352 resultados para Imaginaire réel
Resumo:
Secondary Schools have been involved in Gender Based Violence (GBV) Prevention Education for many years. What, when and how this is done has always been difficult to assess. Programs come and go as governments react to public concerns and teachers and schools are expected to implement initiatives that are often reactions to public outcries. Teachers decide what they will teach and how they will teach it. Last year I returned to work on a new initiative after a near 20-year break. I was surprised by the lack of change that had taken place over this period. There was still a lack of focus in schools, teachers were still reluctant to teach about it and ‘best practice’ appeared to be little different to that developed and implemented twenty years earlier.
The purpose of this paper is to discuss the experience of teachers and students involved in a pilot of the Respectful Relationships curriculum materials trialled in Victoria in 2010. Using data collected from teachers and students as part of research to update the materials this paper explores the usefulness of the materials for teaching about GBV in secondary schools.
Resumo:
Lithographs have the following titles: Agnes River, Corner Inlet, Gipps Land -- West side of Mt Arapiles -- Mitchell River -- Mt. Munda from St. Hubert, Yering -- McAlister Valley, Gipps Land -- Wentworth River
Resumo:
This paper draws upon the findings of an evaluation of “More than a Game”, a sport-focused youth mentoring program in Melbourne, Australia that aimed to develop a community-based resilience model using team-based sports to address issues of identity, belonging, and cultural isolation amongst young Muslim men in order to counter forms of violent ex-tremism. In this essay we focus specifically on whether the intense embodied encounters and emotions experienced in team sports can help break down barriers of cultural and religious difference between young people and facilitate ex-periences of resilience, mutual respect, trust, social inclusion and belonging. Whilst the project findings are directly rel-evant to the domain of countering violent extremism, they also contribute to a growing body of literature which con-siders the relationship between team-based sport, cross-cultural engagement and the development of social resilience, inclusion and belonging in other domains of youth engagement and community-building.
