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Descriptors:
Foreign Countries; Migrant Children; Acculturation; Ethnography; Social Bias; Minority Group Children; Educational Anthropology

Abstract:
The article presents the findings of an ethnographic study carried out among Italian "attrazionisti viaggianti" (fairground and circus people) who lead a nomadic life and work in four Veneto provinces (Padua, Vicenza, Treviso and Venice). Defining parents as "marginalised pedagogues" engaged in the task of enculturating their children, the author explores and discusses: (1) how children of "attrazionisti" succeed in learning this occupational minority's culture and how enculturation and schooling are related; (2) how schooling is experienced by them and how it is interpreted by both them and their families; and (3) how schooling relates to their nomadic everyday life and to their prospects for the future. The author argues that enculturation plays a powerful and empowering role with respect to the occupational minority's cultural continuity and sense of agency but that schools' organisational and cultural rules, on the one hand, and social prejudices against nomadism, on the other, seldom promote a positive recognition of the minority's diversity or its educational value and instead maintain it in a position of marginality within Italian stratified society. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Information Technology; Global Approach; Social Theories; Telecommunications; Information Networks; Educational Technology; Internet; Emotional Intelligence

Abstract:
This paper discusses the reciprocal relationships among globalization, information and communication technologies (ICT), and the prospect of a "global village". The current metaphor of a "global village" (regardless of physical access to ICT) is problematic, and can be interpreted as a form of electronic colonization. However, through such concepts as blurred identity, nomadism, and hybridity, a distinctly (post-modern) ICT landscape can be redrawn in a way that accepts the global identity of the ICT, but denies the colonial erasure associated with the global-village narrative. ICT, in themselves, cannot serve as an end in education, but the demand for critical education involving ICT is pressing as the effects of globalization are experienced. Three methods of promoting decolonizing criticality are proposed: critical emotional literacy, collective witnessing, and collective intelligence. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Computer Assisted Instruction; Cooperative Learning; Distance Education; Educational Development; Educational Environment; Educational Research; Educational Technology; Foreign Countries; Higher Education; Information Technology; Instructional Innovation; Open Education; Pilot Projects; Program Development; Teacher Education; Teaching Methods; Telecommunications; Virtual Classrooms

Abstract:
This volume focuses on the LIVE (Learning in Virtual Environments) project, a three-year project focusing on developing distance education and open and distance learning skills in teacher education. The pilot stage, reported in this volume, was conducted in the spring of 1997 at the Department of Teacher Education of the University of Helsinki (Finland). The purpose of this volume is to reflect on various questions raised by previous research and the experiences of teacher educators. Papers in this volume include: "The Poor Relation of the Education System? Aspects of Distance Education and Open and Distance Learning" (Seppo Tella); "The Planning of an Open Learning Environment and Didactic Media Choice in Teacher Education" (Janne Sariola); "Variations of Co-Operative Learning: An Analysis of Four Different Approaches" (Anne Vahapassi); "What the LIVE Project Tells Us about the Nature of the School" (Heikki Kynaslahti); "An Overview of Modern Information and Communication Technologies (MICT) in Teacher Education at the Helsinki University Department of Teacher Education" (Aarno Ronka); "Findings from the Pilot Stage of the LIVE Project" (Riikka Ristola & Aarno Ronka); "The LIVE Project: Learning in a Virtual School Program" (Tomi Nummi, Aarno Ronka, & Janne Sariola); and "The Technical Infrastructure of the LIVE Project" (Tomi Nummi). (Contains 114 references.) (AEF) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adult Basic Education; Foreign Countries; Interviews; Literacy; Mass Media Role; Mass Media Use; National Programs; Nomads; Political Influences; Program Effectiveness; Reading Research; Social Influences; Social Values

