden story - the story of human memory- in the Ballek's book is developed concurrently with the plots subordinated to explicit conveyed themes. The narrative cycle uses different generic bases. It is a characteristic transformation of the 'novel of education' and there are also elements of adventurous reading and generic structure of a story with a secret. An important structural element of the work is its country-space plan and geographical orientation. The location of south, also stressed by the title, bears its own culture and it serves also as a specific literary symptom. The character of countryside differs from the traditional vertical concept of literary topography of Slovakia, developed and petrified from the period of Romanticism, for which rigorous, monumental, ascetically cold picture of north was typical. Ballek depicts south as a place of culture, a Slovak-Hungarian boarder, formed by a man. Typical for his literary picture is a horizontal line containing sharp sensual impulses provoking mostly eyes and ears. The centre of his space in the entire book is a frontier town Palánk. The south boarder is a relatively open place where different cultural and linguistic influences merge into one another. In the context of the L. Ballek's works, 'Juzná posta' is the first book from an extensive prose cycle located to Palánk. This cycle belongs to the most important epic projects in the Slovak literature of the 70th and 80th.
6

Postcards collection

100%
Michalowska M.
Przegląd Kulturoznawczy
|
2007
|
vol. 1
|
issue 2
98-121
EN
Walter Benjamin's thesis about a creative character of childhood is starting point for a text. According to Benjamin childhood can be compared to the dream. A process of growing up recalls awakening. A world that children perceive, however mysterious and unknown, process a fullness that disappears when they grown up. In philosopher's reflection childhood evoke a collection of postcards inscribed in a memory. Freud's metaphor of archaeology illustrates the mechanism of recreating memories is human mind. In this metaphor a concept of afterwardness is essential. Freud interpreted 'afterwardness' as an understanding of traumatic experience, that took place 'too early', but their presence in a consciousness came 'too late'. In the first part of text, two significant children-photographers - Jacques H. Lartigue and Stanislaw Ignacy Witkiewicz are considered as examples of creative power and experimental attempts of childhood. Taken by children pictures of happy past leads us to the nostalgic dimension of photography. Next part is dedicated to Benjamin's idea of collecting postcards and asks a question about a possibility of recreating the past from the images. The dilemma of photographic mediation between the past and present is outlined also in the last part of text where photography becomes a method of analyzing the architectural aspects of contemporary Berlin. A notion of 'afterwardness' is especially useful here. Photographers work as archaeologists of unconsciousness: their revealing of a past reminds 'digging for memories' and its interpretation.
7

SCHOOL, FORCED DISPLACEMENT AND TEACHER KNOWLEDGE IN BOGOTA, COLOMBIA

88%
León Rodríguez A. M., Jiménez Becerra A.
Pedagogický časopis (Journal of Pedagogy)
|
2022
|
vol. 13
|
issue 1
89 – 107
EN
This article presents an analysis of the links between teacher practice and forced displacement based on a theoretical conceptualization and the narratives of the main actors: teachers and students of the first cycle of two schools in the city of Bogota. We analyse the contexts of the schools and the dynamics of the school scenarios. The research enabled us to identify the territories’ importance in the construction of identities and people’s life histories; to reaffirm the school as a political and social ground; the teacher ́s role in mediating and encouraging new experiences and life projects, and finally the importance to generate qualification processes with and for the teachers who enhance their practices with forced displaced children in a “welcoming” community.
8

