Search results for ""United Nations Educational Scientific and Cultural Organization (UNESCO)""

This publication assesses progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda. It addresses inclusion in education, drawing attention to all those excluded from education, because of background or ability. The report is motivated by the explicit reference to inclusion in the 2015 Incheon Declaration, and the call to ensure an inclusive and equitable quality education in the formulation of SDG 4, the global goal for education. It reminds us that, no matter what argument may be built to the contrary, we have a moral imperative to ensure every child has a right to an appropriate education of high quality.

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The Report examines the education impact of migration and displacement across all population movements: within and across borders, voluntary and forced, for employment and education. It also reviews progress on education in the 2030 Agenda for Sustainable Development. In view of increasing diversity, the report analyses how education can build inclusive societies and help people move beyond tolerance and learn to live together.

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The world ocean is a life-supporting system for humanity, yet it remains largely unknown. Based on data collected from around the world, the Global Ocean Science Report 2020 offers a global record of how, where and by whom ocean science is conducted. It monitors our capacity to understand the ocean and seize new opportunities. More generally, the Report underlines the essential role of ocean research and international cooperation for all key issues of the 21st century.

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This exhibition catalogue traces more than one hundred years of Cantonese opera in Edmonton within the changing dynamics of the Chinese community. It tells a story of life experiences on the Prairies by highlighting the inextricable relationship between Cantonese opera and the Edmonton Chinese community as this cultural practice moves deftly through historical periods between 1890 and 2009. This period has been selected to coincide with the arrival of the first Chinese in Edmonton in 1890 and the inscription of Cantonese opera onto the Masterpiece of the Oral and Intangible Heritage of Humanity list of the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 2009. The text brings to life many stories of the struggles and successes of the Chinese in Edmonton, highlighting their resiliency and love of life through the cultural practice of Cantonese opera.

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The World Heritage Sites listing by The United Nations Educational, Scientific and Cultural Organization (UNESCO) aims to promote awareness and preservation of tangible and intangible cultural heritage around the world, considered to have outstanding value for all humanity, irrespective of location. UNESCO has inscribed 38 such sites in India, all of which are presented in this volume, together with commentary by architects and conservationists and stunning photographs by Rohit Chawla. The cultural sites in India are a rich repository of the country’s long, layered history, bearing witness to the creativity and influence of multiple communities, crafts and religions. The sites covered in this volume range across the length and breadth of India—from the earliest periods of rock art, Buddhist caves and Hindu temples, Sultanate and Mughal forts, palaces, tombs and memorials, medieval Hindu and Islamic cities, step-wells and observatories to Portuguese churches, Victorian and Art Deco ensembles to, finally, 20th-century industrial and modern heritage sites. The natural and mixed sites include national parks of exceptional natural beauty and sites of long interaction between people and the landscape.

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For nearly 70 years, the United Nations Educational, Scientific and Cultural Organization (UNESCO) has played a crucial role in developing policies and recommendations for dealing with intangible cultural heritage. What has been the effect of such sweeping global policies on those actually affected by them? How connected is UNESCO with what is happening every day, on the ground, in local communities? Drawing upon six communities ranging across three continents—from India, South Korea, Malawi, Japan, Macedonia and China—and focusing on festival, ritual, and dance, this volume illuminates the complexities and challenges faced by those who find themselves drawn, in different ways, into UNESCO's orbit. Some struggle to incorporate UNESCO recognition into their own local understanding of tradition; others cope with the fallout of a failed intangible cultural heritage nomination. By exploring locally, by looking outward from the inside, the essays show how a normative policy such as UNESCO's intangible cultural heritage policy can take on specific associations and inflections. A number of the key questions and themes emerge across the case studies and three accompanying commentaries: issues of terminology; power struggles between local, national and international stakeholders; the value of international recognition; and what forces shape selection processes. With examples from around the world, and a balance of local experiences with broader perspectives, this volume provides a unique comparative approach to timely questions of tradition and change in a rapidly globalizing world.

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That intergovernmental organizations do not operate effectively has long been apparent. Why they fail to do so has puzzled observers, as has the lack of a satisfying explanation of how these institutions actually do work. Using the concept of "engaging," James P. Sewell investigates the development of the United Nations Educational, Scientific, and Cultural Organization (UNESCO). The concept of engaging--becoming involved or more involved in a continuing international relationship--permits the author to focus on levels and timing of participation as well as on the participants' motives. Drawing on extensive interviews and on published and unpublished material, his study traces UNESCO's formation and evolution from 1941 to 1972. He considers different forms of engagement, conditions of their effectiveness, and the important role played by political leaders. The concept of engaging provides new insight into several significant questions. How and with what domestic consequences do actors respond to the challenges of an international organization? Why and how do executive managers induce closer engagement in their institutions? Professor Sewell's innovative approach is applicable to the study of all types of intergovernmental organizations. Originally published in 1975. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

