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Education for Democratic Citizenship: A Challenge for Multi-ethnic Societies
by Roberta S. Sigel Marilyn HoskinIt is becoming increasingly clear that members of a host nation as well as newcomers have to learn what it means to live democratically in a multi-ethnic world and to accept diversity without fear or rancor. This volume, a result of a conference sponsored by the Spencer Foundation, asks a question of increasing significance in view of post World War II immigration patterns and the spread of democratic forms of government: "What can educational researchers and practitioners do to prepare our youth for cooperative, constructive living in a democracy?" This book illustrates how six post-industrial nations -- Canada, Germany, Israel, The Netherlands, the United Kingdom, and the United States -- have met or failed to meet this challenge.
Education for Democratic Citizenship: Issues of Theory and Practice (Routledge Research In Education Ser.)
by Bernard CrickThis important volume provides a comprehensive study of the concept of democratic citizenship (including its conditions and pre-requisites), which has an established place in higher education courses in politics, social policy, sociology and social philosophy. The contributing political philosophers and educational theorists collectively provide a critical commentary on the assumptions, principles and presuppositions associated with the idea of education for active democratic citizenship. This book presents an invaluable combination of original essays from established authors and previously published seminal articles specially revised for the volume.
Education for Economic and Social Transformation in Rural China: Voices from the Field (Education and Society in China)
by Xu Liu Steven CowanLiu and Cowan offer a unique in-depth study of educational development and social transformation in rural China. It foregrounds identifiable settings and personalities, engaging readers with the voices and experiences of people who are involved with the education system. This book explores the link between educational transformation and local economic regeneration. The research covers important phases of the educational development programme outlined by the County’s tow five-year education plans. It records a wide range of perspectives on Chinese rural education from stakeholders engaged with the education service. It reveals the contingent and different factors that lie behind the complex pattern of the educational development process. This research also illustrates how education policy is administered and driven forward through the local officers working closely with school leaders. This intriguing look at rural Chinese educational development will interest academics and students specializing in the study of education and international development, Chinese education and society, education policy studies and modern China studies
Education for Everyday Life: A Sophistical Practice of Teaching (SpringerBriefs in Education)
by Carl Anders SäfströmThis book examines the role of teaching within public education. It critiques its function in today's educational policies and theories and establishes an alternative way of understanding teaching. It explores teaching from within a Sophist tradition of educational practice and thought.The first part of the book discusses the vital link between public education and democracy, the shifts in schooling's role in fostering competition and comparisons at the cost of social responsibility and democratisation. It identifies the driving force of those shifts as forces of aggression and destruction, central to a neoliberal ideology. The second part of the book argues for a practice of Sophistical teaching rather than Socratic teaching. It explores in-depth what it could mean to be teaching in an up-to-date sophist tradition of educational thought and practice.The book also includes insights for teaching to counter aggressive forces of nationalism, racism, and late capitalism's violence and the escalating climate crisis. Readers will be able to understand teaching within educational thought and precisely how different teaching forms can contribute to education as democratisation.
Education for Extinction: American Indians and the Boarding School Experience, 1875-1928
by David Wallace Adams(back of book) Winner Caughey Western History Association Book Prize Before and after photos of a Navajo student at the Carlisle School, ca. 1880 and 1883, courtesy of the National Anthropological Archives, Smithsonian Institution "This is, quite simply, a wonderful book. In lively prose, Adams tells the poig(nat) (covered by library sticker) ... linst American Indian chil(dren) (covered by library computer sticker) who sought to use bo(th) transforming Indian ] "3 1463 0066913173 mg. doing, and living. Adams demonstrates convincingly that Native American students were anything but passive recipients of the'curriculum of civilization.'" -Choice "Everything is here: the cropped hair and army uniforms, the endless drilling and marching, the round of daily chores, the spells in the guardhouse for speaking Indian, and the ubiquitous little school graveyards that signaled the terrible toll these institutions took on young lives. Required reading for all students of United States race relations." -London Times Higher Education Supplement "A story worth reading and remembering, one that reveals the use of education as a weapon of war, a method of domination. A strong lesson in the potential for education to become part of a political and cultural arsenal." -American Journal of Education "Persuasive and moving, this book is full of good stories that should appeal to the general public." -Brian Dippie, author of The Vanishing American: White Attitudes and U.S. Indian Policy "An important contribution to the literature of Indian-white relations." -Robert M. Utley, author of The Lance and the Shield: The Life and Times of Sitting Bull "Richly detailed and extremely well written." -Western Historical Quarterly David Adams is associate professor of education at Cleveland State University.
