My thoughts about Education Humanities, Technology and Digital Culture. Interested on social media tools in educational contexts and
gamification in education.
The 11 February every year since 2015, we celebrate #WomenInScience because gender equality and women’s empowerment are pre-conditions 4 sustainable development.
More girls are in school today than ever before, but they do not always have the same opportunities as boys to complete and benefit from an education of their choice.
Too many girls and women are held back by biases, social norms and expectations influencing the quality of the education they receive and the subjects they study.
Over the past decades, the global community has made a lot of effort in inspiring and engaging women and girls in science. Yet women and girls continue to be excluded from participating fully in science.
According to the UNESCO groundbreaking report Cracking the code: Girls’ and women’s education in STEM, only 35% of STEM students in higher education globally are women, and differences are observed within STEM disciplines.
Education:
"We must put the principle of equality into action so that science works for women, because it works against them all too often – for example, when algorithms perpetuate the biases of their programmers.”
Audrey Azoulay, Director-General of UNESCO message
The gap of girls and young women in science and technology in the 21st century is still a big problem. We must motivate the young girls to pursuit Science studies.
Girls do as well as boys in science and math at school but many more boys go on to further study science, technology and engineering.
As you read below statistics show that there is a noticeable gender gap, with much fewer girls choosing to study for STEM degrees. So the need for change is becoming increasingly urgent.
February 11 is celebrated globally in different ways, big and small. Your action will add to the collective voices on Equality in Science.
"Our world faces many challenges, crises and forces of division — such as poverty, violence, and human rights abuses - among many others - that undermine peace, security, development and social harmony among the world's peoples."
United Nations
The International Day of Friendship is an initiative that follows on the proposal made by UNESCO and taken up by the UN General Assembly in 1997.
It defines the Culture of Peace as a set of values, attitudes and behaviours that reject violence and endeavour to prevent conflicts by addressing their root causes with a view to solving problems.
credits: United Nations
@UN
The General Assembly recognized that enormous harm and suffering are caused to children through different forms of violence. It emphasized that the promotion of a culture of peace and non-violence should be instilled in children through education. If children learn to live together in peace and harmony that will contribute to the strengthening of international peace and cooperation.
The Declaration and Programme of Action on a Culture of Peace adopted in 1999 set 8 areas of action for nations, organizations and individuals to undertake in order for a culture of peace to prevail:
foster a culture of peace through education;
promote sustainable economic and social development;
promote respect for all human rights;
ensure equality between women and men;
foster democratic participation;
advance understanding, tolerance and solidarity;
support participatory communication and the free flow of information and knowledge;
promote international peace and security.
Google Images Archive
The International Day of Friendship is also based on the recognition of the relevance and importance of "friendship as a noble and valuable sentiment in the lives of human beings around the world".
The International Day of Friendship was proclaimed in 2011 by the UN General Assembly with the idea that "friendship between peoples, countries, cultures and individuals can inspire peace efforts and build bridges between communities."
To mark the International Day of Friendship the UN encourages governments, international organizations and civil society groups to hold events, activities and initiatives that contribute to the efforts of the international community towards promoting a dialogue among civilizations, solidarity, mutual understanding and reconciliation.
Winnie the Pooh created by the English writer A.A. Milne. Milne is most famous for his two Pooh books about a boy named Christopher Robin after his son, Christopher Robin Milne, and various characters inspired by his son's stuffed animals, most notably the bear named Winnie-the-Pooh.
Christopher Robin Milne's stuffed bear, originally named "Edward," was renamed "Winnie-the-Pooh" after a Canadian black bear named Winnie, which was used as a military mascot in World War I, and left to London Zoo during the war.
The real stuffed toys owned by Christopher Robin Milne and featured in the Winnie-the-Pooh stories
"The pooh" comes from a swan called "Pooh." E. H. Shepardillustrated the original Pooh books, using his own son's teddy, Growler, as the model. The rest of Christopher Robin Milne's toys, Piglet,Eeyore, Kanga, Roo and Tigger, were incorporated into. They are on display in the New York Public Library Main Branch in New York.