DOING PEDAGOGICAL CONVERSATIONS (WITH SPIRITUALITY AND FAT) AS PEDAGOGUES IN EARLY CHILDHOOD EDUCATION

88%
Land N., Montpetit M.
Pedagogický časopis (Journal of Pedagogy)
|
2018
|
vol. 9
|
issue 2
79 – 100
EN
In this article, the authors respond to emerging articulations of the work of a pedagogue or pedagogical facilitator in early childhood education in Canada. This article is grounded in two intentions: we (1) share the tentative pedagogical conversations that we have as a pedagogue who centre particular concerns, interests, and accountabilities; and we (2) launch our conversation from our desire to re-imagine how everyday pedagogies shape children’s experiences with spiritual knowing and children’s relations with fat. Sharing a narration from a pedagogical inquiry research project, we each offer a familiar developmental reading of the moment, gesture toward a partial re-engagement grounded in post-developmental pedagogies, and then weave our thinking with spirituality and fat together to complex our propositions. We intentionally refuse to define the work of a pedagogue in universal or technical manner. Instead, we argue that putting our pedagogue work into conversation draws our practices into uneasy, difficult, often contradictory relations and makes visible some potential futures (and their exclusions) we enact as we work to answer to the complex education spaces we inherit and re-create with educators and children.
9

CHILD AND EARLY ADOLESCENT PERSONALITY: ITS STRUCTURE, AGE TRENDS AND GENDER DIFFERENCES

88%
Zupancic M., Gril A., Kavcic T.
Studia Psychologica
|
2006
|
vol. 48
|
issue 4
311-332
EN
The Inventory of Child Individual Differences (Halverson et al., 2003), a recently developed age- and culture-decentralized assessment tool based on the parental free descriptions, was administered to 1043 mothers of children and adolescents aged from 2 to 14 years. The principal component analysis of 15 mid-level personality traits resulted in five robust domains interpreted as conscientiousness, extraversion, disagreeableness, openness/intellect and neuroticism. The trait-scales and the five components were internally reliable across the five age-groups, toddlerhood, early, middle and late childhood, and the early adolescence. The small age and the gender effects on the component- and trait-scores suggested an age decline in disagreeableness, mostly due to decreases in antagonism and strong will, while an inconsistent age effect was obtained with respect to openness/intellect. The girls were rated slightly higher in the conscientiousness than were boys, who were, in turn, attributed somewhat the higher levels of neuroticism in comparison to the girls. At the trait level, compliance increased with the age and the inconsistent age differences were revealed for the activity. The girls were ascribed some more achievement orientation, compliance and organization in comparison to the boys who were assessed as more antagonistic, active, distractible and fearful/insecure. .
10

Oddawanie głosu pamięci. Uwagi na marginesie Wysokiego Zamku Stanisława Lema

88%
Kruszyńska A.
Prace Literackie
|
2011
|
vol. 51
117-135
EN
Wysoki Zamek by Stanisław Lem (The Lviv High Castle) is the return to the writer’s childhood. The memory is Lem’s guide and his method of analysis of the past. What the writer is most interested of, is the memory itself: its working, its existing and its power. Lem finds out that memory is the great and mysterious power, an autonomic power that is not under man’s control. The writer calls memory his enemy and his friend — to show that in this human capacity there is something that belongs to the human and at the same time that is against human because time is always against human. T h e c h i l d w h o h e w a s — is the second, equal subject of the book which is quite different of other memories because not facts, not events, even not relatives are important in this story. The experiences of time (and partially — of space) and the efforts to describe them are the right subject of Lem’s quasi-autobiographical story.
11

DIVERSE COMPLEXITIES, COMPLEX DIVERSITIES: RESISTING ‘NORMAL SCIENCE’ IN PEDAGOGICAL AND RESEARCH METHODOLOGIES. A PERSPECTIVE FROM AOTEAROA (NEW ZEALAND)