Education for Fullness: A Study of the Educational Thought and Experiment of Rabindranath Tagore
by H. B. MukherjeeThis volume is the first comprehensive exploration of Rabindranath Tagore’s works on education and pedagogy. It presents a valuable account of the creation of Santiniketan and Visva-Bharati, Tagore’s vision of social regeneration, and his rejection of the colonial scheme; while reflecting on significant events of his life and his ideas. The book evaluates Tagore’s unique contribution to education and discusses his views on fundamental issues, such as aim, method, discipline, and medium. It reinforces for readers today the relevance of his experiments and activities in the field of education. Drawing from various sources, the book also offers bibliographic information on Tagore’s writing on education. This new edition with a new Introduction and Foreword will be of immense value to educationists, teachers, policymakers, and those interested in modern Indian history and the philosophy of education.
Education for International Understanding in China
by Rong ZhangIdentifying the essential feature of education for international understanding advocated by the United Nations Educational, Scientific and Cultural Organization (UNESCO), the book explores how Chinese schools have implemented education for international understanding since the 1980s. Through vivid cases, the author introduces the practice of education for international understanding in Chinese primary and middle schools. Based on the questionnaire survey, she analyzes the international understanding competence of Chinese students and teachers. Furthermore, she discusses the current dilemma and proposes possible solutions for Chinese education for international understanding in the future. While providing a window into China's contemporary education for the international community, the book can also be used as a reference for educational policymakers, educational researchers and primary and secondary school teachers in other countries.
Education for Leadership and Social Responsibility
by Gloria Nemerowicz Eugene RosiThe editors of this text contend that there is a lack of leadership in existence for deciding global and national problems. Colleges and universities are generally expected to produce national, political, scientific and corporate leaders. Most institutions maintain that their graduates are leaders, yet few institutions explicitly address the isssue of leadership and social responsibility in a systematic and comprehensive way. Often academic approaches consist of unfocused courses of leadership, looking at leadership styles and managerial decision-making within a business context. Basing their work on research, the editors discuss what they consider to be an important programme for the development of leadership and social responsibility in schools and institutions of higher education.
Education for Life (China Academic Library)
by Xingzhi TaoThis book is an anthology of English writing on education by Tao Xingzhi, the great Chinese educator and thinker. It includes several articles that represent his educational ideas and life philosophy, such as China in Transition, Creative Education, The Little Teacher and the Literacy Movement, and Education for All. These works are not only highly readable, but also present educational philosophies that are closely related to real life, and can be used to highlight and correct the deviations of strongly utilitarian educational concepts in modern society. Further, the appendix includes stories, fables, and poems translated by Tao Xingzhi, as well as his own poems written in Chinese and translated into English. This book offers readers interested in education’s new perspectives and inspiration. It also contributes to a more comprehensive and accurate understanding of Tao Xingzhi as well as his educational theories.
Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century
by James W. PellegrinoAmericans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills. " Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.
Education for Ministry Reading and Reflection Guide VOLUME C Living as Spiritually Mature Christian
by Richard E. BrewerA third of the forth guide series of Reading and Reflection Guides
Education for Peace (Routledge Library Editions: Education #152)
by Herbert ReadThis book deals with the everlasting problem of war and peace. In it, the author argues that mankind must be predisposed for peace by the right kind of education and he discusses how to devise methods of education which will prevent war.
Education for Practice in a Hybrid Space: Enhancing Professional Learning with Mobile Technology (Understanding Teaching-Learning Practice)
by Franziska Trede Lina Markauskaite Celina McEwen Susie MacfarlaneThis book presents a mobile technology capacity building framework that offers academics, students, and practitioners involved in workplace education a deeper understanding of, and practical guidance on, how mobile technology can enhance professional learning. Approaching professional and workplace learning as a hybrid space in which work, learning and technology meet, the book discusses the value of mobile technology in shaping professional education, particularly during student placements.The framework focuses on staying professional and safe, considering issues of time and place, planning learning activities, initiating dialogue, networking, creating learning opportunities on-the-go, and deepening reflection. It is designed to assist students and their educators to use mobile technology knowledgeably and responsibly, and to help bridge the gap between university learning and workplace practice.This book also contributes to a better understanding of the interconnectedness between learning, practice and technology. It demonstrates how to enhance learning and working with mobile technology by drawing on two perspectives: the ‘professional-plus’ and the ‘deliberate professional’.
