Children of Peace_lingsiewwoei

7/31/2019 Children of Peace_lingsiewwoei

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In a period of transition and accelerated change marked by the

expression ofintolerance, manifestations of racial and ethnichatred, the upsurge of terrorism in all its forms and manifestations,discrimination, war and violence towards those regarded as 'other'and the growing disparities between rich and poor, at internationaland national levels alike, action strategies must aim both atensuring fundamental freedoms, peace, human rights, and

democracy and at promoting sustainable and equitable economicand social developmentall of which have an essential part to playin building a CULTURE OF PEACE. This calls for a transformation ofthe traditional styles of educational action.

UNESCO Integrated Framework of Action on

Education for Peace, Human Rights and Democracy


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Children of Peace: Cultivatingthe Notion of Peace throughPerforming Arts in anAfter-School Program

Ling Siew Woei

[email protected]


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Multicultural Education

Formal education:

permeates the curriculum and instructional

strategies used in schools, as well as the interactions

among teachers, students and parents, and the veryway that schools conceptualize the nature of

teaching and learning. (Nieto 2001, p. 307)

Informal education:

a structured process designed to foster

understanding, acceptance and constructive relations

among students. (Malakolunthu 2010, p2)


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If we are to teach real peace in thisworldwe shall have to begin with

the children.

Mohandas Karamchand Gandhi

Mahatma Gandhi

2 October 1869 30 January 1948


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Melentur buluh biar dari rebungnya

Children should also be educated on the

culture of peace as early as possible (Rosmah Mansor,2010)

To ensure that the values ofpeace will berooted in their hearts and mind and uptake

with them as they grow (Abdullah Sanusi Ahmad, 1999).

as they grow, it will become a solidfoundation for Malaysia development and

global peace (Rosmah Mansor, 2010)


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Peace education via multicultural education

Tenby Schools Sekolah Wawasan

Taiping Peace Initiative Lions International Peace


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Limitation in current methods

HALF DAYSYNDROME


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x-tending beyond formal education

As Gundara states:

The effect of educational activities is therefore highly

dependent on the experienced attitudes of society. If, for

instance, the teacher teaches values like solidarity andequality but they are marginalised outside the school,

positive results cannot be expected. It also would be

hypocritical to teach individuals how to behave in society if

they were not taught about the structure, the mechanisms

and the effects of society and its institutions, including the

nation state.

(2000:147)


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Sekolah Wawasans Vision

Bringing together the children ofdifferent

ethnicity, race and language in the same

school compoundthrough common

curriculum, sharing of common amenities and

facilities and the celebration of national

holidays (Malakolunthu, 2010) so that racial

integration, harmony and unity among themcould be fostered (Ministry of education, 1995)


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The realisation of peace through Wawasan School faces

challenges inadequate, simplistic and unproductive

Little sign of multiculturalpractices

as teachers, we donot collaborate or

jointly organize

Blur policy formulation& education

implementation

most of us do not

know in which way our

VS differs

False impression that thejoint activities was

sufficient

They had great timewitnessing theeventBut it stopped

there.

(Malakolunthu, 2009 & 2010)

In-depth interviews,

observations of

classrooms and select

school events and

analysis of related

documents

3 Vision schools ( 1 with

Mal Man Ta and 2 with

Mal Ta)


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Critical Action Domain for Culturally

Responsive Instruction

CulturallyResponsiveTeaching and

Learning

PrincipalLeadership

TeacherDevelopment

Curriculumframeworks

Pedagogicalmethods

Instructionalmaterials &textbooks

Assessments

Malakolunthu, 2010


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Minimal impact

As Gundara states:

Individual attitudes and behavior are a result of interaction with

the social environment. The school is only part of it. Common

basic values deal with the relations between people, betweenpeople and culture (which includes science and technology),

and between people and nature.

(2000:146-147)


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Why isnt multicultural education

become one of the major education inthe childrens everyday life?

Life application


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Transformative learning

Why are we still limiting to 3Rs?

Extending beyond 3Rs using the arts can help

to reveal experiences and insights not readily

available in traditional academic texts and

discussions (Mezirow & Taylor 2009, p.35)


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Where does this paperderived from?


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Who am I?

A mother for 3 boys-1

currently studying in a

Chinese vernacular

school and 2 soon in

the same school.


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Who I was?


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Sekolah Menengah Kebangsaan Methodist

(ACS)


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Sekolah Menengah Kebangsaan Methodist

(ACS)


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Hari Raya visits to Rahayu's house.


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Universiti Malaysia Sarawak


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3 vernaculars schools (Malay, Mandarin & Tamil)

A

B

C


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Kampung Muhhibah


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Cultivating a living multicultural experienceamong the children throughperforming arts in a day-care centre.


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After-school program

Any structured or unstructured activity for

children to participate after the school hours.

Children who attended a structured after-

school program holds benefits of better social

integration, higher performance and fewer

behavioral problems (Mahoney, Larson & Eccles, 2005).


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Day-care

A physical and secure place that offers care for

the before or after school primary children to

stay during the day and taken care of by

professional care-givers.

Part of the daily activities are bath, meals,

rest, school coaching and others.


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Day care

Half-day rich hours for activities

to be carried out

7.30am till 12.00noon

1.00pm till 7.00pm

Parents give full commitment because they

paid for it Students attendance are stable, no excuses of

any reasons


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Motivation

Fulfillment of basic and safety needs according

to Maslow motivation theory must be fulfilled(Tay & Diener, 2011)


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Performing Arts

includes drama, music, dance and visuals.


