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The last several decades have witnessed an explosion of new
empirical research into representations of the past and the
conditions of their production, prompting claims that we have
entered a new era in which the past has become more "present" than
ever before. Contemplating Historical Consciousness brings together
leading historians, ethnographers, and other scholars who give
illuminating reflections on the aims, methods, and
conceptualization of their own research as well as the successes
and failures they have encountered. This rich collective account
provides valuable perspectives for current scholars while charting
new avenues for future research.
'Globalization' and 'the Nation' provide significant contexts for
examining past educational thinking and practice and to identify
how education has been influenced today. This book, written
collaboratively, explores country case studies - Australia, Brazil,
Canada, China, the UK and USA as well as discussing the
transnational European Union.
This Handbook is a much needed international reference work,
written by leading writers in the field of global citizenship and
education. It is based on the most recent research and practice
from across the world, with the 'Geographically-Based Overviews'
section providing summaries of global citizenship and education
provided for Southern Africa, Australasia, Europe, the Middle East,
North America, Latin America, and East and South East Asia. The
Handbook discusses, in the 'Key Ideologies' section, the
philosophies that influence the meaning of global citizenship and
education, including neo-liberalism and global capitalism;
nationalism and internationalism; and issues of post-colonialism,
indigeneity, and transnationalism. Next, the 'Key Concepts' section
explores the ideas that underpin debates about global citizenship
and education, with particular attention paid to issues of justice,
equity, diversity, identity, and sustainable development. With
these key concepts in place, the 'Principal Perspectives and
Contexts' section turns to exploring global citizenship and
education from a wide variety of viewpoints, including economic,
political, cultural, moral, environmental, spiritual and religious,
as well as taking into consideration issues of ethnicity, gender
and sexuality, and social class. Finally, the 'Key Issues in the
Teaching of Global Citizenship' section discusses how education can
be provided through school subjects and study abroad programmes, as
well as through other means including social media and online
assessment, and political activism. This Handbook will be vital
reading for academics, postgraduates and advanced undergraduates in
the fields of sociology and education, particularly those with an
interest in comparative studies.
The last several decades have witnessed an explosion of new
empirical research into representations of the past and the
conditions of their production, prompting claims that we have
entered a new era in which the past has become more "present" than
ever before. Contemplating Historical Consciousness brings together
leading historians, ethnographers, and other scholars who give
illuminating reflections on the aims, methods, and
conceptualization of their own research as well as the successes
and failures they have encountered. This rich collective account
provides valuable perspectives for current scholars while charting
new avenues for future research.
This Handbook is a much needed international reference work,
written by leading writers in the field of global citizenship and
education. It is based on the most recent research and practice
from across the world, with the 'Geographically-Based Overviews'
section providing summaries of global citizenship and education
provided for Southern Africa, Australasia, Europe, the Middle East,
North America, Latin America, and East and South East Asia. The
Handbook discusses, in the 'Key Ideologies' section, the
philosophies that influence the meaning of global citizenship and
education, including neo-liberalism and global capitalism;
nationalism and internationalism; and issues of post-colonialism,
indigeneity, and transnationalism. Next, the 'Key Concepts' section
explores the ideas that underpin debates about global citizenship
and education, with particular attention paid to issues of justice,
equity, diversity, identity, and sustainable development. With
these key concepts in place, the 'Principal Perspectives and
Contexts' section turns to exploring global citizenship and
education from a wide variety of viewpoints, including economic,
political, cultural, moral, environmental, spiritual and religious,
as well as taking into consideration issues of ethnicity, gender
and sexuality, and social class. Finally, the 'Key Issues in the
Teaching of Global Citizenship' section discusses how education can
be provided through school subjects and study abroad programmes, as
well as through other means including social media and online
assessment, and political activism. This Handbook will be vital
reading for academics, postgraduates and advanced undergraduates in
the fields of sociology and education, particularly those with an
interest in comparative studies.
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