Education for Responsibility
by Hélène HagègeChanging your mind to change the world is the general principle proposed to educate for responsibility. Using an interdisciplinary scientific approach, this book dissects the functioning of the ego, that is to say the belief in a self, an illusion that causes disharmony. After an original modeling of the notion of responsibility, the author deduces that it is incumbent on all of us to become aware of the relationship between our own minds and the world. Thus, gaining consistency and awareness, everyone would have the potential to free themselves from the illusion of the ego and contribute to a more harmonious world. This book therefore proposes psychospiritual skills, favored in particular by different forms of reflexivity and by meditation (and mindfulness), which can serve as a basis for a curriculum to educate for responsibility. This academic connection between meditation and ethics is a major innovative contribution.
Education for Sale (Routledge Library Editions: Education)
by Eric MidwinterTeachers, schools and education authorities invariably hide their considerable lights and their public relations techniques are often inadequate for broadcasting the invaluable work accomplished in schools. This book offers clear-cut and highly –practical advice for every teacher from pre-school to sixth form on how to get the educational message across to parents. Over the past decades it has become an acute professional concern for teachers to involve parents as closely as possible in the educational process. The book acknowledges that educational salesmanship must be adapted to the cultural norms of its customers and that many teachers, because of their background and training, have reservations about their role as publicists. Set out here is a logical and orderly path of action to help everyone from the most extrovert to the most diffident.
Education for Self-transformation
by Duck-Joo KwakExemplifying what it advocates, this book is an innovative attempt to retrieve the essay form from its degenerate condition in academic writing. Its purpose is to create pedagogical space in which the inner struggle of 'lived experience' can articulate itself in the first person. Working through essays, the modern, 'post-secular' self can guide, understand, and express its own transformation. This is not merely a book about writing methods: it has a sharp existential edge. Beginning by defining key terms such as 'self-transformation', Kwak sketches the contemporary debates between Jürgen Habermas and Charles Taylor on the status of religious language in the public domain, and its relationship to secular language. This allows her to contextualize her book's central questions: how can philosophical practice reduce the experiential rift between knowledge and wisdom? How can the essay form be developed so that it facilitates, as praxis, pedagogical self-transformation? Kwak develops her answers by working through ideas of George Lukács and Stanley Cavell, of Hans Blumenberg and Søren Kierkegaard, whose work is much less familiar in this context than it deserves to be. Kwak's work provides templates for new forms of educational writing, new approaches to teaching educators, and new ways of writing methodology for educational researchers. Yet the importance of her ideas extends far beyond teaching academies to classroom teachers, curriculum developers - and to anyone engaged in the quest to lead a reflective life of one's own.
Education for Social Justice: The Meaning of Justice and Current Research
by Nicholas M. Michelli Tina J. Jacobowitz Stacey Campo Diana JahnsenEducation for Social Justice is a statement of the role of education in promoting social justice. Drawing on research, this book explains what social justice is, presents the argument that democracy requires a commitment to social justice, and shows what action steps need to be taken to ensure social justice is achieved within education and society more broadly. The text presents research and concrete examples to examine the social justice issues facing society today. Some of the social justice topics explored include access to higher education, informal education (such as museums and art galleries) and adequate civic education, and racial and gender discrimination within education, as well as access to healthcare and the vote, which impact students’ learning. It explores specific research and action for each of these elements and, at the end of the book, provides potential paths forward to improve social justice outcomes. This timely book encourages readers to consider what we can do to enhance social justice in education and society. It is important reading for pre-service teachers, particularly those studying teaching for social justice, social studies education, and educational policy and politics, as well as for in-service teachers who want to make a difference.