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That intergovernmental organizations do not operate effectively has long been apparent. Why they fail to do so has puzzled observers, as has the lack of a satisfying explanation of how these institutions actually do work. Using the concept of "engaging," James P. Sewell investigates the development of the United Nations Educational, Scientific, and Cultural Organization (UNESCO). The concept of engaging--becoming involved or more involved in a continuing international relationship--permits the author to focus on levels and timing of participation as well as on the participants' motives. Drawing on extensive interviews and on published and unpublished material, his study traces UNESCO's formation and evolution from 1941 to 1972. He considers different forms of engagement, conditions of their effectiveness, and the important role played by political leaders. The concept of engaging provides new insight into several significant questions. How and with what domestic consequences do actors respond to the challenges of an international organization? Why and how do executive managers induce closer engagement in their institutions? Professor Sewell's innovative approach is applicable to the study of all types of intergovernmental organizations. Originally published in 1975. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

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In this powerful, vibrant biography, award-winning creator Duncan Tonatiuh sheds light on the legacy of a legendary capoeira player, Mestre Bimba, who resisted racial oppression through art and turned a marginalized practice into a global phenomenonA meia lua whooshed in the air. The strike was evaded and followed with an aú.Two young men were playing capoeira in the middle of the roda. Bimba wanted to play, too.Although it is debated when and where capoeira—an art form that blends martial arts, dance, acrobatics, music, and spirituality—originated exactly, one thing is certain: in the early 20th century, Brazil was the only country in the world where capoeira was played, and it was mainly practiced by people of African descent. In 1890, two years after Brazil officially abolished slavery, the game was outlawed. Wealthy, lighter-skinned society feared and looked down on capoeira, seeing it as a game for malandros—what people in power called the poor Black communities they disdained. But in the early 1920s in the city of Salvador, a man called Bimba would advocate for capoeira, and those who practiced it, to be treated with dignity and the respect it deserved. Duncan Tonatiuh’s lyrical prose and beloved illustration style, inspired by pre-Columbian codices, tell the story of arguably the greatest capoeirista of all time, who fought to turn a misunderstood, persecuted Afro-Brazilian activity into a celebrated art practiced by millions around the world. In 2014, the United Nations Educational Scientific and Cultural Organization (UNESCO) named capoeira an Intangible Cultural Heritage of Humanity, a distinction awarded because of the game’s promotion of social integration and the memory it holds of the struggle against historical oppression. From an award-winning author-illustrator, Game of Freedom is a stirring celebration of solidarity and resistance through art.

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Hope and Folly was first published in 1989. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions. Created in a burst of idealism after World War II, the United Nations Educational, Scientific, and Cultural Organization (UNESCO) existed for forty years in a state of troubled yet often successful collaboration with one of its founders and benefactors, the United States. In 1980, UNESCO adopted the report of a commission that surveyed and criticized the dominance, in world media, of the United States, Japan, and a handful of European countries. The report also provided the conceptual underpinnings for what was later called the New World Information and Communication Order, a general direction adopted by UNESCO to encourage increased Third World participation in world media. This direction - it never became an official program - ultimately led to the United States's withdrawal from UNESCO in 1984. Hope and Folly is an interpretive chronicle of U.S./ UNESCO relations. Although the information debated has garnered wide attention in Europe and the Third World, there is no comparable study in the English language, and none that focuses specifically on the United States and the broad historical context of the debate. In the first three parts, William Preston covers the changing U.S./ UNESCO relationship from the early cold war years through the period of anti-UNESCO backlash, as well as the politics of the withdrawal. Edward Herman's section is an interpretive critique of American media coverage of the withdrawal, and Herbert Schiller's is a conceptual analysis of conflicts within the United States's information policies during its last years in UNESCO. The book's appendices include an analysis of Ed Bradley's notorious "60 Minutes" broadcast on UNESCO.

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Best known for its World Heritage program committed to "the identification, protection and preservation of cultural and natural heritage around the world considered to be of outstanding value to humanity," the United Nations Educational, Scientific and Cultural Organization (UNESCO) was founded in 1945 as an intergovernmental agency aimed at fostering peace, humanitarianism, and intercultural understanding. Its mission was inspired by leading European intellectuals such as Henri Bergson, Marie Curie, Albert Einstein, Thomas Mann, H. G. Wells, and Aldous and Julian Huxley. Often critiqued for its inherent Eurocentrism, UNESCO and its World Heritage program today remain embedded within modernist principles of "progress" and "development" and subscribe to the liberal principles of diplomacy and mutual tolerance. However, its mission to prevent conflict, destruction, and intolerance, while noble and much needed, increasingly falls short, as recent battles over the World Heritage sites of Preah Vihear, Chersonesos, Jerusalem, Palmyra, Aleppo, and Sana'a, among others, have underlined. A Future in Ruins is the story of UNESCO's efforts to save the world's heritage and, in doing so, forge an international community dedicated to peaceful co-existence and conservation. It traces how archaeology and internationalism were united in Western initiatives after the political upheavals of the First and Second World Wars. This formed the backdrop for the emergent hopes of a better world that were to captivate the "minds of men." UNESCO's leaders were also confronted with challenges and conflicts about their own mission. Would the organization aspire to intellectual pursuits that contributed to the dream of peace or instead be relegated to an advisory and technical agency? An eye-opening and long overdue account of a celebrated yet poorly understood agency, A Future in Ruins calls on us all to understand how and why the past comes to matter in the present, who shapes it, and who wins or loses as a consequence.

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