Abstract:
Part of a large study in Tanzania, a study provides a broad context of obstacles to literacy, particularly those affecting migratory subpopulation groups. Subjects, 480 adults who participated in national literacy programs and belonged to one of two communities of the Maasai, were interviewed. The first group--the Maasai of Longido--represent a section of the pastoral community with a high degree of nomadism. The second group--the Maasai of Monduli--show a lower degree of nomadism with more literacy gains, but nevertheless fall far behind compared to the settled neighbors. Data were collected on migration patterns, family uses of literacy, design and flow of information and knowledge in the pastoral community, and sources of information about drought, livestock diseases, and family health. Preliminary results indicated that: (1) ages of those interviewed ranged from 18 to 79 years; (2) one-third did not attend formal schooling at all; (3) participation and attendance at literacy classes was minimal; (4) attending class meant walking long distances; (5) newspapers, leaflets, posters were rarely seen in the local shops or markets; (6) books were rarely used outside the context of school; (7) local traditional learning systems were closely linked to the Maasai community's survival needs; and (8) the practice of nomadism was an esteemed lifestyle by the Maasai. Findings suggest that the Maasai's social, cultural, and political environment exerts considerable influence on their everyday literacy practice, and that imposition of alien educational systems may have alienated the Maasai. (Contains 38 references; two charts listing migrant societies and pastoral nomads societies are attached.) (RS) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Acculturation; Cross Cultural Training; Cultural Background; Cultural Images; Cultural Pluralism; Culture Conflict; Elementary Secondary Education; Ethnic Discrimination; Ethnic Relations; Ethnic Stereotypes; Family School Relationship; Foreign Countries; Life Style; Migrant Education; Migrants; Multicultural Education; Nomads; Nonformal Education; Social Action; Social History

Abstract:
In Europe, prejudice and stereotyping of Gypsies and Travellers often result in the failure of measures aimed at helping this group. This book resulted from a request of the Conference of Local and Regional Authorities of Europe to the Council of Europe to prepare teacher information packs on the history, culture, and family life of nomadic populations as part of work in intercultural education. There are two sections. The first, on sociocultural data, examines Gypsy origins in northwest India and their dispersal throughout Europe in several waves of migration from the 12th century to the present; populations; language; social organization; travel; the family; religion; economic organization; art; and lifestyle and identity. The history of Gypsy interactions with outsiders and the treatment to which they have been subjected is examined in the second part, on sociopolitical data. Rejection remains a dominant factor in relations between Gypsies and the surrounding population, and the strong points of this culture are also its vulnerabilities. Communal living, marginal subsistence economy, present-time orientation, nomadism, dispersion, linguistic variety, and solidarity become weaknesses when Gypsies find themselves immersed in a society determined to assimilate them, and which embodies the opposite characteristics. Gypsy parents often oppose school because of a history of forced assimilation, adverse effects on children's upbringing, and interference with traditional nonformal education. A chapter on schooling presents an overview of various educational strategies aimed at Gypsy children and suggests ways of moving toward multiculturalism in school. The final chapter contains reflections and suggestions for actions to improve intergroup relations. (TD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Basic Skills; Comparative Education; Developing Nations; Educational History; Educational Policy; Educationally Disadvantaged; Foreign Countries; Literacy Education; Migrant Children; Migrant Education; Minority Groups; Nomads; Numbers; Self Actualization; Transient Children; Tribes

Abstract:
Nomadism is a worldwide phenomenon and its practitioners fall into three categories: (1) hunter/food gatherers, such as the Hadzabe in the United Republic of Tanzania; (2) itinerant workers, including the gypsies in North America; and (3) pastoralists, such as the Masai and Shuaw Arabs in Africa, the Sami in Finland, Norway, and Sweden, and the Inuits in Canada. These nomadic groups constitute a sizable portion of the world population. For instance, according to the United Nations, the 1977 population of pastoralists was estimated at 36.6 million. Nomads are viable people and a valuable national resource. On the other hand, they are the most severely disadvantaged groups in the acquisition of educational and welfare services because of their constant migration and dispersion. Nomad children are taught by their parents, older relations, and peer groups how to survive and earn a living. However, unless action is taken to arrest the cycle of educational deprivation regarding literacy and numeracy, the gap will become increasingly great in their society as the general standard of education rises in this current age of science and technology. Some countries (such as Algeria, Kenya, Nigeria, the United Kingdom, Israel, Norway, Sweden, Somalia, and Australia) have taken steps to ensure the rights of the nomads to education. Recently, educational planners have begun making use of nomad culture and experience as a starting point for their education. Suggested approaches include: boarding schools, mobile school teachers, the use of radio, and correspondence schools. Adult education programs should help nomad adults acquire practical skills for dealing with their daily problems. (CML) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Institutionalized Persons; Motivation; Nursing Homes; Older Adults; Quality of Life; Relocation; Transfer Policy

