The Bloomsbury handbook of global education and learning /
"Learning about global issues and themes has become an increasingly recognised element of education in many countries around the world. Terms such as global learning, global citizenship and global education can be seen within national education policies and international initiatives led by the...
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| Other Authors: | |
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
London :
Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc,
2020.
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| Series: | Bloomsbury handbooks
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| Subjects: | |
| Online Access: | CONNECT |
MARC
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| 245 | 0 | 4 | |a The Bloomsbury handbook of global education and learning / |c edited by Douglas Bourn. |
| 264 | 1 | |a London : |b Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc, |c 2020. | |
| 300 | |a 1 online resource (485 pages) : |b illustrations (some color) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
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| 490 | 0 | |a Bloomsbury handbooks | |
| 504 | |a Includes bibliographical references. | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a "Learning about global issues and themes has become an increasingly recognised element of education in many countries around the world. Terms such as global learning, global citizenship and global education can be seen within national education policies and international initiatives led by the UN, UNESCO, European Commission and OECD. The Bloomsbury Handbook of Global Education and Learning brings together the main elements of the debates, provides analysis of policies, and suggests new directions for research in these areas. Written by internationally renowned scholars from Brazil, Canada, Finland, Germany, Ireland, Italy, Japan, Pakistan, Poland, South Africa, Spain, Sweden, Taiwan, UK and the USA, the handbook offers a much needed resource for academics, researchers, policy-makers and practitioners who need a clear picture of global learning."-- |c Provided by publisher. | ||
| 505 | 0 | |a Chapter 1: Introduction; Introduction; Distinctiveness of this handbook; Scope and terminology of global education and learning; Contribution of practitioners; Influence of policy-makers; Need for research in global education; Main themes and structure; Part 1: Challenges for Today and Tomorrow; Chapter 2: The Emergence of Global Education as a Distinctive Pedagogical Field; Introduction; Intellectual and policy routes; Development education; Influence of more critical approachesEvolution of global education; Conceptual variations; Increased engagement of policy-makers and emergence of a network in Europe | |
| 505 | 8 | |a Moving from consensus to divergent discourse and dissensus; Global education as an educational field; Global education as a distinctive pedagogical approach -- A pedagogy for global social justice; Conclusion; Chapter 3: Global Education in Europe: From Genesis to Theory and a New Model for Critical Transformation; Introduction; Global Education and the Maastricht definition -- Genesis and genealogy; The global education construct -- An initial outline; Global education -- Considerations biographical, conceptual and strategic; Global Education -- Initial analysis and meaning in front of the text | |
| 505 | 8 | |a Methodological considerations -- Proposing a hermeneutical methodology for developing theory from practice and policy in global education, drawing on the work of Paul Ricoeur; Global education and related constructs such as ESD and GCED -- Some limitations, contradictions, anomalies, aporias; Proposing the foundational philosophical questions for a more adequate model of global education; Chapter 4: Evidence and Efficacy: A Compulsion for Global Education? Evidence in global learning: How to make the invisible visible?; Background of the discourse: Why the call for evidence in global learning? | |
| 505 | 8 | |a Searching for evidence: Operationalizing global learning; What should people learn by global education? Outcome of learning processes; What should global learning look like? Input quality criteria for global learning; What are causes? Relationships between learning arrangements and outcome of global learning; Liberation of compulsion; Conclusion: What to do and what not to do?; Chapter 5: Paulo Freire: Accidental Global Citizen, Global EducatorPart 2: Theoretical Perspectives; Chapter 6: Pluralizing Possibilities for Global Learning in Western Higher Education; Global learning as a response to global challenges | |
| 505 | 8 | |a Colonial continuities, decolonial possibilities; Learning about difference; Learning from difference; Being taught by difference; Education for pluralizing global learning; Chapter 7: Ubuntu: Constructing Spaces of Dialogue in the Theory and Practice of Global Education; Introduction; Conceptual framework of global education; Global education as an international policy framework; Global education as an overarching umbrella term incorporating related educational traditions; Global education as an educational field of theory and practice; Global education as a body of knowledge on global issues | |
| 500 | |a EBSCO eBook Academic Comprehensive Collection North America |5 TMurS | ||
| 650 | 0 | |a Education and globalization. | |
| 650 | 0 | |a Global method of teaching. | |
| 650 | 0 | |a World citizenship. | |
| 650 | 0 | |a Education and state |v Cross-cultural studies. | |
| 655 | 7 | |a Cross-cultural studies |2 fast | |
| 700 | 1 | |a Bourn, Douglas, |e editor. | |
| 730 | 0 | |a WORLDSHARE SUB RECORDS | |
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| 776 | 0 | 8 | |i Print version: |t Bloomsbury handbook of global education and learning. |d London : Bloomsbury Publishing, an imprint of Bloomsbury Publishing Plc, 2020 |z 9781350108738 |w (OCoLC)1100595338 |
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