Winnie-the-Pooh (1926) is the first volume of stories about Winnie-the-Pooh, written by A. A. Milne and illustrated by E. H. Shepard. It is followed by The House at Pooh Corner.
The book focuses on the adventures of a teddy bear called Winnie-the-Pooh and his friends Piglet, a small toy pig; Eeyore, a toy donkey; Owl, a live owl; and Rabbit, a live rabbit. The characters of Kanga, a toy kangaroo, and her son Roo are introduced later in the book, in the chapter entitled "In Which Kanga and Baby Roo Come to the Forest and Piglet has a Bath". The bouncy toy-tiger character of Tigger is not introduced until the sequel, The House at Pooh Corner.
A. A. Milne's stories, and two characters – Rabbit and Owl – were created by Milne's imagination.
Winnie the Poohis, of course, the perfect Ambassador of Friendship. He is adorable and timeless. He believes in diversity and welcoming all friends. Pooh is an optimist and a ‘people bear’. He is committed to his friends... and honey! And, he is wise way beyond his years, especially for a bear with very little brain.
Note: Students can read or earWinnie the Pooh online (1998 edition, original book). And share the special role played in their friendship by Winnie the Pooh.
The beautiful new edition, re-designed for Pooh's 90th anniversary in 2016, brings together four volumes in one stunning gift book:
Winnie-the-Pooh,
The House at Pooh Corner,
When We Were Very Young,
Now We Are Six.
A. A. Milne's Winnie-the-Pooh is nothing less than a true children's classic. Winnie-the-Pooh may be a bear of very little brain, but thanks to his friends Piglet, Eeyore and, of course, Christopher Robin, he's never far from an adventure.
"Through friendship - by accumulating bonds of camaraderie and developing strong ties of trust - students can contribute to the fundamental shifts that are urgently needed to achieve lasting stability, weave a safety net that will protect us all, and generate passion for a better world where all are united for the greater good."
International Friendship Day places particular emphasis on involving young people, as future leaders, in community activities that include different cultures and promote international understanding and respect for diversity.
The need to have an educational system which promotes the value of piece is so important! And that begins in younger ages at school. Involving young people, as future citizens and young leaders, in school activities that include different cultures, promote international understanding and respect for diversity, and defending a shared spirit of human solidarity that takes many forms - the simplest of which is friendship.
Activities:
Organise activities throughout the year that help raise awareness of Friendship Day by encouraging students, parents and community to join a Friendship campaign;
Small ideas and actions for culture of peace at the school level need to be contextualised in the greater level of world peace and the Global Goals;
Choose to mark the day, whatever the scale of students activity, their commitment matters;
Invite your students to create curricular activities at school and sharing with schoolmates from different schools, in different countries, using social media as an exchange project.
Help to spread the word about Friendship or attend an event in your city or community.
Let us all work towards a movement for ‘everyday peace’, ‘total peace’, ‘noble peace’ where peace is a process not an event.
“Always look for the helpers.” Fred Rogers, NYT Schools across the world are considering to help students understand the tragic events in Charlottesville, U.S. thisweekend, home of the University of Virginia.
How to find the right words when overcome with sorrow our own emotion, and every word that comes to our mind can frighten the youngest students: violent demonstrations of racism, dead, mourning, fear?
We wondering how to face the students and discussed such tragic events in the classroom? Talking about freedom, diversity, equality.
Schools are so important to spread those values. It's a hard work but teachers do it.
In 2014, Charlottesville was named by the National Bureau of Economic Research as America’s happiest city. Students, watched television. Given the language and images they heard and saw in news and social networks we must face our students and get ready for their questions about racism.
“We value diversity, equality, and love in this establishment and in our community,”
a paper sign read, The Atlantic
Diversity! Some of your students are expressing their feelings on such tragic events that are every where on the press, on television, social networks.
Young-adults as social media users are sharing touching tributes to the victims of the killing perhaps.
We wondering how to face the students and discussed such tragic events in the classroom? Talking about freedom, diversity, equality.
Eau Claire community members shows solidarity with the victims of the tragedy in Charlottesville, Virginia
Schools and teachers will be prepared to face students. And it’s just as clear that intimidation and violence will be condamned and combated for whatever reason they’re committed, especially if their goal is to undermine freedom and liberty of open societies.