88%
Ritchie J.
Pedagogický časopis (Journal of Pedagogy)
|
2016
|
vol. 7
|
issue 1
25 – 37
EN
This paper offers an overview of complexities of the contexts for education in Aotearoa, which include the need to recognise and include Māori (Indigenous) perspectives, but also to extend this inclusion to the context of increasing ethnic diversity. These complexities include the situation of worsening disparities between rich and poor which disproportionately position Māori and those from Pacific Island backgrounds in situations of poverty. It then offers a brief critique of government policies before providing some examples of models that resist ‘normal science’ categorisations. These include: the Māori values underpinning the effective teachers’ profile of the Kotahitanga project and of the Māori assessment model for early childhood education; the dispositions identified in a Samoan model for assessing young children’s learning; and the approach developed for assessing Māori children’s literacy and numeracy within schools where Māori language is the medium of instruction. These all models position learning within culturally relevant frames that are grounded in non-Western onto-epistemologies which include spiritual, cultural, and collective aspirations.
12

SPACES OF EARLY CHILDHOOD: SPATIAL APPROACHES IN EARLY CHILDHOOD EDUCATION AND RESEARCH

75%
Bollig S., Millei Z.
Pedagogický časopis (Journal of Pedagogy)
|
2018
|
vol. 9
|
issue 1
5 – 20
13

'Z TEPLEHO HNIEZDA' (FROM THE NEST LIKE HOME) TO THE REASONS OF KUKUCIN´S MELANCHOLY ('Z tepleho hniezda'. K zdrojom Kukucinovej melancholie)

75%
Taranenkova I.
Slovenská literatúra (Slovak Literature)
|
2010
|
vol. 57
|
issue 5
438-446
EN
The paper analyses three Martin Kukucin´s fictions, in which he repetitively deals with an autobiographic element - the same epic situation of child's departure from home, 'the nest like place'. They are: Z tepleho hniezda (From the Nest like Home, 1885), Velkou lyzicou (With a Big Ladle; 1886) and Do skoly (To School; 1893). In the cultural consciousness they are known rather as works of the literature for children. But the mentioned motif belongs to the constant motifs in the M. Kukucin´s works. It is connected with melancholy. Kukucin repetitively comes back to what is traditional, archaic and constant. He painfully perceives fatal changes and the flux of time. His come back to the epic situation of child's departure from home, or to a motif of pushing him out of 'the nest like place', which is typical for his autobiographic fictions, cannot be interpreted as dealing with his personal traumatic experience. It cannot be interpreted as the consequence of unhappy family decisions, because it concerns archetypal situation, 'throwing or dismissing from home to the cold world' from the family nest, intimate family shelter, which in Kukucin´s fictions is depicted through pictures of a family house, or metaphorically through the pictures of 'the nest like place'. This literary feature is described also in the work The Poetics of Space by Gaston Bachelard. Melancholy presented in the analyzed Martin Kukucin´s fictions is connected with the consciousness of fatality which comes from the time flux. It is connected with loss of childhood representing the only period of human's life, which is not complicated and all the things of life are defined with clear connection.
14
Content available remote

DÍTĚ A DĚTSTVÍ: PROMĚNLIVÁ KONCEPTUALIZACE POJMŮ A JEJÍ VAZBY NA VZDĚLÁVÁNÍ

75%
Kašparová I., Klvaňová R.
Sociológia (Sociology)
|
2016
|
vol. 48
|
issue 4
377 – 398
EN
The aim of the text is to present the evolution of the concept of „childhood“ and discourses of childhood in social science literature and to highlight the link between ideas about who is a child and what is the nature of childhood and education. The article also discusses changes of ideas about childhood in the context of transition from socialism to capitalism and democratic regime and shows different conceptions of childhood in contemporary Czech society. Using examples of parental ethno theories of childhood among selected social groups living in Czech Republic (socially excluded Roma, Vietnamese immigrants, unschoolers), the text shows how the ideas about who is a child and what is his/her way to adulthood influence the choice of education strategies and what tensions emerge in interaction of various conceptions of childhood.
15
Content available remote

BEFORE AND AFTER: THE PHENOMENON OF CZECHOSLOVAKIA'S 'VELVET' REVOLUTION IN NARRATIVES BY ITS 'YOUNGEST WITNESSES'

