This is the Output of the Etwinning Project Mission: Creating Gender-Responsive Learning …
This is the Output of the Etwinning Project Mission: Creating Gender-Responsive Learning Environment. When developing gender-responsive learning environment through the project, we will try to provide a complete and holistic picture of each unique situation as it relates to women, girls, men and boys. While there are many gender-based barriers to education—socio-economic, cultural, and institutional—the project will focus on practical tools that individual teachers, directors, educators can put to immediate use in their classrooms, organization or even workplace. It addition, it contains key definitions related to gender and education, references to international commitments to gender equality in education, and a list of supplementary online resources and suggested reading materials. We hope that this project will help to raise awareness, spark discussions, and encourage sensitive and productive learning environments for students of all genders and stages.
The digital age has created the need for a new kind of …
The digital age has created the need for a new kind of literacy-a literacy that empowers news consumers to determine whether information is credible, reliable and truthful. This is not just a skill; it is a new core competency for the 21st century. So-called “fake news” is hard to spot and spreads easily, leading to disagreements over basic facts. The antidote to the growing challenges posed by this digital revolution is news literacy. This mini news literacy course includes two three-hour sessions that will teach anyone to become a more critical consumer of news.
The 4-day unit is designed to center on the voices of a …
The 4-day unit is designed to center on the voices of a marginalized community, Muslim Americans, as a foundation for students to explore and celebrate the plurality of values and identities in their own classrooms. Students will be engaging with journalism, practicing active listening, compassion, and empathy, and meet differences with curiosity rather than prejudice.
Students begin this unit by reading The Proudest Blue, a picture book by Olympic medalist Ibtihaj Muhammad that captures the challenges Faizah and Asiyah face when Asiyah wore her hijab to school. Students discuss discrimination and focus on the the hijab as a symbol of cultural identity.
Then students screen a short documentary film “Holding Fire.” The documentary follows Somia Elrowmeim, a naturalized American Yemeni immigrant and activist, who fights for the rights of South Brooklyn Muslims. The film provides a behind-the-scenes look at how grassroots organizing works especially during the modern Islamophobia period.
Driven by the courage and joy that Faizah, Asiyah, and Somia demonstrate in celebrating their cultures and standing up in their communities, students will explore these themes in their classroom. This mini-unit is being taught as a part of a longer classroom exploration of conflict and resolution.
"Open textbooks are textbooks that have been funded, published, and licensed to …
"Open textbooks are textbooks that have been funded, published, and licensed to be freely used, adapted, and distributed. These books have been reviewed by faculty from a variety of colleges and universities to assess their quality. These books can be downloaded for no cost, or printed at low cost."
Migration normally happens out of necessity: work, natural resources, or safety for …
Migration normally happens out of necessity: work, natural resources, or safety for one’s life. The desire to migrate may be a solution for many but there are barriers that can prohibit the need for safety and prosperity. A large number of students’ families are renting or experiencing homelessness in many parts of the United States. They are entering secondary education ready to get jobs to help their families to gain or just maintain a stable home. Students are also preparing for their small individual migrations from their current schooling location and/or homes to a place of post-secondary education or occupation.
Who makes decisions about the environment? How do decisions about environmental issues …
Who makes decisions about the environment? How do decisions about environmental issues affect a community’s health? Who is an activist? How do individuals inform and/or advocate for their communities?
Students will first investigate the global problem of plastics pollution. Through an exploration of maps and data, including from the Pulitzer Center Resource Plastic that Travels 8,000 Miles: The Global Crisis in Recycling, students will gain knowledge of issues pertaining to plastics, both on land and in our oceans. They will utilize the Pulitzer Center resource Joane: We Can End the Toxic Use and Burning of Plastics as one example of a clear community action taken by young people to help bring about awareness and change in their community. Through reading the article and watching the related video, students will identify character traits of Joane, the featured activist, as well as discuss the process of engaging in a civic action.
Next, students will examine environmental issues in communities across Chicago, engaging with locally-relevant themes such as the effects of lead in water and soil, microplastics, and air pollution. They will define the terms environmental justice and environmental racism and discuss how those ideas relate to issues locally and globally. During this part of the unit, students will continue to identify traits that exemplify activism in the leaders highlighted in the articles, as well as determine what traits they may share with activists.