Education for Social Justice: The Meaning of Justice and Current Research
by Nicholas M. Michelli Tina J. Jacobowitz Stacey Campo Diana JahnsenEducation for Social Justice is a statement of the role of education in promoting social justice. Drawing on research, this book explains what social justice is, presents the argument that democracy requires a commitment to social justice, and shows what action steps need to be taken to ensure social justice is achieved within education and society more broadly. The text presents research and concrete examples to examine the social justice issues facing society today. Some of the social justice topics explored include access to higher education, informal education (such as museums and art galleries) and adequate civic education, and racial and gender discrimination within education, as well as access to healthcare and the vote, which impact students’ learning. It explores specific research and action for each of these elements and, at the end of the book, provides potential paths forward to improve social justice outcomes. This timely book encourages readers to consider what we can do to enhance social justice in education and society. It is important reading for pre-service teachers, particularly those studying teaching for social justice, social studies education, and educational policy and politics, as well as for in-service teachers who want to make a difference.
Education for Sustainability through Internationalisation: Transnational Knowledge Exchange And Global Citizenship (Palgrave Studies In Global Citizenship Education And Democracy Ser.)
by Neera HandaThis book suggests how the internationalisation of teaching and learning for sustainability can be a vehicle for a two-way flow of knowledge across national, cultural and theoretical boundaries. Establishing links between the internationalisation of education and the ideal of global sustainability, the author presents innovative alternative solutions to address the pressing social, environmental and ethical problems of our age, a global priority demanding an educational response. By engaging with the Hindi concept of tri-vid, the three-in-one unification of knowledge, the author reassesses the very nature of knowledge through the intellectual agency of both students and educators. Once opportunities for alternatives not available in dominant Western knowledge traditions are recognised, the development of an innovative alternative perspective becomes possible. This pioneering book will be of interest to students and scholars of international education, sustainability education and globalisation.
Education for Sustainability: Becoming Naturally Smart
by Paul ClarkeIn this book, Paul Clarke argues that in order to live sustainably we need to learn how to live and flourish in our environment in a manner that uses finite resources with ecologically informed discretion. Education is perfectly placed to create the conditions for innovative and imaginative solutions and to provide the formulas that ensure that everyone becomes naturally smart; but to achieve this, we need to recognise that an education that is not grounded in a full understanding of our relationship with the natural world is no education at all. In other words, a total transformation of schools and schooling is needed. While acknowledging that the ecological crisis is global in scale, Paul Clarke maintains that many of the solutions are already evident in our local communities. Drawing on innovative sustainable living programmes from around the world, including Sweden’s Forest Schools, China’s Green Schools programme, the US Green Ribbon Schools programme and his own school-of-sustainability project, Paul Clarke offers practical solutions about how schools and communities can make their contribution. This book examines how we might proceed to empower and actively develop schools and communities to connect hand, heart and mind for an eco-literate future. It is thought provoking, timely and challenging, and should be read by school leaders, community and business leaders, as well as anyone grappling with the problems of transition from an industrial past to an ecologically sustainable future.
Education for Sustainable Development in Foreign Language Learning: Content-Based Instruction in College-Level Curricula (Routledge Research in Language Education)
by María J. de la FuenteThis unique volume utilizes the UNESCO Education for Sustainable Development (ESD) framework to illustrate successful integration of sustainability education in post-secondary foreign language (FL) learning. Showcasing a variety of approaches to using content-based instruction (CBI) in college-level courses, this text valuably demonstrates how topics relating to environmental, social, and cultural dimensions of sustainability can be integrated in FL curricula. Chapters draw on case studies from colleges throughout the US and consider theoretical and practical concerns relating to models of sustainability-based teaching and learning. Chapters present examples of project-, problem-, and task-based approaches, as well as field work, debate, and reflective pedagogies to enhance students’ awareness and engagement with sustainable development issues as they acquire a foreign language. Insights and recommendations apply across languages and highlight the potential contribution of FL learning to promote sustainability literacy amongst learners. This text will benefit researchers, academics, and educators in higher education with an interest in Modern Foreign Languages, sustainability education, training, and leadership more broadly.