"In talking with them, but also to defend freedom of expression and respect of life."
Back on their understanding is important because it has to be spoken, not to leave the child with what it will come up with some information that they had to correct what kids had not quite understand and answer questions.
"We tend to want to protect the children in our sorrow concerning the tragedy, but in toddlers 3 or 4 years, it can lead them to imagine terrible things, says the analyst.
It does not mean give details. This is the time to reaffirm that nothing can replace the word.
The school should be a place where their questions and confusions are listened: What is Racism? What is hunger? Why not accept diversity, equality?
Books. Books can help after a tragedy.Children’s booksabout people, including kids, who helped in the fight against Nazis and against racism may be a good choice Given the images and language many children heard and saw in news reports about the violent protests in Charlottesville, Virginia, over the last weekend, children’s books about people - including kids - who helped in the fight against Nazis and against racism now may prove similarly inspiring. Many teachers think books useful as they struggle to present the upsetting news of tragedies to their students.
“The most life-enhancing book you could ever wish to read.”
Michael Morpurgo Based on the gripping real-life story of Judith Kerr, auhor and illustrator, this poignant, suspenseful middle-grade novel has been a favorite for over forty years. "Anna is not sure who Hitler is, but she sees his face on posters all over Berlin. Then one morning, Anna and her brother awake to find her father gone! Her mother explains that their father has had to leave and soon they will secretly join him. Anna just doesn't understand. Why do their parents keep insisting that Germany is no longer safe for Jews like them? Because of Hitler, Anna must leave everything behind. "
"When Hitler Stole Pink Rabbitis no ordinary second world war story. Instead of making you cry, it will make you howl with laughter. No matter what is happening in this story, it will keep you entertained." The story is told through a series of very funny events, whether it's escaping on the midnight train to Switzerland, or learning French from scratch. When Hitler Stole Pink Rabbit by Judith Kerr is an internationally acclaimed story of one Jewish family’s flight from Hitler’s Germany has become a much-loved classic, and has been in print since its debut 45 years ago. Perfect for Holocaust Remembrance Month.
And very useful on the tragic events in Charlottesville where Neo-Nazis is a word students heard on television and read on the press. Invite the students to watch the video (above) : Judith Kerr discusses her drawing life, the genesis of The Tiger Who Came to Tea and the Mog stories, the anniversary of her childhood memoir, When Hitler Stole Pink Rabbit - and her last book, a "jolly" take on widowhood. Ages: 7-12 years (Middle grade)
“Come with me,” he says. Hand-in-hand, they walk to the subway, tipping their hats to those they meet. The next day, the girl asks her mama what she can do—her mama says, “Come with me,” and together they set out for the grocery, because one person doesn’t represent an entire race or the people of a land. After dinner that night, the little girl asks if she can do something of her own—walk the dog . . . and her parents let her go. “Come with me,” the girl tells the boy across the hall. Walking together, one step at a time, the girl and the boy begin to see that as small and insignificant as their part may seem, it matters to the world."
The illustrator Pascal Lemaitre and the author Holly McGhee collaborated on the picture book Come With Me, which shows children how they can help spread peace and tolerance in a world that seems ever more frightening. Watch the video on Facebook.
This lovely picture book, set to be published next 5 September isavailable for pre-order. It offers smaller children a gentle, encouraging, age-appropriate response to disturbing news reports. A little girl is saddened by something she sees on the news, but the details are, wisely, never specified
Ages: 5-8 years (Primary grades; Middle grade).
Picture book, 44 p.p. G.P. Putnam’s Sons Books for Young Readers.
Set in the 1930s American South, Stella lives in the segregated South, in Bumblebee, North Carolina, to be exact about it. Some stores she can go into. Some stores she can’t. Some folks are right pleasant. Others are a lot less so. To Stella, it sort of evens out, and heck, the Klan hasn’t bothered them for years.
But one late night, later than she should ever be up, much less wandering around outside, Stella and her little brother see something they’re never supposed to see, something that is the first flicker of change to come, unwelcome change by any stretch of the imagination. As Stella’s community -her world - is upended, she decides to fight fire with fire. And she learns that ashes don’t necessarily signify an end.
