- Table View
- List View
Conceptions of Giftedness and Talent
by Robert J. Sternberg Don AmbroseThis book brings together eminent and emerging scholars to present cutting-edge research on diverse conceptions of giftedness and talent from a range of international perspectives. It covers classical views, emphasizing IQ, but also seeks to move the academic debate on from the common exclusive emphasis on IQ-based skills. In each chapter the contributors address both theoretical advances and practical applications for administrators, teachers, and parents. The editors conclude by integrating the different points of view and showing ways in which major ideas, even when given different names, can be integrated to provide a holistic and integral viewpoint on giftedness and talent. This book will appeal to students and scholars of creativity, giftedness and gifted education; as well as to practitioners, teachers and education policymakers.
Dis/ability in the Americas: The Intersections of Education, Power, and Identity (Education in Latin America and the Caribbean)
by Chantal Figueroa David I. Hernández-SacaThis edited volume highlights the rich and complex educational debates around Critical Disability Studies in Education (DSE), critical mental health, and crip theories. Chapter authors use the term Dis/ability to criticize aspects of education research and international development that do not center the experiences of dis/abled students and people with dis/abilities. Through case studies from around the Americas, chapters highlight how top-down approaches to disabilities further oppress rather than emancipate. The volume prioritizes the spaces of resistance where local initiatives speak back to the demands imposed by an ever-globalizing world shaped by colonialism and imperialism, undergird by intersectional ableism. Voices of disabled students and people with dis/abilities counter-narrate the personal, interpersonal, structural, and political ways in which biomedical and psychological models of disability have impacted their well-being throughout education and society in the Americas. Through a critical sentipensante approach that centers the “epistemologies of the south,” this volume challenges global mental health and dis/ability hegemony in the Americas.
University Education, Controversy and Democratic Citizenship
by Nuraan Davids Yusef WaghidThis book explores the role of the university in upholding democratic values for societal change. The chapters advocate for the moral virtue of democratic patriotism: the editors and contributors argue that universities, as institutions of higher learning, can encourage the creation of critical and patriotic citizens. The book suggests that non-violence, tolerance, and peaceful co-existence ought to manifest through pedagogical university actions on the basis of educators’ desire to cultivate reflectiveness, criticality, and deliberative inquiry in and through their academic programmes. In a way, universities can respond more positively to the violence on our campuses and in society if public and controversial issues were to be addressed through an education for democratic citizenship and human rights.
Gandhi and the Psychology of Nonviolence, Volume 2: Applications across Psychological Science
by V. K. Kool Rita AgrawalIn volume 1 of Gandhi and the Psychology of Nonviolence the authors advanced a scientific psychology of nonviolence, derived from principles enunciated by Gandhi and supported by current state-of-the-art research in psychology. In this second volume the authors demonstrate its potential contribution across a wide range of applied psychology fields. As we enter the era of the Anthropocene, they argue, it is imperative to make use of Gandhi’s legacy through our evolving noospheric consciousness to address the urgent problems of the 21st century. The authors examine Gandhi’s contributions in the context of both established areas such as the psychology of religion, educational, community and organizational psychology and newer fields including environmental psychology and the psychology of technology. They provide a nuanced analysis which engages with both the latest research and the practical implications for initiatives like the Intergovernmental Panel on Climate Change and the UN’s Sustainable Development Goals.The book concludes with an overview of Gandhi’s contribution to modern psychology, which encompasses the history, development, and current impetus behind emerging work in the field as a whole. It marks an exciting contribution to studies of both Gandhi and psychology that will also provide unique insights for scholars of applied psychology, education, environmental and development studies.
