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This book highlights the increasing need for people who will be
working in professions such as teaching, health, engineering and
business management to have the skills for living and working in a
global society. Globalisation and the challenges resulting from
recent political events in Europe and North America have given rise
to a need for training and further and higher education programmes
to address the skills young people all need to effectively engage
in the current global society. Reviewing the range of theories and
debates surrounding skills for the twenty-first century, the author
suggests there is a need to directly address the real-world issues
of today and move beyond abstract concepts such as team work,
critical thinking and problem solving, as important as these
concepts are. The author proposes a new framework for global skills
using examples from international and national policy-makers and
evidence from further and higher educational programmes and
training courses. This pioneering yet practical book will be of
value to students and scholars of global education as well as
practitioners and policy makers.
This book highlights the increasing need for people who will be
working in professions such as teaching, health, engineering and
business management to have the skills for living and working in a
global society. Globalisation and the challenges resulting from
recent political events in Europe and North America have given rise
to a need for training and further and higher education programmes
to address the skills young people all need to effectively engage
in the current global society. Reviewing the range of theories and
debates surrounding skills for the twenty-first century, the author
suggests there is a need to directly address the real-world issues
of today and move beyond abstract concepts such as team work,
critical thinking and problem solving, as important as these
concepts are. The author proposes a new framework for global skills
using examples from international and national policy-makers and
evidence from further and higher educational programmes and
training courses. This pioneering yet practical book will be of
value to students and scholars of global education as well as
practitioners and policy makers.
Development education is much more than learning about
development; it is a pedagogy for the globalised societies of the
twenty-first century that incorporates discourses from critical
pedagogy and postcolonialism, and a mechanism for ensuring that
differing perspectives are reflected within education, particularly
those from developing countries. Learning about development and
global issues is now part of the school curriculum in a number of
countries, and terms such as global citizenship, sustainable
development and cultural understanding are commonplace in many
educational contexts. Development education has been recognised as
one of the educational discourses that has influenced the
acceptance of these terms, for both policy-makers and
practitioners.
This ground-breaking volume addresses the history, theoretical
influences, practices and impact of development education in
Europe, North America, Australia and Japan. Chapters include how
development education evolved, the influence of theorists such as
Paulo Freire, the practices of aid and development agencies, and
the impact of governments seeking evidence of public understanding
of and engagement with development. "
The Theory and Practice of Development Education" provides
essential reading for anyone engaged in re-thinking and reflecting
upon the educational needs of a globalised society, and seeking
approaches towards learning that place social justice at the heart
of that practice. It will be of particular interest to academics
and postgraduate students in the fields of development education,
international education and globalisation.
Development education is much more than learning about
development; it is a pedagogy for the globalised societies of the
twenty-first century that incorporates discourses from critical
pedagogy and postcolonialism, and a mechanism for ensuring that
differing perspectives are reflected within education, particularly
those from developing countries. Learning about development and
global issues is now part of the school curriculum in a number of
countries, and terms such as global citizenship, sustainable
development and cultural understanding are commonplace in many
educational contexts. Development education has been recognised as
one of the educational discourses that has influenced the
acceptance of these terms, for both policy-makers and
practitioners.
This ground-breaking volume addresses the history, theoretical
influences, practices and impact of development education in
Europe, North America, Australia and Japan. Chapters include how
development education evolved, the influence of theorists such as
Paulo Freire, the practices of aid and development agencies, and
the impact of governments seeking evidence of public understanding
of and engagement with development. "
The Theory and Practice of Development Education" provides
essential reading for anyone engaged in re-thinking and reflecting
upon the educational needs of a globalised society, and seeking
approaches towards learning that place social justice at the heart
of that practice. It will be of particular interest to academics
and postgraduate students in the fields of development education,
international education and globalisation.
This book introduces students to education as a vehicle for social
change. Douglas Bourn begins by providing historical context of how
education has been linked to social change around the world and
moves on, in the second section of the book, to discuss potential
theoretical and conceptual frameworks for thinking about education
for social change. The third sections covers how social change has
been explored and promoted within different areas of learning,
including schooling, youth work and higher education. The fourth
section looks at the opportunities and challenges for promoting
education for social change and reviews current international
initiatives including those of global citizenship and climate
change. Key theorists are introduced throughout the book including
bell hooks, Dewey, Giroux, Gramsci, and Freire. Each chapter begins
with an opening question and ends with bulleted concluding points,
questions for discussion and a further reading list. The book
includes a foreword written by Tania Ramalho (State University of
New York, USA).
2021 PROSE Award Finalist - 'Reference Works' Learning about global
issues and themes has become an increasingly recognised element of
education in many countries around the world. Terms such as global
learning, global citizenship and global education can be seen
within national education policies and international initiatives
led by the UN, UNESCO, European Commission and OECD. The Bloomsbury
Handbook of Global Education and Learning brings together the main
elements of the debates, provides analysis of policies, and
suggests new directions for research in these areas. Written by
internationally renowned scholars from Brazil, Canada, Finland,
Germany, Ireland, Italy, Japan, Pakistan, Poland, South Africa,
Spain, Sweden, Taiwan, UK and the USA, the handbook offers a much
needed resource for academics, researchers, policy-makers and
practitioners who need a clear picture of global learning.
This book introduces students to education as a vehicle for social
change. Douglas Bourn begins by providing historical context of how
education has been linked to social change around the world and
moves on, in the second section of the book, to discuss potential
theoretical and conceptual frameworks for thinking about education
for social change. The third sections covers how social change has
been explored and promoted within different areas of learning,
including schooling, youth work and higher education. The fourth
section looks at the opportunities and challenges for promoting
education for social change and reviews current international
initiatives including those of global citizenship and climate
change. Key theorists are introduced throughout the book including
bell hooks, Dewey, Giroux, Gramsci, and Freire. Each chapter begins
with an opening question and ends with bulleted concluding points,
questions for discussion and a further reading list. The book
includes a foreword written by Tania Ramalho (State University of
New York, USA).
Following Paulo Freire and his concept of pedagogy of hope, this
book explores the educational role of hope as an approach to
learning about global issues in different areas of the world.
Climate change, racism, and the COVID-19 pandemic have shown more
than ever the need for a global shift in education policy and
practice. This book provides a conceptual framework of global
education and learning and the role it can play in addressing these
social and environmental challenges. Written by scholars based in
Australia, Brazil, Canada, China, Ghana, India, Italy, Portugal
South Africa, Spain, the UK and the USA the book addresses a range
of local and global issues from global citizenship education Latin
America to training teachers in global education.
2021 PROSE Award Finalist - 'Reference Works' Learning about global
issues and themes has become an increasingly recognised element of
education in many countries around the world. Terms such as global
learning, global citizenship and global education can be seen
within national education policies and international initiatives
led by the UN, UNESCO, European Commission and OECD. The Bloomsbury
Handbook of Global Education and Learning brings together the main
elements of the debates, provides analysis of policies, and
suggests new directions for research in these areas. Written by
internationally renowned scholars from Brazil, Canada, Finland,
Germany, Ireland, Italy, Japan, Pakistan, Poland, South Africa,
Spain, Sweden, Taiwan, UK and the USA, the handbook offers a much
needed resource for academics, researchers, policy-makers and
practitioners who need a clear picture of global learning.
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