Abstract:
Researchers have divided nursing home residents into long-stayers and short-stayers. While long-stayers rarely return home, they do not necessarily stay long in one institution. Instead, they may transfer from nursing home to nursing home. Although many studies have examined the impact of relocation on nursing home residents, few studies have analyzed reasons for this nomadism. A study of one nursing home was conducted to analyze reasons for nursing home transfers and to distinguish three types of transfers: (1) voluntary transfers where the resident hopes to improve his quality of life; (2) involuntary transfers where the nursing home seeks to transfer a specific resident; and (3) systemic involuntary transfers due to the nature of the hospital-nursing home discharge nexus. Social work case histories of 419 residents discharged between 1978 and 1984 from one proprietary Rhode Island nursing home were reviewed to discern the prevalence of inter-nursing home transfers and motivations. Of 98 residents who transferred, 54 did so because they expected to improve their quality of life by transferring. Twenty-five transferred because the nursing home did not want the resident. Many of these residents were considered combative, physically abusive to staff and other residents, or severely disoriented. Sixteen residents transferred because they forfeited their places when they were hospitalized. Data were missing on three transfers. A three-page list of references concludes the document. (NB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Behavior Patterns; Environmental Education; Environmental Influences; Land Settlement; Migrants; Mobility; Nomads; Physical Environment; Urban Culture; Urban Environment

Abstract:
Concepts derived from general man-environment system (MES) models are applied to the specific problem of nomadic sedentarization. The analysis focuses on the manner in which residential mobility may function as a central element in nomadic cultures. (Author/MA)

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Descriptors:
American Indian Culture; Anthropology; Biology; Ecology; European History; Land Use; Nomads; Research Needs; Science History; Scientific Research

Abstract:
After summarizing the development of ecology from botanical and zoological studies to a study of entire biological communities, the history of wool growing in England and the development of nomadism on the Asian steppes and the North American prairies is described. These examples are interpreted ecologically and used to illustrate the theses that human civilization is a result of learning how to use the stored wealth of ecological climaxes, and that any ecological approach to the study of human society--whether historical, sociological, agricultural, anthropological, or economic--must recognize the changing nature of man's habitat and society. However, the scope of ecology should not be expanded to become all-embracing, or the ecologist will become "the supreme irritating busybody." Suggestions for the organization of ecological research are made. (AL) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Agricultural Production; Area Studies; Community Characteristics; Community Development; Community Involvement; Developmental Programs; Economic Development; Foreign Countries; Futures (of Society); Land Settlement; Land Use; Rural Development; Rural to Urban Migration; Social Development; Socioeconomic Influences

Abstract:
The effects of land reform programs on community development and the overall socioeconomic development in the three Near Eastern countries of Jordan, Iraq, and Syria were assessed. Land reform was defined as the: redistribution of rights in land ownership and management; reform in the land tenancy patterns; and land settlements, including the transformation of nomadism to settled farming, particularly on newly reclaimed land. Measures taken by Lebanon and Saudi Arabia in the area of nomadic settlement and land reclamation were also analyzed. The analysis of the effects was only a preliminary one due to the lack of adequate empirical scientific evidence on the subject. It has shown that among the main purposes of undertaking land reform measures were: accomplishing an equal distribution of agricultural wealth, alleviating social injustices in peasant societies, and economic growth. However, the majority of the measures in the region were not considered successful. Among the effects of land reform were: the regulation of the relationship of peasants with their landlords; the opportunity for peasants to become land owners; the substantial increase in agricultural land; an increase in the farmer's income and agricultural production; in Iraq and Syria drastic measures affected very deep rooted values and traditions; and since human development was not emphasized, social services were still lacking. (NQ) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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