Finally, students will create an infographic or other call-to-action highlighting an environmental issue of their choosing.
How do counter narratives in our communities demonstrate that the historic ideals …
How do counter narratives in our communities demonstrate that the historic ideals of liberty and equality born in the Enlightenment have become increasingly accessible to more communities today through the efforts of individuals or organizations?
This unit will examine the traditional themes of the European Enlightenment such as liberty and justice. Students will then explore how the same thinkers who left a legacy of proposed freedoms also created systemic discrimination for many communities. After engaging with primary sources and examining the history of imperialism, students will review news stories funded by the Pulitzer Center that connect this legacy to current global events. Ultimately students will create their own projects highlighting a narrative in their own community that counters traditional Enlightenment legacies. The idea is to identify and report on the disruptors to the past stereotypes.
These learning materials are designed to engage students in hands-on activities that …
These learning materials are designed to engage students in hands-on activities that stimulate them, and, most importantly, encourage critical thinking in the classroom. These educational activities in this section will provide high school social studies, media education and language arts teachers, as well as college journalism and communication educators with extensive lesson plans, resource materials, and discussion questions to introduce students to the world of war correspondence.
Reporting America at War offers students invaluable insights as it allows them to experience the life of a war reporter through the lens and the experiences of such noted journalists such as Christiane Amanpour, Walter Cronkite, David Halberstam, Chris Hedges and Morley Safer. The video explores press censorship, message control, the power of pictures, finding the right words, and works by Ernie Pyle and Edward R. Murrow.
Language is not describing our lives. It is creating them. What lives …
Language is not describing our lives. It is creating them.
What lives are we creating for each other? What type of life are we living according to media in our countries? What are the things we are believing in?
Transformation is a compilation of 7 stories from 7 different countries. Stories that we are perceiving through media, stories we dislike and we have decided to alter by creating different stories, optimistic stories, so-called counter-narratives.
Discover what are media instilling in minds of people from Italy, Greece, North Macedonia, Poland, Portugal, Spain, and Latvia and learn how to protect yourself from manipulation by media.
As part of this seven-lesson unit, which is designed to be facilitated …
As part of this seven-lesson unit, which is designed to be facilitated over 10-15 days, students examine several underreported global news stories of human interest that focus upon the displacement of youth worldwide. They also evaluate how this displacement fosters both individual and collective empowerment for positive social change. Students process their analysis through the creation of original videos and scripts that capture personal connections they have made to themes in the articles they explored.
صمم مركز مدى هذه المنصة القابلة للنفاذ والتي تحتوي على المعلومات والمصادر …
صمم مركز مدى هذه المنصة القابلة للنفاذ والتي تحتوي على المعلومات والمصادر والخدمات الالكترونية الحيوية والضرورية في قطاع الثقافة والمجتمع كمبادرة تهدف إلى تمكين وصول جميع الأشخاص ومن ضمنهم الأشخاص ذوي القيود الوظيفية من ذوي الاعاقة والمتقدمين في السن الى المصادر والخدمات الالكترونية عبر منصة واحدة. كما سيقوم مركز مدى بتحديث هذه المنصة بشكل مستمر وإضافة أحدث البرامج والمصادر التي يعمل على انتقائها خبراء وأخصائيي برامج الثقافة من مركز مدى وشركائه الاستراتيجيين. لإضافة خدمة او محتوى ، يرجى التواصل معنا عبر البريد الالكتروني : Education-Culture@mada.org.qa أو ارسال رسالة نصية او صوتية او فيديو على واتساب المركز 50494269. مدى – مركز التكنولوجيا المساعدة قطر هو مؤسسة خاصة ذات نفع عام تأسست في عام 2010 كمبادرة لتوطيد معاني الشمولية الرقمية وبناء مجتمع تكنولوجي قابل للنفاذ لذوي القيود الوظيفية – ذوي الإعاقة والمتقدمين في السن. وقد أصبح مدى اليوم مركز الامتياز في النفاذ الرقمي باللغة العربية في العالم
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