75%
Lutherova G. S.
Sociológia (Sociology)
|
2010
|
vol. 42
|
issue 6
671-690
EN
Autobiographical narratives of childhood often constitute a part of the research in social sciences, yet there is a long-term lack of methodological debate on this subject. It is clear that autobiographical narratives themselves are not objective records of the individuals' memories. In relation to this, when focusing on adults reminiscing specifically on an era of their childhood, researchers have to keep in mind that their subjects do not merely construct an image of the past – simultaneously, they construct an image of their own childhood as well. The aim of this paper is to consider the basic characteristics of this specific type of data by means of analyzing the narratives of the 'youngest' witnesses of the period delineated by the revolution of 1989 in Czechoslovakia. Also, it reveals common traits in the way the witnesses construct their narratives in relation to the phenomenon of the 'Velvet' revolution. Thus, the collected material does not only constitute a means for the analysis of autobiographical narratives of childhood as a special type of data, but also of the aspects and features of the myth of revolution of 1989 and its place in the interpretation of the contemporary Slovak society.
16

UNPACKING NEOLIBERAL POLICIES: INTERRUPTING THE GLOBAL AND LOCAL PRODUCTION OF THE NORMS

75%
Lee I.-F.
Pedagogický časopis (Journal of Pedagogy)
|
2012
|
vol. 3
|
issue 1
30 – 42
EN
Early Childhood Education and Care (ECEC) have been constructed as a new site for educational, sociocultural, political, and economic investment. Coupled with such a growing and popular recognition of ECEC as a significant period of children’s learning and development are critical issues concerning accountability, affordability, and accessibility to quality education and care for all. Highlighting the preschool education systems in Taiwan and Hong Kong as two examples from Asia, this paper aims to open up a discursive space for re-conceptualizing the effects of neoliberal discourse and how such a system of reasoning reconstructed notions of inclusion/exclusion to limit the making of quality education and the provision of care for all.
17

EDITINO MODRÉ OČKO A DVOJFAREBNÉ OČKO JAKUBKOVO

75%
Odokienko Fodorová H.
Motus in verbo: časopis mladej vedeckej generácie
|
2015
|
vol. 4
|
issue 2
26 – 33
EN
The article deals with literary representations of child and childhood in Slovak literary fiction. It was written as part of VEGA project. Both analysed texts use a perspective of adult narrator through which we can unmask the functions, status and shift/deformation of a child hero. One of the texts was meant for child reader, the other was not. In one case the character of a child serves the purpose of demonstrating the social and cultural phenomena (Gejza Vámoš: Editino očko), in the other the child serves the purpose of ideology (Hana Zelinová: Jakubko). But, even though they belong to different literary platforms, the texts have something in common – they are both told by someone whose life was changed by a child with the same characteristic feature – colour of their eyes. The eyes and their colour bear a significant role in the texts and may thus lead to a number of – so far undiscovered – connotations. Another important common feature is, that the child in both texts doesn’t act on its own, but as a representative of someone other’s thoughts and feelings. In case of Jakubko, the child hero is the author’s tool of demonstrating ideology and its ideal of national resistance against fascism. In case of the Editino očko, through child the thoughts and feelings of the main character are uncovered.
18
Publication available in full text mode
Content available

Gender Roles and Practices in Polish Migration Families in Norway through the Eyes of Children

