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This set of essays critically analyze global citizenship by bringing together leading ideas about citizenship and the commons in this time that both needs and resists a global perspective on issues and relations. Education plays a significant role in how we come to address these issues and this volume will contribute to ensuring that equity, global citizenship, and the common wealth provide platforms from which we might engage in transformational, collective work. The authors address the global significance of debates and struggles about belonging and abjection, solidarity and rejection, identification and othering, as well as love and hate. Global citizenship, as a concept and a practice, is now being met with a dangerous call for insularism and a protracted ethno-nationalism based on global economic imperialism, movements for white supremacy and miscegenation, various forms of religious extremism, and identity politics, but which antithetically, also comes from the anti-globalization movement focused on building strong, sustainable communities. We see a taming of citizens that contributes to the taming of what we understand as the public sphere and the commons, the places of cultural, natural, and intellectual resources that are shared and not privately owned. The work of global citizenship education is distinguishable from the processes of a deadly globalization or destruction of the world that responds to the interlocking issues that make life on the planet precarious for human and non-humans everywhere (albeit an unequal precarity). This book is an invitation into a conversation that explores and makes visible some of the hidden chasms of oppression and inequity in the world. It is meant to provoke both argument and activism as we work to secure common spaces that are broadly life-sustaining. Contributors are: Ali A. Abdi, Sung Kyung Ahn, Chouaib El Bouhali, Xochilt Hernández, Carrie Karsgaard, Marlene McKay, Michael O’Sullivan, Christina Palech, Karen Pashby, Karen J. Pheasant-Neganigwane, Thashika Pillay, Ashley Rerrie, Grace J. Rwiza, Toni Samek, Lynette Shultz, Harry Smaller, Crain Soudien, Derek Tannis, and Irene Friesen Wolfstone.
This book examines how educators internationally can better understand the role of education as a public good designed to nurture peace, tolerance, sustainable livelihoods and human fulfilment. Bringing together empirical and theoretical perspectives, this insightful text develops new understandings of education for sustainable development and global citizenship (ESD/GC) and illustrates how these might impact on educational research, policy and practice. The text recognizes the ESD/GC as pivotal to the universal ambitions of UNESCO’s Sustainable Development Goals, and focuses on the role of teachers and teacher educators in delivering the appropriate educational response to promote equity and sustainability. Chapters explore factors including curriculum design, values and assessment in teacher education, and consider how each and every learner can be guaranteed an understanding of their role in promoting a just and sustainable global society. This book will be of great interest to academics, researchers, school leaders, practitioners, policy makers and students in the fields of education, teacher education and sustainability.
The profound changes that we are experiencing at the political, environmental, economic, social, and cultural levels of our “postmodern” society pose immense challenges to education. In order to empower students to analyze, reflect, and take action for a sustainable world, the learning and educational process must be experienced in the context of citizenship; that is, it must be designed, planned, and implemented having global sustainability as a framework, thus developing societal awareness, values, and principles. Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship is an essential research book that provides comprehensive research on education as a fundamental factor in empowering citizens to understand and act on the multiple risks and challenges to the sustainability of our society and world. Highlighting a range of critical learning strategies such as global and critical education, development education, and transformational education, among others, this book is ideal for academicians, education professionals, researchers, policymakers, and students.
This edited book is the first full-length volume exclusively devoted to new research on the challenges and practices of teaching global issues. It addresses the ways that schools can and do address young people’s interest and activism in contemporary global issues facing the world. Many young people today are passionate about issues such as climate change, world poverty, and human rights but have few opportunities in schools to study such issues in depth. This book draws on new research to provide a deeper understanding and examples of how global issues are taught in schools. The book is organized in two sections: (1) contexts and policies in which global issues are taught and learned; and (2) case studies of teaching and learning global issues in schools. The central thesis is that global issues are an essential feature of democracy and social action in a world caught in the thrall of globalization. Schools can no longer afford to ignore teaching about issues impacting across the world if they intend to keep young people engaged in learning and want them to make their own communities—and the greater world—better places for all.