Implementing Deeper Learning and 21st Century Education Reforms: Building an Education Renaissance After a Global Pandemic
by Fernando M. ReimersThis open access book is a comparative analysis of recent large scale education reforms that broadened curriculum goals to better prepare students for the 21st century. The book examines what governments actually do when they broaden curriculum goals, with attention to the details of implementation. To this end, the book examines system level reforms in six countries at various levels of development. The study includes system level reforms in jurisdictions where students achieve high levels in international assessments of basic literacies, such as Singapore and Ontario, Canada, as well as in nations where students achieve much lower levels, such as Kenya, Mexico, Punjab-Pakistan and Zimbabwe. The chapters examine system-level reforms that focus on strengthening the capacity to teach the basics, as in Ontario and Pakistan, as well as reforms that aim at building the capacity to teach a much broader set of competencies and skills, such as Kenya, Mexico, Singapore and Zimbabwe. The volume includes systems at very different levels of spending per student and reforms at various points in the cycle of policy implementation, some just starting, some struggling to survive a governmental transition, and others that have been in place for an extended period of time. From the comparative study of these reforms, we aim to provide an understanding of how to build the capacity of education systems to teach 21st century skills at scale in diverse settings.
Inquiry-Based Learning Through the Creative Arts for Teachers and Teacher Educators (Creativity, Education and the Arts)
by Amanda Nicole Gulla Molly Hamilton ShermanThis book is a theoretical and practical guide to implementing an inquiry-based approach to teaching which centers creative responses to works of art in curriculum. Guided by Maxine Greene’s philosophy of Aesthetic Education, the authors discuss the social justice implications of marginalized students having access to the arts and opportunities to find their voices through creative expression. They aim to demystify the process of inquiry-based learning through the arts for teachers and teacher educators by offering examples of lessons taught in high school classrooms and graduate level teaching methods courses. Examples of student writing and art work show how creative interactions with the arts can help learners of all ages deepen their skills as readers, writers, and thinkers.
Rurality, Social Justice and Education in Sub-Saharan Africa Volume II: Theory and Practice in Higher Education
by Amasa P. Ndofirepi Alfred MasinireThis book explores rurality and education in sub-Saharan Africa through a lens of social justice. The second volume of a two-volume project, this book explores possibilities and constraints of rural social justice in diverse educational contexts, with particular emphasis on higher education. Drawing on contexts from across sub-Saharan Africa, this volume examines such topics as student-teacher preparation, post-colonialism and access and participation. In doing so, these volumes reflect the need to shift conceptions of rurality from colonial and conservative stereotypes to an appreciation of rurality as locations in space and time. Focusing on inclusivity and intersectionality, these books raise important questions into rurality and social justice, and champion openness for education in rural communities who may be excluded.
Nature of Science in Science Instruction: Rationales and Strategies (Science: Philosophy, History and Education)
by William F. McComasThis book offers a comprehensive introduction to Nature of Science (NOS), one of the most important aspects of science teaching and learning, and includes tested strategies for teaching aspects of the NOS in a variety of instructional settings. In line with the recommendations in the field to include NOS in all plans for science instruction, the book provides an accessible resource of background information on NOS, rationales for teaching these targeted NOS aspects, and – most importantly – how to teach about the nature of science in specific instructional contexts. The first section examines the why and what of NOS, its nature, and what research says about how to teach NOS in science settings. The second section focuses on extending knowledge about NOS to question of scientific method, theory-laden observation, the role of experiments and observations and distinctions between science, engineering and technology. The dominant theme of the remainder of the book is a focus on teaching aspects of NOS applicable to a wide variety of instructional environments.
Rurality, Social Justice and Education in Sub-Saharan Africa Volume I: Theory and Practice in Schools
by Alfred Masinire Amasa P. NdofirepiThis book explores rurality and education in sub-Saharan Africa through a lens of social justice. The first in a two-volume project, this book explores the possibilities and constraints of rural social justice in diverse educational contexts: how should rurality be defined? How does education shape and reshape what it means to be rural? Drawing chapters from a diverse range of contributors in sub-Saharan Africa, the two volumes are underpinned by a robust social justice approach to rural schooling and its intersections with access, gender, colonialism, social mobility and dis/ability. Ultimately, these volumes reflect the need to shift conceptions of rurality from colonial and conservative stereotypes to an appreciation of rurality as locations in space and time, with their own unique attributes and opportunities. Harnessing indigenous African concepts of justice to open up conversations into teaching and knowledge production in higher education, this book will be of interest to scholars of rurality and education, as well as wider discussions on decolonising the academy.
