Global Pedagogies [electronic resource] : Schooling for the Future / edited by Joseph Zajda.
Erişim Adresi
ISBN
9789048136179
Dil Kodu
İngilizce
Yer Numarası
DK/14596
Basım Bildirimi
1st ed. 2010.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 2010.
Fiziksel Niteleme
XXII, 208 p. online resource.
Dizi
Globalisation, Comparative Education and Policy Research, 2543-0572 ; 12
İçindekiler Notu
Global Pedagogy: Perspectives -- Global Pedagogies and Communities of Meaning and Hope: Education in a Time of Global Fragmentation -- Rethinking Global Education in the Twenty-first Century -- Globalization and Postnational Possibilities in Education for the Future: Rethinking Borders and Boundaries -- Framing Education for the Future: A Conceptual Synthesis of the Major Social Institutional Forces Affecting Education -- Values, Roles, Visions, and Professional Development in the Twenty-first Century: Australian and Japanese Principals Voice Their Views -- When Indigenous and Modern Education Collide in the Global Culture -- Global Agendas in Special Education: A Critique -- Global Pedagogy: Case Studies -- Global Transformation of a Nordic Learning Society: The Case of Finland -- Education for Sustainability and the Role of Future-Focus Pedagogy -- Sustainable Living by the Bay: Improving Student Engagement in the Science Classroom for the Twenty-first Century -- Preservice Female Teachers’ Mathematics Self-Concept and Mathematics Anxiety: A Longitudinal Study -- ‘Learning to Be’ for Tomorrow’s Schools: A Transcultural Dimension into Teaching.
Özet, vb.
In a postmodern world characterized by flux and uncertainty, parents often view education institutions as a major, if not the only, provider of moral certainties for their children. Yet ironically, as these expectations of schools and their staff have increased, conservative-minded governments have attenuated the ability of schools to achieve them, through funding cuts, centralization and the blunt instrument of league tables. This volume, the twelfth in the Springer series Globalisation, Comparative Education and Policy Research, analyses the role schools might play in the communities of the future. The contributors argue that, globally, education and pedagogy in particular, as that sphere of human activity most concerned with the deliberate way in which consciousness and conscience is formed, and identity inculcated, has the capacity to contribute significantly to a world in which social justice, tolerance and care for the environment become the dominant social paradigm. As with the others in this series, the aim of this volume is to provide an accessible and practical, yet scholarly source of information about international concerns in the field of globalisation, global pedagogies, and educational transformation. Readers will find here the very latest thinking on these issues, discussed in the context of global culture. The chapters provide directions in education, and policy research, which will be relevant to transformational educational reforms in the 21st century. The book’s two sections focus first on main trends and issues around the world, before moving on to explore the interplay between education and the concepts of equality, access and democracy. Researchers and educationalists will find much to ponder, from an examination of the politics of new history textbooks in Russia, to the difference in attitudes to tertiary education displayed by young people from urban and rural backgrounds.
Konu
Education and state.
International education .
Comparative education.
Education __ Curricula.
Educational sociology.
Teachers __ Training of.
Educational Policy and Politics.
International and Comparative Education.
Curriculum Studies.
Sociology of Education.
Teaching and Teacher Education.
International education .
Comparative education.
Education __ Curricula.
Educational sociology.
Teachers __ Training of.
Educational Policy and Politics.
International and Comparative Education.
Curriculum Studies.
Sociology of Education.
Teaching and Teacher Education.
Diğer Yazarlar
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
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505 0 |aGlobal Pedagogy: Perspectives -- Global Pedagogies and Communities of Meaning and Hope: Education in a Time of Global Fragmentation -- Rethinking Global Education in the Twenty-first Century -- Globalization and Postnational Possibilities in Education for the Future: Rethinking Borders and Boundaries -- Framing Education for the Future: A Conceptual Synthesis of the Major Social Institutional Forces Affecting Education -- Values, Roles, Visions, and Professional Development in the Twenty-first Century: Australian and Japanese Principals Voice Their Views -- When Indigenous and Modern Education Collide in the Global Culture -- Global Agendas in Special Education: A Critique -- Global Pedagogy: Case Studies -- Global Transformation of a Nordic Learning Society: The Case of Finland -- Education for Sustainability and the Role of Future-Focus Pedagogy -- Sustainable Living by the Bay: Improving Student Engagement in the Science Classroom for the Twenty-first Century -- Preservice Female Teachers’ Mathematics Self-Concept and Mathematics Anxiety: A Longitudinal Study -- ‘Learning to Be’ for Tomorrow’s Schools: A Transcultural Dimension into Teaching.
