|
Showing 1 - 6 of
6 matches in All Departments
Dr Lucy Bailey presents a concise and coherent guide for those who
are interested in pursuing a teaching career internationally. This
book covers all the things you should consider as well as the
advantages and disadvantages of living and working in an entirely
new culture and country that you might face.If you've ever
considered taking the big leap, looking for a new adventure, and
relocating to a completely different country, continent or time
zone, then this book will guide you through the steps and help you
answer all the big questions to figure out if it's really for you.
This is a book that is applicable both for those who are looking to
take the journey on their own or with their immediate
family.Written by someone who has made the move herself and lived
in over four different countries with her husband - who is an
international school headteacher - and their four daughters, Dr
Lucy Bailey provides essential, key information and more than
useful advice.
Until 2015, no refugees in Malaysia were able to access higher
education, and they were unable to attend government schooling.
Since then, six private higher education institutions have agreed
to open their doors to refugees for the first time. This book
contains stories from this small group of successful refugees, who
have managed to receive higher education in a country that neither
recognizes that they exist nor offers them even basic education. It
identifies the factors that aided their success, and charts the
challenges that they and their communities have faced. The authors
present each story, based on interviews, within the context of the
individual's background and nation of origin. These stories are
framed by a discussion of the situation that refugees face in
accessing education globally, explaining how these stories and the
methodologies used for this study are universal.
Until 2015, no refugees in Malaysia were able to access higher
education, and they were unable to attend government schooling.
Since then, six private higher education institutions have agreed
to open their doors to refugees for the first time. This book
contains stories from this small group of successful refugees, who
have managed to receive higher education in a country that neither
recognizes that they exist nor offers them even basic education. It
identifies the factors that aided their success, and charts the
challenges that they and their communities have faced. The authors
present each story, based on interviews, within the context of the
individual's background and nation of origin. These stories are
framed by a discussion of the situation that refugees face in
accessing education globally, explaining how these stories and the
methodologies used for this study are universal.
International schooling has expanded rapidly in recent years, with
the number of students educated in international schools projected
to reach seven million by 2023. Drawing on the author's extensive
experience conducting research in international schools across the
globe, this book critically analyses the concept of international
schooling and its rapid growth in the 21st century. It identifies
the forces driving this trend, asking to what extent this is an
enterprise that meets the needs of a global elite, and examining
its relationship to national systems of education. The author
demonstrates how wider social inequalities around socio-economic
difference, ethnicity, 'race' and gender are reproduced through
international schooling and examines the theory that
'international' curricula are in fact Western curricula. Presenting
research from diverse countries including Russia, Malaysia, the
UAE, the UK, and Bahrain, the author explores ways in which
international schools adapt to local cultural contexts and examines
the views of parents, students, teachers and school leaders towards
the education that they provide.
International schooling has expanded rapidly in recent years, with
the number of students educated in international schools projected
to reach seven million by 2023. Drawing on the author's extensive
experience conducting research in international schools across the
globe, this book critically analyses the concept of international
schooling and its rapid growth in the 21st century. It identifies
the forces driving this trend, asking to what extent this is an
enterprise that meets the needs of a global elite, and examining
its relationship to national systems of education. The author
demonstrates how wider social inequalities around socio-economic
difference, ethnicity, 'race' and gender are reproduced through
international schooling and examines the theory that
'international' curricula are in fact Western curricula. Presenting
research from diverse countries including Russia, Malaysia, the
UAE, the UK, and Bahrain, the author explores ways in which
international schools adapt to local cultural contexts and examines
the views of parents, students, teachers and school leaders towards
the education that they provide.
Schools of Education are emerging academic units in higher
educational institutions in Gulf Cooperation Council (GCC) nations.
Most of these teacher training programs are in their infancy
stages. Modern day educational discourse across teacher training
programs globally, including the Middle East and in the GCC, have
predominantly focused on student-centered approaches to teaching
and learning. This approach to teacher training is infused with
critical scholarship and marks a shift away from positivist
approaches to educational scholarship. Integrating critical
scholarship in GCC teacher training programs brings about a number
of challenges, as this approach to education is a departure from
traditional cultural and social norms for schooling in the region.
This multidisciplinary volume highlights some of the challenges and
complexities that inevitably arise from this paradox. Professors,
researchers, and specialists working in the GCC have contributed to
this volume with the intent of empowering educators with authentic
and contextualized research and insights to advance collective
understanding of the complexities and challenges of teacher
education and training in the GCC. Ultimately, this work will serve
as a practical tool and resource that can be employed by schools of
education to provide authentic insights, strategies, and research
to further develop teacher training in the GCC and globally.
|
|