Academic Tourism: Perspectives on International Mobility in Europe (Tourism, Hospitality & Event Management)
by João P. Cerdeira Bento Fídel Martínez-Roget Elisabeth T. Pereira Xosé A. RodríguezThis book presents the latest knowledge on the still under-researched field of academic tourism, which over the past decade has gained in importance at local and national economic levels as a result of increasing international mobility of students and academic staff in higher education. A wide range of themes are explored from various perspectives, with the focus on Europe. Particular attention is paid to academic tourism demand, expenditure, and economic impact; the relationships between academic tourism and local and regional development, sustainable development, and environmental sustainability; and the importance of academic tourism for the internationalization of higher education and international cooperation and development. Further topics to be considered include the significance of academic tourism for the dynamics of tourism destinations and insights from experimental tourism research. In addition to theoretical chapters and state of the art reviews, readers will find insightful empirical and case studies. The book will be of interest to academics, researchers, students, and practitioners, including policy makers.
Whiteness, Power, and Resisting Change in US Higher Education: A Peculiar Institution (Palgrave Studies in Race, Inequality and Social Justice in Education)
by Kenneth R. Roth Zachary S. RitterThis edited volume connects the origins of US higher education during the Colonial Era with current systemic characteristics that maintain white supremacist structures and devalue students and faculty of color, as well as areas of study that interrogate Whiteness. The authors examine power structures within the academy that scaffold Whiteness and promote inequality at all levels by maintaining a two-tier faculty system and a dearth of Faculty and Administrators of Color. Finally, contributors offer systemic and collective solutions toward a more equitable redistribution of power, primarily among faculty and administration, through which other inequities may be identified and more easily addressed.
Discovering Theory in Clinical Practice: A Casebook for Clinical Counseling and Social Work Practice
by Rhonda Peterson Dealey Michelle R. EvansThis theory-focused casebook provides the reader with an overview of multiple counseling theories and utilizes specific cases representing a variety of clients to demonstrate the integration of theory in clinical counseling and social work practice. Through the use of dynamic cases, the reader is shown how theory informs day-to-day practice. Each theoretical case study includes a section on cultural considerations and discussion questions:Object Relations Theory: The Case of ElyseSelf Psychology Theory: The Case of EvanPerson-Centered Therapy: The Case of TommySolution-Focused Brief Therapy: The Case of JimRelational Cultural Theory: The Case of MonicaSystems Theory: The Case of EsperanzaExperiential Therapy: The Case of SamDiscovering Theory in Clinical Practice: A Casebook for Clinical Counseling and Social Work Practice is an essential text for instructors to teach the development of a theoretical foundation that easily integrates into core topics of relevance for graduate students in social work, counseling, psychology, marriage and family therapy, and human behavior who intend to work with a diverse set of client populations. The book also will be a great asset to early-career practitioners and clinical supervision participants who are continuing to build a professional working template of skills in both theory and practice as they conceptualize patient problems and develop treatment plans.
Comprehensive Healthcare Simulation: Emergency Medicine (Comprehensive Healthcare Simulation)
by Christopher Strother Yasuharu Okuda Nelson Wong Steven McLaughlinThis is a practical guide to the use of simulation in emergency medicine training and evaluation. It covers scenario building, debriefing, and feedback, and it discusses the use of simulation for different purposes, including education, crisis resource management and interdisciplinary team training. Divided into five sections, the book begins with the historical foundations of emergency medicine, as well as education and learning theory. In order to effectively relay different simulation modalities and technologies, subsequent chapters feature an extensive number of practical scenarios to allow readers to build a curriculum. These simulations include pediatric emergency medicine, trauma, disaster medicine, and ultrasound. Chapters are also organized to meet the needs of readers who are in different stages of their education, ranging from undergraduate students to medical directors. The book then concludes with a discussion on the future and projected developments of simulation training. Comprehensive Healthcare Simulation: Emergency Medicine is an invaluable resource for a variety of learners, from medical students, residents, and practicing emergency physicians to emergency medical technicians, and health-related professionals.