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Adapted action domain in PA

CulturallyResponsive

Teaching andLearning

PrincipalLeadership

TeacherDevelopment

Curriculumframeworks

Pedagogicalmethods

Instructionalmaterials &textbooks

Assessments



PrincipalLeadership

TeacherDevelopment

Curriculum

frameworks

Pedagogical

methods

Instructional

materials &textbooks

Assessments


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Adapted action domain in Performing Arts



PrincipalLeadership

TeacherDevelopment

Curriculumframeworks Pedagogicalmethods

Instructional

materials &

textbooks

Assessments

After-school

structure:

Self-expression

& ImaginationChildren

empowerment

Resources, costume,

materials and props

Reflection, statement

& sharing

Adult supervision

Adults leadership


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Drama

SCRIPT and message


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Drama : roles and responsibilities


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Drama : understanding of scripts &

practices


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Drama : Practices of roles


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Output: perform to audiences


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Sing a song

LYRICS and message


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Singing : message to be conveyed


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Singing : emotion & expression


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Singing : Remembered

http://www.youtube.com/watch?v=Ix-5aajAFgM&feature=related
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Satu Malaysia

Verse 1

Dunia kian berubahPerubahan melingkariMelaksana hasrat hati

Kejayaan terbukti

Verse 2

Dunia yang megahDengan misi yang gagah

Kerana perpaduanKita masih bersama

Chorus

Kita satu bangsa, Kita satu NegaraKita satu matlamat, oooo

Kita satu bangsa, satu NegaraKita satu Malaysia

Verse 3

Bermulanya sekarang

Perjalanan dilaksanaSeia sekata sehati dan sejiwa

Verse 4

Membina masa hadapanMenuju kejayaan

Kita semua rakyat MalaysiaHarmoni, saling menghormati


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Dance

Expression and message


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Dance : integration of music into mind


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Dance : acts & movements

Dengan Satu Suara


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Mengapa kita berbeza?Ku tahu hatimu dipolusi benci

Kita harus bersamaAku kau memahami kompromi

Kita satu komunitiSatu arah destinasiHei generasi muda

Usah kau bersendiriKita punya satu hati

Satu cita satu jiwaKau aku dan mereka

Kita satu nama

Dengan Satu SuaraKita serupa walau berbezaGenggam semangat wajaLangkah BersamaDalam rentak padu yang samaIts the B to the e to the l, i, aLets keep the head up for better days

Come on hand in handIf you understandThe message is to be together in thismotherlandWheres the love that used to shine?In this darkest hour we gonna be just fineLet the love shine in your soulThis revolutions gonna be our destiny call

Dalam satu suaraKita tiada bezanyaNyanyi lagu yang samaRentak sekataDengan satu suaraKita janji menjagaKau aku dan merekaKita satu nama

Sekiranya ku jatuhTerus bangunkan akuDan aku lakukan yang sama untukmuAku kau dan merekaDalam satu suaraKita satu nama

Satu Suara


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Visual

IDEATION AND REFLECTION


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Visual : Ideation & expression


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Visual : reflection & statement

http://ww

w.youtube

.com/watch?v=Ix-

5aajAFgM

&feature=r

elated
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Expressed their views

Taiping Peace Initiative Lions International Peace


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Performing arts

An approach where children are allowed and fullyencouraged to express themselves via mediumthey find comfort.

Children are empowered in the idea creationwhere teachers/care-giver merely guide on theexpression methods

No more issues on disgruntlement, bickering or

finger-pointing among school heads and teachers(Malakolunthu 2009, p.126) because empowermenton children


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African expression It takes a whole village

to educate achild


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Parents encouragement


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Teachers and

helpersguidance and

nurtures

The author gives credit to Wahaha Performing Arts studio

@ Kajang for the experience.


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Z-generation SHOULD BE empowered

Facts-

They have thinking through their observation,experiences and interaction with adults.

They have control over their own lives. Multicultural education when constructed

carefully and implemented well, can pave wayfor self expression, open dialogue, critical

thinking and analysis of alternative viewpointsamong students (Sleeter & Grant, 2003)


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Principal & Care-givers (artist)

Adhere to Malakolunthus Principal leadership(2010)

Possess the knowledge, skills and attitude on equity,social justice, equal opportunity and culturalpluralism to develop and implement day-care policies

that promotes peace. Develop care-givers and helpers with providing

induction, orientation and on-going professionaldevelopment - My addition-role-model & servantship

Collaborative process-sharing of ideas, opendialogue and research-possible throughPerforming Arts

Something About We're all as one tonight


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Something About

Christmas Time-

Bryan AdamsWe waited all through the year

For the day to appear

We could be together in harmony

You know the time will come

Peace on earth for everyone

And we can live forever

In a world where we are free

Let it shine for you and me

Theres something about Christmas

time

That makes you wish it was

Christmas every day

To see the joy in the childrens eyes

The way that the old folks smileChristmas will never go away

We re all as one tonight

Makes no difference if you're

black or white

If we can keep the spiritMore than one day of the

year

Send a message loud and

clear

It's the time of year wheneveryone's together

We'll celebrate here on

Christmas Day

When the ones you love are

there

You can feel the magic in theair

You know it's everywhere

Please tell me Christmas will

never go away

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be.com/watch?v=

S2iVGEuCSkI
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Documents

Children of Peace_lingsiewwoei