“It’s not single acts of heroism but the solidarity of the community, people’s ability to come together both in times of need and to celebrate occasions for joy, that is most moving and inspiring,”
Holly Goldberg Sloan, reviewer NYT Ages: 9-13 years (Middle grade) 320 pp. Atheneum Books.
The Boy in the Stripead Pyjamas is a novel of a nine year-old Bruno who knows nothing of the Final Solution or the Holocaust. He is oblivious to the appalling cruelties being inflicted on the people of Europe by his country.
All he knows is that he has been moved from a comfortable home in Berlin to a house in a desolate area where there is nothing to do and no one to play with.
Until he meets Shmuel, a boy who lives a strange parallel existence on the other side of the adjoining wire fence and who, like the other people there, wears a uniform of striped pyjamas.
Students love so much read this book! They could understand how friendship is strong and cross fences and intolerance.
A film based on this book (2008) can be displayed in the classroom before or after reading the book. It's up to you as teachers.
This picture book is a dramatic story of neighbors in a small Danish fishing village who, during the Holocaust, shelter a Jewish family waiting to be ferried to safety in Sweden. It is 1943 in Nazi-occupied Denmark. Anett and her parents are hiding a Jewish woman and her son, Carl, in their cellar until a fishing boat can take them across the sound to neutral Sweden.
The soldiers patrolling their street are growing superstitious, so Carl and his mama must make their way to the harbor despite a cloudy sky with no moon to guide them. Worried about their safety, Anett devises a clever and unusual plan for their safe passage to the harbor.
Based on a true story. A Finalist for the 2014 National Jewish Book Award. A 2015 Sydney Taylor Honor Book for Older Readers!
This triple-bestseller status is only the latest in a string of recent honors for March, the three-volume graphic novel memoir which brings the history of the civil rights movement to urgent new life through the eyes of John Lewis.
"In this celebrated three-part graphic memoir John Lewis, the Georgia congressman and civil rights icon, worked with the writer Andrew Aydin and the artist Nate Powell to recount his coming-of-age during the civil rights movement of the 1960s."
In May, the nation’s largest public school system, New York City Schools, announced the addition of March to their official “Passport to Social Studies” curriculum.
A few weeks ago at Comic-Con, the authors accepted an Eisner Award (often called “the Oscars of comics”) Best Reality-Based Work and led a commemorative "children’s march" joined by hundreds of students and readers, with Congressman Lewis in 'cosplay' as his younger self complete with trench coat and backpack.
"March can help a new generation understand that the arc of the moral universe doesn't just bend toward justice; humans must struggle to bend it. To read Lewis's graphic memoir... is to be reminded that what so many have taken for granted in American life today was hard fought and recently won. March calls on all of us to keep our eyes on the prize."
Drew Gilpin Faust, President of Harvard University
Ages: Young adult; ages 10 and up; Middle grade and more.
It's possible that kids and young people will have a partial or distorted view of the news reports.
Teachers and parents, just talk and share thoughts with your students or kids, no matter their age. Because they have a lot of questions, not just today, tomorrow and in the coming days.
The important is to start with students words, to follow the thinking of the child or young-adult and not to impose our adult words.
More than ever, we must have the right word to express our emotion, our tears, our sorrow, but also our need for gathering and unity.
The oldest in high junior schools will be happy to feel part of the adult community and stay with us to demonstrations, to think in their head and in their heart to those who are not there. In the coming days, the schools will serve as a sounding board for what is said in the family.
It is a debate that should have place in the family. And not only when freedom is reached. It is not enough discussion of these topics.
Freedom and respect starts at home and continues at school. Parents and schools/ teachers have their own rules that must be respected for both sides parents/ teachers vs. kids/ students. Values start in the family and continues in the school.
"In talking with them, but also to defend freedom of expression and respect of life."
Back on their understanding is important because it has to be spoken, not to leave the child with what it will come up with some information that they had to correct what kids had not quite understand and answer questions.
"No one is born hating another person because of the color of his skin or his background or his religion..." Nelson Mandela
