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The first resource to combine the theory of globalizing education
preparation programs (EPP) with practice collected from all regions
of the world, At School in the World: Developing Globally Engaged
Teachers makes the case for the importance of and necessity for
incorporating global citizenship and intercultural competence
development into education curricula at all levels and in every
region of the world. Through insights from the field and practical
examples, along with its broad scope, this comprehensive work aims
to help teacher educators, teachers, and education policy
developers to: develop their awareness of the importance of
internationalization of teacher education; develop their
intercultural competence; and learn strategies for incorporating
global approaches in their courses and programs. This volume
includes the voices of 47 emerging and distinguished intercultural
education scholars from over ten countries, providing a breadth and
depth of experiences and practices never before collected in one
book. This is an ideal resource for division leaders of EPP at
colleges and universities, education policy developers, teacher
preparation faculty, and pre- and in-service teachers
(undergraduate as well as graduate).
* at the intersection of several timely topics (globalization,
global middle class, mobility, international education) with
potential for course use * authors have collected data from several
international sites and the book will appeal to an international
audience * written by highly respected authors
Increasingly, it is not just the state that determines the content,
delivery, and governance of education. The influence of external
actors has been growing, but the boundaries between internal and
external have become blurred and their partnerships have become
more complex. This book considers how schooling systems are being
influenced by the rise of external actors, including private
companies, non-governmental organisations, parent organisations,
philanthropies, and international assessment frameworks. It
explores how the public, private, and third sectors are becoming
increasingly intertwined. Introducing new theoretical frameworks,
it examines diverse sites - including Cambodia, Israel, Poland,
Chile, Australia, Brazil, and the United States - to study the role
of policies, institutions, and contextual factors shaping the
changing relationships between those seeking to influence
schooling.
The first resource to combine the theory of globalizing education
preparation programs (EPP) with practice collected from all regions
of the world, At School in the World: Developing Globally Engaged
Teachers makes the case for the importance of and necessity for
incorporating global citizenship and intercultural competence
development into education curricula at all levels and in every
region of the world. Through insights from the field and practical
examples, along with its broad scope, this comprehensive work aims
to help teacher educators, teachers, and education policy
developers to: develop their awareness of the importance of
internationalization of teacher education; develop their
intercultural competence; and learn strategies for incorporating
global approaches in their courses and programs. This volume
includes the voices of 47 emerging and distinguished intercultural
education scholars from over ten countries, providing a breadth and
depth of experiences and practices never before collected in one
book. This is an ideal resource for division leaders of EPP at
colleges and universities, education policy developers, teacher
preparation faculty, and pre- and in-service teachers
(undergraduate as well as graduate).
This book examines the integration of the international, global,
and intercultural dimensions in contemporary education systems.
Yemini provides a comprehensive understanding of the process of
internationalization from different angles including policy-making,
curriculum implementation, media discourse, and individual agency.
The book illuminates and analyzes a set of key tensions of
internationalization across multiple levels of schooling and across
the domains of popular discourse, policy, curriculum, pedagogy, and
students' identity, by connecting or re-connecting the process of
internationalization and its outcomes at individual level of global
citizenship. The author uses solid empirical embedding of each of
those aspects together with development of novel theoretical
insights in each of the investigated domains.
This book examines the integration of the international, global,
and intercultural dimensions in contemporary education systems.
Yemini provides a comprehensive understanding of the process of
internationalization from different angles including policy-making,
curriculum implementation, media discourse, and individual agency.
The book illuminates and analyzes a set of key tensions of
internationalization across multiple levels of schooling and across
the domains of popular discourse, policy, curriculum, pedagogy, and
students' identity, by connecting or re-connecting the process of
internationalization and its outcomes at individual level of global
citizenship. The author uses solid empirical embedding of each of
those aspects together with development of novel theoretical
insights in each of the investigated domains.
Drawing on scholarship from the field of internationalisation in
higher education and other theoretical influences in education
policy, comparative education and sociology of education, this
edited collection offers a much-needed extension of discussion and
research into the compulsory schooling context. In this book,
established and emerging scholars provide an authoritative set of
conceptual tools for researchers in the field of
internationalisation of compulsory schooling. It provides an
overview of the current knowledge base and ways in which future
research could engage with gaps in understandings. Through detailed
case studies of the multiple forms of internationalisation present
within schools and schooling systems, the volume considers why and
how processes of internationalisation are shaping compulsory
schooling today. This book will offer scholars and educators a
clearer, more coherent set of conceptual frameworks within which to
position their work in sociology of education, and international
and comparative education, helping to develop a more comprehensive
understanding of the many ways compulsory schooling is being
internationalised, and with what consequences.
This book provides a comprehensive overview of various models and
practices of implementing project management in schools, and
conceptualizes the processes of adaptation and development of
project management curricula within the unique context of the
contemporary school environment. By presenting the general theories
and research on project management and adapting these theories to
educational organizations and to this specific audience, the
authors open a new and promising niche for teaching, research, and
practice.
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