Humanising Higher Education: A Positive Approach to Enhancing Wellbeing
by Camila Devis-Rozental Susanne ClarkeThis book explores humanising practice within higher education (HE). It provides a fresh perspective by bringing together expert voices with empirical experience of humanising theory and practice in various areas of higher education, in order to influence and improve the way in which universities work.The book draws on Todres et. al’s humanisation framework, as well other relevant theories such as positive organisational scholarship, Vygotsky’s socio-cultural theory and socio-emotional intelligence. Topics include micro elements of humanisation such as transitions and the student experience, and macro elements such as the policy impact of humanising HE and sustainability. The authors demonstrate how a humanising approach can provide the catalyst for wider change and help to improve wellbeing in the community. This book offers an invaluable resource for scholars interested in teaching and learning in HE, and for HE practitioners and policy makers keen to develop a more human practice.
Intercultural Competence for College and University Students: A Global Guide for Employability and Social Change
by Caprice Lantz-Deaton Irina GolubevaThis practical guide is a must read for students interested in developing the attitudes, knowledge, skills, and values that foster positive relationships with people from diverse cultures both within and outside of the workplace. It contains real-life examples from students drawn from the authors’ work across different countries. In an age of growing diversity and increasing global mobility, living and working with people from different cultural backgrounds is becoming the norm. To address this complex topic, the authors invite students to consider key questions such as: How do our cultural backgrounds influence our behavior towards others? What is intercultural competence and how can it help students to get along in work and life? How can institutions help students to develop intercultural competence? What does it have to do with topics like prejudice, discrimination, and racism? How can intercultural competence facilitate social change and help students to succeed in their careers?Written for students in any country and studying in any discipline, this book includes practical activities designed to help students to develop intercultural competence throughout their time at college or university. It is useful for students as an autonomous learning source, or as a resource for taught courses.Drawing on a comprehensive and rigorous knowledge of the field, the authors have written a thought-provoking analysis and a practical guide to understanding and enacting Intercultural Competence. I learnt from and admire their ambitious vision of the significance of intercultural competence for society and for the lives and careers of their readers.— Michael Byram, author of Teaching and Assessing Intercultural Communicative Competence, Durham University, UK This is a wonderfully readable book, which carefully and clearly explains the concept of intercultural competence, exploring its implications for addressing many of the most crucial issues facing the world today. Based on impeccable scholarship, and containing a wealth of practical activities, this book is highly recommended for students and interested laypeople alike.— Martyn Barrett, University of Surrey, UKAn exceptionally user-friendly and theory-informed guidebook that would not only benefit university students but anyone with an interest in intercultural communication. The book is second to none in terms of clarity of presentation and coverage of concepts, models and practical ideas relevant to intercultural competence for the contemporary society. —Anwei Feng, University of Nottingham Ningbo, ChinaAn essential handbook and excellent addition to conventional textbooks. Nuanced and down-to-earth explanations about intercultural communication which are accessible to everyone. Insightful explanations for educators and students alike. Easy to use self-study guide with thought-provoking exercises. This book has been long needed and has come at just the right time. --Ivett Guntersdorfer, Founder and Director of the Intercultural Communication Certificate Program, Ludwig-Maximilians-Universität München, Germany
Critical Questions in STEM Education (Contemporary Trends and Issues in Science Education #51)
by Valarie L. Akerson Gayle A. BuckThis edited volume offers a crosscutting view of STEM and is comprised of work by scholars in science, technology, engineering, and mathematics education. It offers a view of STEM from the disciplines that comprise it, while adhering to the idea that STEM itself is an interdisciplinary treatment of all the associated disciplines in a meaningful way. This book raises and answers questions regarding the meaning of STEM education and research.This volume is divided into three sections: the first one describes the nature of the component disciplines of STEM. The next section presents work from leaders representing all STEM disciplines and deals with aspects such as K-12 and post-secondary education. The last section draws conclusions regarding the natures of the disciplines, challenges and advantages of STEM education in terms of theoretical and practical implications. The two final chapters compile arguments from the research chapters, describing themes in research results, and making recommendations for best STEM education practice, and examining areas for future research in STEM education.
