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This book illustrates the relationship between politics and the
ways in which lesbian, gay, bisexual, transgender, and queer
(LGBTQ) issues are taught in schools. This book examines
relationships between society, schools, and LGBTQ inclusion in
order to understand perennial issues related to critical democratic
education, and how schools are responding to generational shifts in
ideology. By conducting a case study comparison of California and
Utah, Camicia provides an in-depth view of the politically and
culturally different landscapes that shape LGBTQ curriculum in
schools. This book will synthesize and extend theoretical
frameworks to describe, analyze, and interpret the shifting
landscapes in public education as they relate to LGBTQ issues in
schools. Through queer theory and democratic education theory,
Camicia offers recommendations to public schools and teacher
educators about socially just ways to create inclusive LGBTQ
curriculum.
Promoting Global Competence and Social Justice in Teacher Education
reconceptualizes the purpose of education to include the attainment
of global or cosmopolitan perspectives. This goal has important
implications for how we not only educate today's students, but also
how we prepare teachers to teach in a diverse and complex world in
which habits of perspective, inquiry, imagination, empathy,
communication, commitment, humility, integrity, and judgment
increasingly resonate in importance. This book advocates for
preparing teacher candidates to acquire a nuanced, global
perspective of their subject areas and be prepared to handle the
demands of educating students for our changing global context. To
this end, Promoting Global Competence and Social Justice in Teacher
Education encourages the development of pedagogical strategies that
will enable students to consider multiple perspectives and
cultivate respect for diverse peoples and cultures.
Promoting Global Competence and Social Justice in Teacher Education
reconceptualizes the purpose of education to include the attainment
of global or cosmopolitan perspectives. This goal has important
implications for how we not only educate today's students, but also
how we prepare teachers to teach in a diverse and complex world in
which habits of perspective, inquiry, imagination, empathy,
communication, commitment, humility, integrity, and judgment
increasingly resonate in importance. This book advocates for
preparing teacher candidates to acquire a nuanced, global
perspective of their subject areas and be prepared to handle the
demands of educating students for our changing global context. To
this end, Promoting Global Competence and Social Justice in Teacher
Education encourages the development of pedagogical strategies that
will enable students to consider multiple perspectives and
cultivate respect for diverse peoples and cultures.
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