دانلود کتاب The Bloomsbury Handbook of Global Education and Learning

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Title Page\nCopyright Page\nContents\nIllustrations\n Figures\n Tables\nAcknowledgements\nAcronyms\nContributors\nChapter  1: Introduction\n Introduction\n Distinctiveness of this handbook\n Scope and terminology of global education and learning\n Contribution of practitioners\n Influence of policy-makers\n Need for research in global education\n Main themes and structure\nPart 1: Challenges for Today and Tomorrow\n Chapter  2: The Emergence of Global Education as a Distinctive Pedagogical Field\n Introduction\n Intellectual and policy routes\n Development education\n Influence of more critical approaches\n Evolution of global education\n Conceptual variations\n Increased engagement of policy-makers and emergence of a network in Europe\n Moving from consensus to divergent discourse and dissensus\n Global education as an educational field\n Global education as a distinctive pedagogical approach – A pedagogy for global social justice\n Conclusion\n Chapter  3: Global Education in Europe: From Genesis to Theory and a New Model for Critical Transformation\n Introduction\n Global Education and the Maastricht definition – Genesis and genealogy\n The global education construct – An initial outline\n Global education – Considerations biographical, conceptual and strategic\n Global Education – Initial analysis and meaning in front of the text\n Methodological considerations – Proposing a hermeneutical methodology for developing theory from practice and policy in global education, drawing on the work of Paul Ricoeur\n Global education and related constructs such as ESD and GCED – Some limitations, contradictions, anomalies, aporias\n Proposing the foundational philosophical questions for a more adequate model of global education\n Chapter  4: Evidence and Efficacy: A Compulsion for Global Education?\n Evidence in global learning: How to make the invisible visible?\n Background of the discourse: Why the call for evidence in global learning?\n Searching for evidence: Operationalizing global learning\n What should people learn by global education? Outcome of learning processes\n What should global learning look like? Input quality criteria for global learning\n What are causes? Relationships between learning arrangements and outcome of global learning\n Liberation of compulsion\n Conclusion: What to do and what not to do?\n Chapter  5: Paulo Freire: Accidental Global Citizen, Global Educator\nPart 2: Theoretical Perspectives\n Chapter  6: Pluralizing Possibilities for Global Learning in Western Higher Education\n Global learning as a response to global challenges\n Colonial continuities, decolonial possibilities\n Learning about difference\n Learning from difference\n Being taught by difference\n Education for pluralizing global learning\n Chapter  7: Ubuntu: Constructing Spaces of Dialogue in the Theory and Practice of Global Education\n Introduction\n Conceptual framework of global education\n Global education as an international policy framework\n Global education as an overarching umbrella term incorporating related educational traditions\n Global education as an educational field of theory and practice\n Global education as a body of knowledge on global issues\n Global education as a pedagogical framework to teaching and learning about interdependent local and global problems\n Applying the framework\n Learning to understand Ubuntu\n International symbolic expressions of Ubuntu\n Global education shaped and informed by Ubuntu\n Application of Ubuntu in the context of global education: Ubuntu and human rights education\n Application of Ubuntu in the context of global education: Ubuntu and international policy framework\n Application of Ubuntu in the context of global education: Ubuntu pedagogical framework to teaching and learning\n Conclusion\n Chapter  8; Integrating Asian Perspectives within the UNESCO-led Discourse and Practice of Global Citizenship Education: Taking Gandhi and Ikeda as Examples\n Introduction\n Value-creating global citizenship education: A pedagogical approach\n An awareness of climate change as planetary citizens: Challenging assumptions, offering suggestions for practice\n Conclusion\nPart 3: Impact of Policies and Programmes\n Chapter  9; Global Education Research in Finland\n Introduction\n Thematic review\n Findings\n Development education\n Intercultural education\n Human rights education\n Education for peace and conflict prevention\n Education for sustainability\n Global education as a cross-cutting issue in education\n Discussion\n Chapter  10: Global Education in Poland\n Introduction\n The beginnings of global education in Poland\n The pivotal role of NGDOs\n Factors influencing global education in Poland\n Global education in schools\n Academic interest in global education in Poland\n Conclusions: The challenges of global education in Poland\n Chapter  11: Role of NGOs in Global Citizenship Education\n Introduction\n The emergence of a new global civic society and the GCE promotion\n GCE educational policies and teacher education practices in ten EU countries\n Research methods\n NGO as a political and pedagogical actor in promoting GCE\n NGOs’ main areas of engagement and achievement\n NGO real and potential challenges\n Concluding remarks\n Chapter  12: The Development of Global Education in Taiwan’s Curriculum\n Introduction\n The historical background of Taiwan’s education\n The current state of global education in Taiwan’s curriculum\n Conclusion\n Chapter  13: Global Learning: Addressing Attitudes, Behaviours and Competencies (ABC) in Teaching and Learning in Zanzibar\n Introduction\n Zanzibar: A microcosm of global development challenges\n Education in Zanzibar\n Why global learning?