75%
Slany K., Strzemecka S.
Studia Migracyjne - Przegląd Polonijny
|
2015
|
vol. 41
|
issue 3 (157)
157–181
EN
This article is dedicated to the issues pertinent to transnational families found in children’s narratives. We seek to shed light on the under-researched area of transnational research on ‘doing family’, which is vital due to the growing number of Polish families settling abroad, deciding on ‘being together’ and choosing a family reunification strategy in their mobility projects. Embedding an entire family in the destination society has profound implications for building and maintaining family ties, also across borders, as well as for changing the shape of the everyday experience of familiality among children of immigrants. We draw a sociological portrait of the migration family, depicting the typical issues of work patterns among the parents (mothers’ and fathers’ jobs), the division of household and care labour, leisure patterns and maintenance of ties with family in Poland. Honing in on these issues facilitates the understanding of how social roles are fulfilled, and how social statuses are attained, both seen through the gender lens. Empirically, the paper is based on the Transfam project’s sub-study entitled Children’s experience of growing up transnationally. This qualitative and participatory inquiry consisted of interviews with children aged 6 to 13, born in Poland and living permanently in Norway. The methodological approach facilitated understanding children as active actors, who perceive and define their social worlds. Children were encouraged and asked to recall their migration experiences, as well as express their views on the work type, meanings, commitments and schedules of their parents.
19

EXPLORING EMBODIED METHODOLOGIES FOR TRANSFORMATIVE PRACTICE IN EARLY CHILDHOOD AND YOUTH

75%
Cahill H., Coffey J., Smith K.
Pedagogický časopis (Journal of Pedagogy)
|
2016
|
vol. 7
|
issue 1
79 – 92
EN
The development of gendered identities during early childhood and youth occurs in a context of ‘body culture’ and the hyper-visibility of ‘perfect’ bodies, which align with traditional gender ideals. Embodied methods can assist to make complexity more visible, and to allow participants to see fluidity, shifts, and becoming. Whilst there has been significant theoretical development, further methodological innovations are needed to enable children and youth to articulate their perceptions of the way multiple influences shape their relations with their own bodies. Informed by ‘new materialist’ feminist theory this article will examine the work of Australian educators exploring use of creative and embodied drama-based play. The chapter advances methodologies to support pedagogical engagement with young children and youth about gender, identity and social change. The authors explore how embodied creative play can be used across ages to support children and young people to articulate the ways social norms and expectations influence their desires, imaginings, fears and actions and their perceptions of what is possible, desirable or appropriate in relation to performances of gender in their everyday worlds.The development of gendered identities during early childhood and youth occurs in a context of ‘body culture’ and the hyper-visibility of ‘perfect’ bodies, which align with traditional gender ideals. Embodied methods can assist to make complexity more visible, and to allow participants to see fluidity, shifts, and becoming. Whilst there has been significant theoretical development, further methodological innovations are needed to enable children and youth to articulate their perceptions of the way multiple influences shape their relations with their own bodies. Informed by ‘new materialist’ feminist theory this article will examine the work of Australian educators exploring use of creative and embodied drama-based play. The chapter advances methodologies to support pedagogical engagement with young children and youth about gender, identity and social change. The authors explore how embodied creative play can be used across ages to support children and young people to articulate the ways social norms and expectations influence their desires, imaginings, fears and actions and their perceptions of what is possible, desirable or appropriate in relation to performances of gender in their everyday worlds.
20

WEIGHED DOWN BY DEVELOPMENT: REFLECTIONS ON EARLY CHILDHOOD CARE AND EDUCATION IN EAST AFRICA

75%
Dachyshyn D. M.
Pedagogický časopis (Journal of Pedagogy)
|
2016
|
vol. 7
|
issue 1
39 – 58
EN
This paper is based on qualitative research undertaken in West Nile Uganda and Coastal Kenya as part of a broader development project. A wide range of stakeholders, including government officials, parents, and early childhood practitioners were involved in sharing their perspectives of what life is like for young children (birth to age 8) in their homes, communities, and institutions. Data gathered were brought back then to community members to solicit action plans. The author brings her reflections to the data and lived experience as a mzungu (white person) brought to the region under the guise of development work and the ethical issues that ensued. It was clear that minority world discourses and conceptions of what constitutes a good life for children had permeated the value systems and goals of many adults in this majority world context. However, when challenged to think deeply about the systemic issues affecting their children, participants began to see the importance of finding ways to meld indigenous values, beliefs, and practices with the globalization agenda.
first rewind previous Page / 2 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.