HIV/AIDS in Bangladesh: Stigmatized People, Policy and Place (Global Perspectives on Health Geography)
by Alak PaulThis book aims to show the conditions and behaviors of vulnerable and marginalized people in Bangladesh which put them at risk of HIV/AIDS infection, and what their adopted coping strategies are and how these play out. In addition, the book seeks to gain an understanding of the perceptions of civil society and policy planners with respect to vulnerability to HIV, and the necessary mitigation measures. While there is much published literature on the epidemiology and etiology for the most at-risk groups in the region, there has not yet been any in-depth research concerning the socio-cultural and geographic impacts of HIV issues in Bangladesh. Almost all of the literature shows HIV as an epidemiological problem rather than investigating it from a social or cultural point of view, and still less using qualitative methods. The present work is an endeavor to fill these gaps by providing valuable qualitative field data to demonstrate the causes of HIV risk and vulnerability, and to examine the nature of the social and locational context of HIV/AIDS in Bangladesh and to assist with health care policy planning. The book will be of use to students and researchers, studying public health, health geography, medical sociology, medical anthropology, social psychology and social epidemiology, and to professionals in the fields of development, community medicine, health management and social policy.
Frontiers in Software Engineering Education: First International Workshop, FISEE 2019, Villebrumier, France, November 11–13, 2019, Invited Papers (Lecture Notes in Computer Science #12271)
by Bertrand Meyer Manuel Mazzara Jean-Michel Bruel Andrey Sadovykh Alfredo Capozucca Alexandr NaumchevThis book constitutes invited papers from the First International Workshop on Frontiers in Software Engineering Education, FISEE 2019, which took place during November 11-13, 2019, at the Château de Villebrumier, France. The 25 papers included in this volume were considerably enhanced after the conference and during two different peer-review phases. The contributions cover a wide range of problems in teaching software engineering and are organized in the following sections: Course experience; lessons learnt; curriculum and course design; competitions and workshops; empirical studies, tools and automation; globalization of education; and learning by doing. The final part "TOOLS Workshop: Artificial and Natural Tools (ANT)" contains submissions presented at a different, but related, workshop run at Innopolis University (Russia) in the context of the TOOLS 2019 conference. FISEE 2019 is part of a series of scientific events held at the new LASER center in Villebrumier near Montauban and Toulouse, France.
Adult Perspectives on Children and Music in Early Childhood (International Perspectives on Early Childhood Education and Development #33)
by Aleksandra Acker Berenice NylandThis book focuses on the importance and role of adults in promoting music in the early years. Designed to promote the idea of the value of music in the early childhood years, the research discussed in this book explores the experiences of a number of adults working with children from birth to age 8. The initiatives discussed in this work all focus on adults who have encouraged the development of musical identities ranging from music in the home, to musical play in the preschool years, preparing a performance with children, and programs for disadvantaged groups that use music as a communicative tool. Each chapter will start with a description of the particular setting and the protagonists’ specific skills and interests and how they came to be working with young children. Themes for the chapters have emerged from the videos and interviews conducted and consist of both reflective and affective experience. The themes include musical background, the adults' own stories, theories of childhood, and pedagogy and philosophy.