\n From contextualized resources to contextualized learning\n ABC for quality teaching and learning\n Achievements and challenges\n Lessons learned\n 8 Global learning for sustainable change\nPart 4: Global Perspectives in Higher Education\n Chapter  14: Global Education and Integration: A Look into South African Higher Education\n Introduction\n Global education\n South African educational background\n The history and evolution of South African education\n Structure of higher education in South Africa\n Education, social justice and equity: The South African educational paradigm\n Global education and social justice\n Conclusion\n Chapter  15; Towards an Ethical Global Citizenship Education Curriculum Framework in the Modern University\n Introduction\n GCE-curriculum: A multivocal ‘symbol’\n Methods\n Critical cognizance\n Towards an ethical GCE-curriculum\n Conclusion\n Chapter  16: Planetary Citizenship in Brazilian Universities\n Introduction\n Citizenship in progress in educational documents\n The epochal unit of UFC students with their generative themes\n Postmodernism and post-colonialism and their influence in the curriculum\n Fighting discrimination within the university\n Becoming planetary: Reaction of The Global South university\n Conclusion\n Chapter  17: How Do Higher Education Students Negotiate Global Responsibility in Education?\n Introduction\n Approaches to global responsibility in education development\n A study of university students’ online dialogues\n Findings: Dialogic positioning of global responsibility\n Conclusion\n Chapter  18: Globality and Internationalization in Vienna: An Exploration of a Research Seminar Using Transformative Processes in Global Education\n Introduction\n Setting of the research seminar\n The content of the seminar\n ‘Glocality’ as the theoretical content framework\n Glocal approaches in Vienna\n The pedagogical and didactical concept of the research seminar\n Practical research\n Reflection of the experiences\n Conclusion\n Chapter  19: Learning with ‘Generation Like’ about Digital Global Citizenship: A Case Study from Spain\n Introduction\n Theoretical and methodological framework\n Challenges and practices\n Final discussion and conclusions\n Chapter  20: Global Citizenship Education at Home in Higher Education: Researching Values in Professional Education\n Introduction\n HE and global citizenship\n Values and GCE\n Researching values in professional education\n Case study 1\n Case study 2\n Conclusion\nPart 5: Global Education and Learning within Schools\n Chapter  21: Development Education or Global Learning? Evidence from Spanish Schools\n General framework: The situation of development education in Spain\n Internal analysis: DE in Spanish schools\n Conclusion\n Chapter  22: Global South–North School Linking\n Introduction, context and aims\n Outline of new research methodology\n Implications and recommendations for the future of Global South–North school linking\n Recommendations\n Chapter  23: Critical Global Citizenship Education in the Era of SDG 4.7: Discussing HEADSUP with Secondary Teachers in England, Finland and Sweden\n Framework\n Methodology\n Findings\n Discussion\n Chapter  24: Is Global Citizenship Education Relevant in Sub-Saharan African School Curricula? Options and Challenges for Teaching Global Citizenship through a Social Studies Curriculum in Ghana\n Introduction\n Ghana’s secondary education policy in an era of globalization\n What is GCE?\n Findings from study\n Views on global citizenship and Ghana’s social studies curriculum\n Curriculum provision on themes on Africa’s culture and history\n Dimensions of critical pedagogy in Ghana’s social studies curriculum\n Conclusion\n Chapter  25: Characteristics of a Global Learning School\n Introduction\n GLP and methods of data collection\n Characteristics of the global learning school\n Discussion and conclusion\n Chapter  26: Continuing Professional Development of Teachers in Global Learning: What Works?\n Introduction\n Effective CPD for global learning\n GLP-E and the UK global learning context\n Externally provided CPD\n Methods\n Effective externally provided CPD for global learning\n Regaining a sense of purpose\n Knowledge and pedagogy\n Collaboration\n Follow-up and consolidation\n Discussion and implications\n Chapter  27: Research and Innovation in Education: A Case for Inclusion of Global Perspectives for Effective Learning in Formal Education in Ondo, Nigeria, in the Twenty-first Century\n Introduction\n Nigeria’s national policies on education and teachers\n Globalization in context\n Teacher training methods in Nigeria\n The need for global learning\n Purpose of the study\n Research questions\n Methodology\n Presentation of findings\n Effectiveness of school heads in applying twenty-first-century skills in global learning\n Conclusion\nPart 5: Learning and Experience and Being Global Citizens\n Chapter  28: Gesturing towards New Horizons of North–South Community-Engaged Learning\n Introduction\n Recent debates in the literature\n Engaging with the EarthCARE framework\n Findings from a case study of a community-engaged learning programme in Fortaleza, Brazil\n Conclusions\n Chapter  29: The Role of Informal Spaces in Global Citizenship Education\n Introduction\n Locating GCE and research\n Methodology\n The role of informal spaces: learning, interaction and emotion\n Conclusion\n Chapter  30: Apprenticeship of Reflexivity: Immersive Learning from International Volunteering as Teacher Professional Development\n Introduction\n Theoretical context of the research\n Methodology\n Changes in practice: Learning about teaching\n Observations of teaching as learning\n Changes in practice: Learning about global development\n Affective moments of learning\n Liminality as learning space\n Conclusion\n Chapter  31: Study Abroad as a Route to Global Citizenship? Undergraduate Student Perspectives in the UK\n Introduction\n Study abroad, mobility and global citizenship\n UCL BASc Arts and Sciences programme\n Research strategy\n Student reflections on study abroad and learning\n Reflections on global citizenship and study abroad\n Conclusions: Study abroad as a route to global citizenship?\n Acknowledgements\n Chapter  32: Am I a Global Citizen? Reflections of Young People in Tobago\n Introduction\n Global citizenship\n The Tobago context\n Tobago/UK school links\n Methodology and theoretical framework\n Findings\n Analysis and recommendations\n Chapter  33: Conclusion\n Index