<b>Bijsluiter</b>. De hyperlink naar het originele document werkt niet meer. Daarom laat Woogle de tekst zien die in dat document stond. Deze tekst kan vreemde foutieve woorden of zinnen bevatten en de opmaak kan verdwenen of veranderd zijn. Dit komt door het zwartlakken van vertrouwelijke informatie of doordat de tekst niet digitaal beschikbaar was en dus ingescand en vervolgens via OCR weer ingelezen is. Voor het originele document, neem contact op met de Woo-contactpersoon van het bestuursorgaan.<br><br>====================================================================== Pagina 1 ======================================================================

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Perhaps the most striking phenomenon is that when young people are actively engaged in cultural activities that are relevant to their lifestyles and at the same time rooted and informed, but not restricted,  by their ethnic and social heritage, they show a strong sense of self-confidence, a 'we can do mentality'.  Culture is here widely defined as to include such activities as dancing, making music, working with nature, cooking and eating meals together, non-competitive sports. In our 'Culturised Early Childhood Development' [Antwerp: Garant] we demonstrate that this approach works for young boys and girls  and benefits them in all developmental domains and their overall well-being. We have observed anecdotal evidence with young people in Shu'fat Refugee Camp in East Jerusalem.  The all -girls football team inin the village of Deir Jarir, outside Ramallah  is another example.   Only with Early Childhood Education programmes on the West Bank. But we work with a particular philosophy in other parts of the world which may provide some cues. In earlier publications on 'scaling up' we have cautioned against the 'cookie cutter' approach and argued that local and contextual features always have to be taken into account. It is perhaps more useful to create and sustain 'epistemic communities' at various levels. These epistemic communities should be open to all people with proven commitments to the issues at stake, and, critically, not be hierarchical. Young people, in particular, should be welcomed.   Yes, for sure. It's our experience that when young people [female and male]  are taken seriously, listen to, and part of a climate in which everybody assumes the double role of teacher and learner, things will move on. The strategy is fairly simple: make sure they are there. Ask them how to approach them, how to invite them, how to relate to them.   There's an old saying: a person should and is never without work, often payment is lacking. For me, one of the most effective sources of inspiration is to look at 'examples of positive deviance'. This is that in every situation, however sad, rotten and desperate there positive exceptions. Exceptions that are locally contrived -no external inputs by 'experts- and locally sustained and accepted.
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