Course Syllabi in Faculties of Education problematizes one of the least researched phenomena in teacher education, the design of course syllabi, using critical and decolonial approaches. This book looks at the struggles that scholars, policy makers, and educators from a diverse range of countries including Australia, Canada, India, Iran, Palestine, Qatar, Saudi Arabia, the USA, and Zambia face as they design course syllabi in higher education settings. The chapter authors argue that course syllabi are political constructions, representing intense sites of struggles over visions of teacher education and visions of society. As such, they are deeply immersed in what Walter Mignolo calls the “geopolitics of knowledge”. Authors also show how syllabi have become akin to contractual documents that define relations between instructors and students Based on a set of empirically grounded studies that are compared and contrasted, the chapters offer a clearer picture of how course syllabi function within distinct socio-political, economic, and historical contexts of practice and teacher education.
This handbook brings together a range of global perspectives in the field of critical studies in education to illuminate multiple ways of knowing, learning, and teaching for social wellbeing, justice, and sustainability. The handbook covers areas such as critical thought systems of education, critical race (and racialization) theories of education, critical international/global citizenship education, and critical studies in education and literacy studies. In each section, the chapter authors illuminate the current state of the field and probe more inclusive ways to achieve multicentric knowledge and learning possibilities.
Timely both in its topical relevance and time-space themed discursive interventions, analysis and recommendations, this edited volume examines and prospectively expands, with the critical as is performative construct, upon contemporary intersections of education, knowledge and social wellbeing.
This encyclopaedia is a dynamic and living reference that student teachers, teacher educators, researchers and professionals in the field of education with an accent on all aspects of teacher education, including: teaching practice; initial teacher education; teacher induction; teacher development; professional learning; teacher education policies; quality assurance; professional knowledge, standards and organisations; teacher ethics; and research on teacher education, among other issues. The Encyclopedia is an authoritative work by a collective of leading world scholars representing different cultures and traditions, the global policy convergence and counter-practices relating to the teacher education profession. The accent will be equally on teaching practice and practitioner knowledge, skills and understanding as well as current research, models and approaches to teacher education.
The Handbook of Social Justice Interventions in Education features interventions in social justice within education and leadership, from early years to higher education and in mainstream and alternative, formal and informal settings. Researchers from across academic disciplines and different countries describe implementable social justice work underway in learning environments—organizations, programs, classrooms, communities, etc. Robust, dynamic, and emergent theory-informed applications in real-world places make known the applied knowledge base in social justice, and its empirical, ideological, and advocacy orientations. A multiplicity of social justice-oriented lenses, policies, strategies, and tools is represented in this Handbook, along with qualitative and quantitative methodologies. Alternative and conventional approaches alike advance knowledge and educational and social utility. To cover the field comprehensively the subject (i.e., social justice education and leadership) is subdivided into four sections. Part 1 (background) provides a general background of current social justice literature. Part II (schools) addresses interventions and explorations in preK-12 schools. Part III (education) covers undergraduate and graduate education and preservice teacher programs, classrooms, and curricula, in addition to teacher and student leadership in schools. Part IV (leadership) features educational leadership and higher education leadership domains, from organizational change efforts to preservice leader preparation programs, classrooms, etc. Part V (comparative) offers interventions and explorations of societies, cultures, and nations. Assembling this unique material in one place by a leading cast will enable readers easy access to the latest research-informed interventionist practices on a timely topic. They can build on this work that takes the promise of social justice to the next level for changing global learning environments and workplaces.
Decolonization in Practice speaks to the practical work of dismantling colonial ideologies and features contributions from Indigenous, Black, racialized immigrant, refugee, and ally scholars, researchers, and practitioners who share their experiences enacting decolonizing work in their communities. Each chapter presents stories of inspiration, resistance, unlearning, relearning, and transformation on the journey towards reconciliation. This edited collection asks, “How do we understand anti-racist practice as a framework for reconciliation?” “How can we identify areas of obstacle and opportunity?” and “How can we take responsibility for decolonizing our ways of knowing and acting?” These questions are asked in response to the Truth and Reconciliation Commission’s assertion that meaningful engagement among Indigenous Peoples and non-Indigenous people will be key in advancing reconciliation through anti-racist solidarity. Contributors share personal decolonial stories and explore taking responsibility for building a decolonial community from and within everyday practice for transforming our learning into action to achieve social and environmental justice goals. This unique collection serves a variety of courses, including as a primary text for upper-level undergraduate and graduate courses in Canada focused on decolonization, as a supplementary text for introductory-level courses in Canada that are incorporating discussions of decolonization, and as a primary or supplementary text for international courses.