This volume addresses the need for an international perspective on global education, and provides alternate voices to the theme of global education. The editors asked international educators in different contexts to indicate how their own experience of global education addresses the broad and contested concepts associated with this notion. Following the lead of the internationally acknowledged authors from North America, Europe, Africa, Australia, and Asia, perspectives were provided on a wide variety of contexts including tertiary education, and teacher education; various pedagogies for global education, including digital pedagogies; and curriculum development at school, tertiary and community levels. Contesting and Constructing International Perspectives in Global Education explores the tensions inherent in discussions of global education from a number of facets including spatial, pedagogical, temporal, social and cultural; and provides critical, descriptive and values-laden interpretations. The book is divided into five sections, “Temporal and Spatial Views of Global Education”; “Telling National Stories of Global Education”; “Empowering Citizens for Global Education”; “Deconstructing Global Education”; and “Transforming Curricula for Global Education”. It is envisaged as a starting point for a stronger international conception of global education and a way to build a conversation for the future of global education in a neo-liberal and less internationally confident time.
Inhoudsopgave
Acknowledgements; Introduction: Interpreting Global Education; Section 1: Temporal and Spatial Views of Global Education; Re-Imagining Global Education in the Neoliberal Age: Challenges and Opportunities; One Size Fits All? Global Education for Different Educational Audiences; Global Perspectives on Global Citizenship; Section 2: Telling National Stories of Global Education; The Significance of Schooling, Teaching and Education: A South African Perspective; Educating Diverse Teachers in a Diverse Country: An Issue of Connectivity; The Neglect of Politics and Power Analysis in Development Education; The Implications for Secondary Teacher Training of Large-scale Polish Immigration into England; Section 3: Empowering Citizens for Global Education; Democratising Schools; Where’s the Action in Global Education? Employing Global Education for Lasting Change through Teacher Education; Teaching with a Values Stance for Global Citizenship: Integrating Children’s Literature; Section 4: Deconstructing Global Education; Service Learning as Post-colonial Discourse: Active Global Citizenship; Going Global; Section 5: Transforming Curricula for Global Education; Historical Culture and Peace Education: Some Issues for History Teaching as a Means of Conflict Resolution; The Digital Studio as a Global Education Site: Imaging to Examine Issues of Social Justice and Human Rights; A Global Citizenship Perspective through a School Curriculum; It Takes a Global Village: Re-conceptualising Global Education within Current Frameworks of School and Curricula; Educating for Global and Local Peace: Emerging Visions, Hopeful Practices; Authors’ Biographies; Editorial Committee Biographies.
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