Education for Sustainable Development in an Unequal World: Biopolitics, Differentiation and Affirmative Alternatives (Bristol Studies in Comparative and International Education)
by Sofie Hellberg Jonas Lindberg Beniamin Knutsson Linus BylundEducation for Sustainable Development (ESD) is recurrently depicted as an enterprise that unites humanity in a common pursuit of a more just and sustainable world. But how is this enterprise pursued on a planet that is enormously unequal? Drawing on biopolitical theory and rich empirical data from different contexts around the world, this book explores how ESD is unpacked depending on whether people are rich or poor. The book demonstrates how ESD is adapted to the lifestyles and living conditions of different populations. The implication of this depoliticized sensitivity to local ‘realities’, the book argues, is that inequality becomes accommodated and that different responsibilities are assigned to rich and poor. Ultimately, the book considers alternatives to this biopolitical divide.
Education for Sustainable Development in the Postcolonial World: Towards a Transformative Agenda for Africa (Foundations and Futures of Education)
by Leon TiklyEducation for Sustainable Development (ESD) lies at the heart of global, regional and national policy agendas, with the goal of achieving socially and environmentally just development through the provision of inclusive, equitable quality education for all. Realising this potential on the African continent, however, calls for radical transformation of policy and practice. Developing a transformative agenda requires taking account of the ‘learning crisis’ in schools, the inequitable access to a good quality education, the historical role of education and training in supporting unsustainable development, and the enormous challenges involved in complex system change. In the African continent, sustainable development entails eradicating poverty and inequality, supporting economically sustainable livelihoods within planetary boundaries, and averting environmental catastrophe, as well as dealing with health pandemics and security threats. In addressing these challenges, the book: explores the meaning of ESD for Africa in the context of the ‘postcolonial condition’ critically discusses the Sustainable Development Goals (SDGs) as well as regional development agendas draws on a wealth of research evidence and examples from across the continent engages with contemporary debates about the skills, competencies and capabilities required for sustainable development, including decolonising the curriculum and transforming teaching and learning relationships sets out a transformative agenda for policy-makers, practitioners, NGOs, social movements and other stakeholders based on principles of social and environmental justice. Education for Sustainable Development in the Postcolonial World is an essential read for anyone with an interest in education and socially and environmentally just development in Africa.
Education for Sustainable Development: Challenges, Strategies and Practices in a Globalizing World
by Anastasia Nikolopoulou Taisha Abraham Farid MirbagheriEducation for Sustainable Development is an emerging field that is being addressed from transdisciplinary and transinstitutional perspectives, forging links between academic and non-academic institutions. It explores sustainable development as a process that embraces environmental issues, poverty, health, security, democracy, gender and human rights. This collection provides multiple perspectives regarding the possibility of creating sustainable education practices that are integrated into and relevant to the needs and practices on a global scale. It also focuses on the failure of traditional education to address the problems of globalization. The articles conceive sustainable development education as focusing on the holistic development of the body and mind, encompassing a wide range of issues. This idea is also central to the Gandhian tradition of life knowledge and Nai Talim (New Education). The uniqueness of this compilation is in the multiple perspectives it provides, establishing workable links between local communities, governments and international organizations that would enable sustainable human development. It is a rich reference resource for those working in the fields of education, economics and development studies.
Education for Sustainable Development: Papers In Honour Of The United Nations Decade Of Education For Sustainable Development (2005-2014)
by David Higgitt Martin Haigh Brian ChalkleyIn 2005, The United Nations launched its Decade of Education for Sustainable Development, which recognises that education, including Higher Education is the key to the change in social attitudes that will be needed to protect the welfare of future generations. This involves helping learners to live as though the future matters and to achieve ecoliteracy. This includes the understanding that personal lifestyle decisions may have consequences, ranging from climate change, through loss of biodiversity, to pollution and resource depletion that may permit environmental degradation on a planetary scale. It also involves helping them to develop the skills needed to cope with such challenges. This international collection of research papers and position statements from special issues of the Journal of Geography in Higher Education and Applied Environmental Education and Communication, written by many of the leading practitioners in the field, aims to provide resources and practical guidance for all seeking to promote and engage in education for a sustainable future. Rabindranath Tagore encouraged each learner to make their actions demonstrate a harmonious union between education and environment. David Orr argued that the world needs people who live well in their places to make the world both habitable and humane and that the main challenge for education is to help learners make their minds fit for life on Earth. This book tries to chart a practical route towards these objectives. This book was previously published as special issues of the Journal of Geography in Higher Education and Applied Environmental Education and Communication