Addressing Global Challenges and Quality Education: 15th European Conference on Technology Enhanced Learning, EC-TEL 2020, Heidelberg, Germany, September 14–18, 2020, Proceedings (Lecture Notes in Computer Science #12315)
by Maren Scheffel María Jesús Rodríguez-Triana Carlos Alario-Hoyos Inmaculada Arnedillo-Sánchez Sebastian Maximilian DennerleinThis book constitutes the proceedings of the 15th European Conference on Technology Enhanced Learning, EC-TEL 2020, held in Heidelberg, Germany, in September 2020. The 24 research papers and 20 demo and 5 poster papers presented in this volume were carefully reviewed and selected from 91 submissions. The European Conference on Technology-Enhance Learning, which celebrates its 15th anniversary this year, is committed to address global challenges and quality education. The papers deal with the Sustainable Development Goals, particularly SDG 4 and SDG 10, to help to reduce the existing gaps and inequalities between countries and regions from around the world in terms of inclusiveness, equity, access, and quality of education.The chapters: “Designing an Online Self-Assessment for Informed Study Decisions: The User Perspective”; “Living with Learning Difficulties: Two Case Studies Exploring the Relationship Between Emotion and Performance in Students With Learning Difficulties”; “Applying Instructional Design Principles on Augmented Reality Cards for Computer Science Education”; and “Teaching Simulation Literacy With Evacuations - Concept, Technology, and Material for a Novel Approach” are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com. Due to the Corona pandemic EC-TEL 2020 was held as an virtual event.
The 11th International Conference on EUropean Transnational Educational (Advances in Intelligent Systems and Computing #1266)
by Álvaro Herrero Carlos Cambra Daniel Urda Javier Sedano Héctor Quintián Emilio CorchadoThis book contains accepted papers presented at ICEUTE 2020 held in the beautiful and historic city of Burgos (Spain), in September 2020.The 11th International Conference on EUropean Transnational Education (ICEUTE 2020) has been a meeting point for people working on transnational education within Europe. It has provided a stimulating and fruitful forum for presenting and discussing the latest works and advances on transnational education within European countries.After a thorough peer-review process, the ICEUTE 2020 International Program Committee selected 44 papers which are published in these conference proceedings achieving an acceptance rate of 41%. Due to the COVID-19 outbreak, the ICEUTE 2020 edition was blended, combining on-site and on-line participation. In this relevant edition, a special emphasis was put on the organization of five special sessions related to relevant topics as Role of English in Transnational Education and Teacher Training, Personalization and ICT: a Path to Educational Inclusion, Innovation and Research Findings in Engineering Higher Education, Practical Implementations of Novel Initiatives, and Innovation in Computer Science Higher Education.The selection of papers was extremely rigorous in order to maintain the high quality of the conference, and we would like to thank the members of the Program Committees for their hard work in the reviewing process. This is a crucial process to the creation of a high standard conference, and the ICEUTE conference would not exist without their help.
Bhutan: Conservation and Environmental Protection in the Himalayas
by Ugyen Tshewang Michael Charles Tobias Jane Gray MorrisonLocated in the heart of the Eastern Himalayas, Bhutan practices the philosophy of Gross National Happiness (“GNH”) that embraces environmental conservation as one of the main building blocks for its sustainable development goals. Bhutan’s conservation strategies and success are largely driven by the strong political will and visionary leadership of His Majesty the King of Bhutan The nation’s Buddhist perspectives regarding a deep and abiding respect for nature; and the strategic enforcement of a wide-ranging stringent set of internal regulations and controls have helped ensure ecological gold standards in Bhutan. Moreover, the country is an active member of the international conservation community by fulfilling its implementation of various Multilateral Environment Agreements. While it emerged into the 21st century as one of the 36 global terrestrial “hotspots” in biological diversity conservation ranks, Bhutan’s sheer commitment with more than 51% of its territory being managed under the explicit status of a protected area network, and more than 70% of the land under forest cover, represents Bhutan’s exemplary dedication to protect the planet despite its smallness in size and economy, and the biological fragility exemplified by its hotspot situation. In the face of imminent severe threats of global warming, Bhutan nonetheless exemplifies the truth that “a small country with a big conservation commitment” can make an enormous contribution to the global community.At the regional level, Bhutan is intent upon protecting the Water Towers of Asia (that glacial expanse of the Himalayas) which is a critical resource bulwark for about one-fifth of the global population downstream in South Asia. Such protections invariably help mitigate climate change by acting as a nation-wide carbon sink through its carbon neutral policies. In short, Bhutan has long represented one of the world’s foremost national guardians of biodiversity conservation, ecological good governance, and societal sustainability at a period when the world has entered the Anthropocene – an epoch of mass extinctions.We envision this publication to be ecologically and ethically provocative and revealing for the concerned scientific communities, and governments. Through an extensive review of the scientific and anthropological literature, as well as the research team's own data, the Author's have set forth timely recommendations for conservation policies, strategies and actions. This book provides technical and deeply considered assessments of the state of Bhutan’s environment, its multiple, human-induced stressors and pressures; as well as extremely sound, practical techniques that would address conservation strategies in the Himalayas and, by implication, worldwide.
