The global networking promoted by technology, globalization and
migration that are occurring at a large scale, requires school
systems that develop in the students new types of skills, based on
the ability to understand the world and its problems and instill a
sense of responsibility and cooperation to enhance the resolution
of the great problems of mankind. Rethinking education is essential
in a global, transcultural, changing and communicated world.
Throughout the book Rethinking Education for a Global,
Transcultural World is argued and analyzed how to build
relationships between the school and society, and the possibilities
of transcending the barriers in different national contexts: Chile,
Israel, Mexico, Morocco, Poland, and Spain. The main goal we want
to achieve with the contributions made in the book is to know how
education systems and schools in different countries respond to the
social changes caused by globalization, migration and new
communication technologies. The authors are professors of different
scientific disciplines and different faiths, cultures and points of
view, living the realities described in the chapters and thinking
from these realities how to improve and how should be the education
in a global, challenging and ever-changing world. We stress the
importance of this book and its implications in the education of
children and youth and in the preparation of teachers. For this
reason, this is a book designed for teachers of primary and
secondary schools, parents, principals, supervisors, university
teachers who prepare school teachers, university students and those
who want to know and think about education in a global and
intercultural world and new forms of communication to face
learning, whether at local or at world level. The mission of all is
continue building education, and to facilitate this work in this
book are presented contributions and recommendations of
professionals around the world that will allow the reader to know,
analyze, understand and appreciate the importance of education to
prepare students to function with open and critical thinking in a
global world. The chapters do not offer a panacea, but offer many
ideas on how, through education, prepare citizens for a global and
transcultural society.
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