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Underscoring the complex relationship between civic engagement and
education at all stages of life, this innovative Handbook
identifies the contemporary challenges and best approaches and
practices to encourage civic engagement within education. Chapters
cover the theoretical and historical background of civic engagement
and education, ideological and social movements, civic-oriented
education, curriculum, and outcomes. Using empirical comparative
data and unique context-specific studies, the Handbook explores
ecopedagogy, education in emergencies, and the novel concept of
social contract pedagogy. Addressing contemporary challenges to
civic engagement in education, it examines polarization and
extremism, accelerating planetary and societal changes,
environmental crises, the digital divide, and post-Covid civic
education. Ultimately, it finds that civic engagement is best
supported by education practices that are characterized by
humanizing, negotiated, collaborative, and dialogical approaches
which encourage students to develop civic knowledge, critical
thinking skills, and moral and ethical values. Interdisciplinary
and international in scope, this Handbook will prove vital to
students and scholars of sociology and education studies. Its
holistic understanding of how civic engagement and education
interrelate at local, regional, and global levels will also be
useful to policymakers concerned with improving civic and student
support, engagement, and participation in education.
As national governments reform their educational systems to meet
the challenges of living in a globalised world, the agenda setting
power of transnational organizations like the OECD and the EU have
become more transparent in the last decade. The phenomenon of
globalization has a number of implications for education
policy-making processes and not least it has had an impact on who
conducts policy studies and how. This book brings together a
variety of contributions which explore recent political economic
changes affecting education policy-making processes including the
ascension of neo-liberalism and the transnationalization of
education policy-making, as well as the tension between research of
policy and research for policy. Working from different
perspectives, the authors help to provide a better understanding of
these two important sets of issues which the field of education
must contend with today.
Based on comparative adult education statistics offered by the
Organisation for Economic Co-operation and Development (OECD)
Survey of Adult Skills (PIAAC) and country case studies, this book
analyses the policies and structures that foster adult learning. It
examines a variety of forms of adult learning, ranging from initial
forms of post-compulsory education, such as upper secondary tracks
and tertiary education, to firm training, compensatory adult
education and learning for civic and leisure oriented purposes.
Throughout the book, adult learning systems are directly linked to
a variety of structural and public policy frameworks using a
comparative welfare state approach. Themes such as pathways to
learning and transition systems, participation patterns in higher
education and participation patterns in other organized forms of
adult learning are covered. The countries discussed are the UK, the
USA, Korea, Denmark, Finland, Norway, Germany and the Netherlands.
Situated at the intersection between scholarship and policy and
using a mixed-methods approach, this title contributes fundamental
insights into the further study of policies and structures related
to alternative post-compulsory learning pathways.
Based on comparative adult education statistics offered by the
Organisation for Economic Co-operation and Development (OECD)
Survey of Adult Skills (PIAAC) and country case studies, this book
analyses the policies and structures that foster adult learning. It
examines a variety of forms of adult learning, ranging from initial
forms of post-compulsory education, such as upper secondary tracks
and tertiary education, to firm training, compensatory adult
education and learning for civic and leisure oriented purposes.
Throughout the book, adult learning systems are directly linked to
a variety of structural and public policy frameworks using a
comparative welfare state approach. Themes such as pathways to
learning and transition systems, participation patterns in higher
education and participation patterns in other organized forms of
adult learning are covered. The countries discussed are the UK, the
USA, Korea, Denmark, Finland, Norway, Germany and the Netherlands.
Situated at the intersection between scholarship and policy and
using a mixed-methods approach, this title contributes fundamental
insights into the further study of policies and structures related
to alternative post-compulsory learning pathways.
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