520 |aIn a postmodern world characterized by flux and uncertainty, parents often view education institutions as a major, if not the only, provider of moral certainties for their children. Yet ironically, as these expectations of schools and their staff have increased, conservative-minded governments have attenuated the ability of schools to achieve them, through funding cuts, centralization and the blunt instrument of league tables. This volume, the twelfth in the Springer series Globalisation, Comparative Education and Policy Research, analyses the role schools might play in the communities of the future. The contributors argue that, globally, education and pedagogy in particular, as that sphere of human activity most concerned with the deliberate way in which consciousness and conscience is formed, and identity inculcated, has the capacity to contribute significantly to a world in which social justice, tolerance and care for the environment become the dominant social paradigm. As with the others in this series, the aim of this volume is to provide an accessible and practical, yet scholarly source of information about international concerns in the field of globalisation, global pedagogies, and educational transformation. Readers will find here the very latest thinking on these issues, discussed in the context of global culture. The chapters provide directions in education, and policy research, which will be relevant to transformational educational reforms in the 21st century. The book’s two sections focus first on main trends and issues around the world, before moving on to explore the interplay between education and the concepts of equality, access and democracy. Researchers and educationalists will find much to ponder, from an examination of the politics of new history textbooks in Russia, to the difference in attitudes to tertiary education displayed by young people from urban and rural backgrounds.
650 0|aEducation and state.
650 0|aInternational education .
650 0|aComparative education.
650 0|aEducation|xCurricula.
650 0|aEducational sociology.
650 0|aTeachers|xTraining of.
650 14|aEducational Policy and Politics.
650 24|aInternational and Comparative Education.
650 24|aCurriculum Studies.
650 24|aSociology of Education.
650 24|aTeaching and Teacher Education.
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001 813354
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007 cr nn 008mamaa
008 100623s2010 ne | s |||| 0|eng d
020 |a9789048136179|9978-90-481-3617-9
024 7 |a10.1007/978-90-481-3617-9|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLC71-188
072 7|aJNF|2bicssc
072 7|aEDU034000|2bisacsh
072 7|aJNF|2thema
082 04|a379|223
090 |aDK/14596
245 10|aGlobal Pedagogies|h[electronic resource] :|bSchooling for the Future /|cedited by Joseph Zajda.
250 |a1st ed. 2010.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2010.
300 |aXXII, 208 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aGlobalisation, Comparative Education and Policy Research,|x2543-0572 ;|v12
505 0 |aGlobal Pedagogy: Perspectives -- Global Pedagogies and Communities of Meaning and Hope: Education in a Time of Global Fragmentation -- Rethinking Global Education in the Twenty-first Century -- Globalization and Postnational Possibilities in Education for the Future: Rethinking Borders and Boundaries -- Framing Education for the Future: A Conceptual Synthesis of the Major Social Institutional Forces Affecting Education -- Values, Roles, Visions, and Professional Development in the Twenty-first Century: Australian and Japanese Principals Voice Their Views -- When Indigenous and Modern Education Collide in the Global Culture -- Global Agendas in Special Education: A Critique -- Global Pedagogy: Case Studies -- Global Transformation of a Nordic Learning Society: The Case of Finland -- Education for Sustainability and the Role of Future-Focus Pedagogy -- Sustainable Living by the Bay: Improving Student Engagement in the Science Classroom for the Twenty-first Century -- Preservice Female Teachers’ Mathematics Self-Concept and Mathematics Anxiety: A Longitudinal Study -- ‘Learning to Be’ for Tomorrow’s Schools: A Transcultural Dimension into Teaching.
520 |aIn a postmodern world characterized by flux and uncertainty, parents often view education institutions as a major, if not the only, provider of moral certainties for their children. Yet ironically, as these expectations of schools and their staff have increased, conservative-minded governments have attenuated the ability of schools to achieve them, through funding cuts, centralization and the blunt instrument of league tables. This volume, the twelfth in the Springer series Globalisation, Comparative Education and Policy Research, analyses the role schools might play in the communities of the future. The contributors argue that, globally, education and pedagogy in particular, as that sphere of human activity most concerned with the deliberate way in which consciousness and conscience is formed, and identity inculcated, has the capacity to contribute significantly to a world in which social justice, tolerance and care for the environment become the dominant social paradigm. As with the others in this series, the aim of this volume is to provide an accessible and practical, yet scholarly source of information about international concerns in the field of globalisation, global pedagogies, and educational transformation. Readers will find here the very latest thinking on these issues, discussed in the context of global culture. The chapters provide directions in education, and policy research, which will be relevant to transformational educational reforms in the 21st century. The book’s two sections focus first on main trends and issues around the world, before moving on to explore the interplay between education and the concepts of equality, access and democracy. Researchers and educationalists will find much to ponder, from an examination of the politics of new history textbooks in Russia, to the difference in attitudes to tertiary education displayed by young people from urban and rural backgrounds.
650 0|aEducation and state.
650 0|aInternational education .
650 0|aComparative education.
650 0|aEducation|xCurricula.
650 0|aEducational sociology.
650 0|aTeachers|xTraining of.
650 14|aEducational Policy and Politics.
650 24|aInternational and Comparative Education.
650 24|aCurriculum Studies.
650 24|aSociology of Education.
650 24|aTeaching and Teacher Education.
700 1 |aZajda, Joseph.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789048136162
776 08|iPrinted edition:|z9789048136254
776 08|iPrinted edition:|z9789400732599
830 0|aGlobalisation, Comparative Education and Policy Research,|x2543-0572 ;|v12
856 40|uhttps://doi.org/10.1007/978-90-481-3617-9
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
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