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Books > Social sciences > Education > Philosophy of education
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Knowledge that Counts in a Global Community - Exploring the Contribution of Integrated Curriculum (Hardcover)
Loot Price: R3,985
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Knowledge that Counts in a Global Community - Exploring the Contribution of Integrated Curriculum (Hardcover)
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As the third millennium progresses, we are faced with increasing
pressures relating to climate change and the sustainability of life
on Earth. Concerned citizens are realizing that the responsibility
to respond is both local and global. There is an increasing sense
of urgency about the need to reform the processes of schooling and
curriculum to better prepare students for global citizenship.
Educators, policy makers and the wider community are seeking
information about how to proceed with this reform effort,
particularly how alternative and integrated approaches to
curriculum can be used to engage students with the important issues
of our time. Knowledge that Counts in a Global Community explores
the potential contribution of curriculum integration in a context
where school curricula are typically segregated by discipline. It
offers curriculum integration as a powerful tool for educating
young citizens so that they can understand and respond to global
concerns. It argues for an informed citizenry who can think broadly
across disciplines, and contribute sensibly and pragmatically to
local problems with an eye on how this translates to making a
global difference. In its examination of the twin themes of global
knowledge and curriculum integration, the book explores: the nature
of curriculum integration the nature of knowledge the nature of
learning The authors reflect on these issues from perspectives
gained by more than a decade of research in the area. Their
in-depth, scholarly exploration and critical analysis of current
approaches to curriculum, introduces educators and academics to
contemporary ways of conceptualizing the complexities of, and
relationships among curriculum integration, knowledge and learning.
Throughout the book, the authors emphasize the central curriculum
question, what kinds of outcomes do we want for students of the
twenty-first century? This book will provide a valuable resource
for academic educators, researchers, teachers and others interested
in educational policy reform.
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