Implementing Responsible Research and Innovation: Organisational and National Conditions (SpringerBriefs in Ethics)
by Christian Wittrock Ellen-Marie Forsberg Auke Pols Philip Macnaghten David LudwigThis open access book offers a unique and practically oriented study of organisational and national conditions for implementing Responsible Research Innovation (RRI) policies and practices. It gives the reader a thorough understanding of the different aspects of RRI, and of barriers and drivers of implementation of RRI related policies. It shows how different organisational and national contexts provide unique challenges and opportunities for bringing RRI into practice. The book provides concrete examples and offers the reader both a theory-based understanding of the topic, as well as guidance for action. The target audience encompasses, in addition to RRI students and scholars in particular, all students and scholars in the field of Science and Technology Studies (STS). The book is also of interest to students and scholars in the fields of research ethics, philosophy of science, organisational governance in the research system and organisational theory more generally. Finally, the book is of use to practitioners in research conducting and funding organisations working to implement RRI.
Education and Climate Change: The Role of Universities (International Explorations in Outdoor and Environmental Education)
by Fernando M. ReimersThis open access volume draws on a multidimensional model of educational change, the book reviews the field of climate change education and identifies some of the areas in which past efforts have fallen short in supporting effective pedagogical change at scale. It then formulates an approach to engage university students and faculty in partnering with schools and adult education institutions and directly contribute innovative curricula on climate change. The approach is illustrated with several case studies which present curricula developed to support school-based innovation in the Middle East and in Guatemala, and adult education in Haiti and Pakistan, and educators preparation at the university level. The approach followed to develop innovative curriculum follows five steps: 1) What are the specific impacts of climate change in this jurisdiction? How do they impact various human populations? 2) What knowledge, dispositions and behaviors could mitigate the impact of climate change and are there ways in which changes in the behaviors of populations in this jurisdiction could slow down climate change? 3) What are the means of delivery to reach each of the specific populations in this jurisdiction who needs to be educated on climate change? 4) What curriculum can help educate each population? 5) What role can the institution we are collaborating with play in advancing climate change education in that jurisdiction? The various chapters of the book present the conceptual foundation of these programs and illustrate how these programs respond to specific characteristics of local contexts. These programs focus in schools, non-formal settings and educator preparation institutions. The chapters offer examples of general value beyond the specific contexts for which they were designed, as they illustrate how in order to be optimally useful climate change education needs to be firmly grounded in the specifics of a context and responsive to that context.
Decolonising the History Curriculum: Euro-centrism and Primary Schooling
by Marlon Lee MoncrieffeThis book calls for a reconceptualisation and decolonisation of the Key Stage 2 national history curriculum. The author applies a range of theories in his research with White-British primary school teachers to show how decolonising the history curriculum can generate new knowledge for all, in the face of imposed Eurocentric starting points for teaching and learning in history, and dominant white-cultural attitudes in primary school education. Through both narrative and biographical methodologies, the author presents how teaching and learning Black-British history in schools can be achieved, and centres his Black-British identity and minority-ethnic group experience alongside the immigrant Black-Jamaican perspective of his mother to support a framework of critical thinking of curriculum decolonisation. This book illustrates the potential of transformative thinking and action that can be employed as social justice for minority-ethnic group children who are marginalized in their educational development and learning by the dominant discourses of British history, national building and national identity.