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What is Grounded Theory? provides a compelling account of an
approach that has come to be one of the most widely used
qualitative research methods across a wide range of subject areas
and in the disciplines of nursing, health sciences, computer
science, marketing, social psychology and education, among others.
Drawing on two decades of research practice and teaching, Tarozzi
explains what Grounded Theory (GT) is, exploring its historical
context, the many and sometimes antithetical approaches that have
emerged of it and the epistemological implications of its
application to different disciplines. With chapter summaries,
further reading lists and a wealth of practical examples, the
author shows how to do GT, accompanying the reader through the
various phases of the research project. Using GT in research is an
adventurous journey: one can only understand what GT is by doing
it.
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.
The notion of global citizenship education (GCE) has emerged in the
international education discourse in the context of the United
Nations Education First Initiative that cites developing global
citizens as one of its goals. In this book, the authors argue that
GCE offers a new educational perspective for making sense of the
existing dilemmas of multiculturalism and national citizenship
deficits in diverse societies, taking into account equality, human
rights and social justice. The authors explore how teaching and
research may be implemented relating to the notion of global
citizenship and discuss the intersections between the framework of
GCE and multiculturalism. They address the three main topics which
affect education in multicultural societies and in a globalized
world, and which represent unsolved dilemmas: the issue of
diversity in relation to creating citizens, the issue of equality
and social justice in democratic societies, and the tension between
the global and the local in a globalized world. Through a
comparative study of the two prevailing approaches - intercultural
education within the European Union and multicultural education in
the United States - the authors seek what can be learned from each
model. Global Citizenship Education and the Crises of
Multiculturalism offers not only a unifying theoretical framework
but also a set of policy recommendations aiming to link the two
approaches.
The notion of global citizenship education (GCE) has emerged in the
international education discourse in the context of the United
Nations Education First Initiative that cites developing global
citizens as one of its goals. In this book, the authors argue that
GCE offers a new educational perspective for making sense of the
existing dilemmas of multiculturalism and national citizenship
deficits in diverse societies, taking into account equality, human
rights and social justice. The authors explore how teaching and
research may be implemented relating to the notion of global
citizenship and discuss the intersections between the framework of
GCE and multiculturalism. They address the three main topics which
affect education in multicultural societies and in a globalized
world, and which represent unsolved dilemmas: the issue of
diversity in relation to creating citizens, the issue of equality
and social justice in democratic societies, and the tension between
the global and the local in a globalized world. Through a
comparative study of the two prevailing approaches - intercultural
education within the European Union and multicultural education in
the United States - the authors seek what can be learned from each
model. Global Citizenship Education and the Crises of
Multiculturalism offers not only a unifying theoretical framework
but also a set of policy recommendations aiming to link the two
approaches.
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