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Teachers today must prepare students for an increasingly complex,
interconnected, and interdependent world. Being a globally
competent teacher requires embracing a mindset that translates
personal global competence into professional classroom practice. It
is a vision of equitable teaching and learning that enables
students to thrive in an ever-changing world. This
thought-provoking book introduces a proven self-reflection tool to
help educators of all grade levels and content areas develop 12
elements of such teaching. The book is divided into three sections:
dispositions, knowledge, and skills. Each chapter is devoted to an
element of globally competent teaching and includes a description
of that element, tips for implementation delineated by
developmental levels, and links to additional resources for
continuing the journey. Examples of globally competent teaching
practices include: Empathy and valuing multiple perspectives. A
commitment to promoting equity worldwide. An understanding of
global conditions and current events. The ability to engage in
intercultural communication. A classroom environment that values
diversity and global engagement. Throughout, you'll also find
examples of these practices at work from real teachers in real
schools. No matter what your experience with global teaching, the
information in this book will help you further develop your
practice as a global educator-a teacher who prepares students not
only for academic success but also for a life in which they are
active participants in their own communities and the wider world.
This edited collection illustrates different possibilities for
social justice practice in various grade levels, disciplines, and
interdisciplinary spaces in P-12 education. Chapters in this unique
volume demonstrate teaching with a critical lens, helping students
develop critical dispositions, encouraging civic action with
students, and teaching about topics inclusive of race, class,
gender, and sexuality. Based on empirical research, each
contribution is rooted in a critical theoretical framework and
characterizes findings from sustained study of pedagogic practice,
spanning subject matter from social studies, English Language Arts,
music, mathematics, and science. Through this work, both pre- and
in-service teachers as well as teacher educators will be inspired
to practice social justice in their own classrooms.
This edited collection illustrates different possibilities for
social justice practice in various grade levels, disciplines, and
interdisciplinary spaces in P-12 education. Chapters in this unique
volume demonstrate teaching with a critical lens, helping students
develop critical dispositions, encouraging civic action with
students, and teaching about topics inclusive of race, class,
gender, and sexuality. Based on empirical research, each
contribution is rooted in a critical theoretical framework and
characterizes findings from sustained study of pedagogic practice,
spanning subject matter from social studies, English Language Arts,
music, mathematics, and science. Through this work, both pre- and
in-service teachers as well as teacher educators will be inspired
to practice social justice in their own classrooms.
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