Curriculum development for learning to live together: the Caribbean sub-region. The final report of the sub-regional seminar held in Havana, Cuba, 15

Sonst. Personen	Byron, Isabel (Hrsg.); u.a.
Institution	International Bureau of Education
Titel	Curriculum development for learning to live together: the Caribbean sub-region. The final report of the sub-regional seminar held in Havana, Cuba, 15 - 18 May 2001.
Quelle	Geneva u.a.: IBE u.a. (2002), 69 S.Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Erziehung; Bildungsinhalt; Demokratische Bildung; Staatsbürgerliche Erziehung; Gemeinschaft; Gesellschaft; Kulturdifferenz; Gewalt; Soziale Integration; Gleichstellung; Schule; Lehrerausbildung; Lernen; Soziale Kompetenz; Sozialer Konflikt; Lernmethode; Curriculumentwicklung; Konferenzschrift; Prävention; Anguilla; Antigua und Barbuda; Aruba; Bahamas; Barbados; Belize; Dominica; Dominikanische Republik; Grenada; Guyana; Haiti; Jamaika; Jungferninseln (USA); Karibik; Kuba; Niederländische Antillen; Saint Lucia; Suriname; Trinidad und Tobago
Abstract	This sub-regional seminar was jointly organized by the International Bureau of Education (IBE), the Carribean Network of Educational Innovation for Development (CARNAID) and the Ministry of Education of Cuba. "The principal issues addressed during the seminar were ... 1. Citizenship education: learning at school and in society, 2. Social exclusion and violence: education for social cohesion and 3. Shared values, cultural diversity and education: what to learn and how? ... This report opens in Part I with a synthesis of the national presentations on curriculum development processes and reforms by a number of countries participating in the seminar. [The] keynote address examines the role which education should play in the twenty-first century in furthering human development, through a primary focus on human rights and peace. Parts II, III and IV include the various lecture presentations made and the outcomes of the three workshops. Part V summarizes the final debate. In Part II, 'Citizenship education', Pedro Jorge Pasucal Betancourt describes the practice of citizenship education in Cuba, while Erik Prinds argues for a transformation of traditional classroom practice in order for desired citizenship values to become a living part of the daily experience at school. On Part III, 'Social exclusion' and violence, Winthrop Wiltshire underlines the vital importance of emotional well-being for pupils and teachers in the attainmnt of harmonious co-existence in school and society, while Juan Esteban Belderrain examines social, ethical and educational factors necessary for achieving social cohesion. In relation to Part IV 'Shared values and cultural diversity' Linda Oluwakemi Banks provides a description of her school in Anguilla, the Omolulu Educational Institute, where teachers and students learn values, attitudes and behaviours for positive citizenship through daily practice. Betty Reardon outlines the content and skills which should be integral to secondary school curricula aiming at education for living together." (DIPF/ Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)