Culture, Transnational Education and Thinking
Culture, Transnational Education and Thinking

Author: Niranjan Casinader

Publisher: Routledge

Published: 2014-04-24

Total Pages: 247

ISBN-13: 1317934571

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The notion of thinking skills as a key component of a 21st century school education is now firmly entrenched in educational policy and curriculum frameworks in many parts of the world. However, there has been relatively little questioning of the manner in which educational globalisation has facilitated this diffusion of thinking skills, curriculum and pedagogy in a cultural context. This book will help to redress such an imbalance in its critical assessment of the cross-cultural validity of transplanting thinking skills programs from one educational system to another on an international scale. Culture, Transnational Education and Thinking provides an international comparative study of the intersection of three educational concepts: culture, education and thinking. Drawing on case studies from Malaysia, South Africa and Australia/USA for the purposes of comparative analysis, the book employs the context of an international school program in the teaching of thinking skills, Future Problem Solving Program International. The book explores the associations between Future Problem Solving educators, their cultural background, and their approaches to thinking, evaluating the relevance of transferring thinking skills programs derived in one cultural framework into another. The book also discusses the wider implications of these cross-cultural comparisons to curriculum and pedagogy within schools and higher education, with a particular emphasis on the teaching of multicultural school-based classes and cross-cultural understandings in teacher education and professional development. This book will be of relevance to academics and higher education students who have an interest in the fields of cross-cultural and intercultural understanding, comparative studies in education, and theories and practices of cognition, as well as the development of tertiary and secondary curricula and associated pedagogies that specifically acknowledge the cultural diversities of both teacher and learner.

Creating Cultures of Thinking
Creating Cultures of Thinking

Author: Ron Ritchhart

Publisher: John Wiley & Sons

Published: 2015-02-23

Total Pages: 391

ISBN-13: 111897462X

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Discover why and how schools must become places where thinking is valued, visible, and actively promoted As educators, parents, and citizens, we must settle for nothing less than environments that bring out the best in people, take learning to the next level, allow for great discoveries, and propel both the individual and the group forward into a lifetime of learning. This is something all teachers want and all students deserve. In Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools, Ron Ritchhart, author of Making Thinking Visible, explains how creating a culture of thinking is more important to learning than any particular curriculum and he outlines how any school or teacher can accomplish this by leveraging 8 cultural forces: expectations, language, time, modeling, opportunities, routines, interactions, and environment. With the techniques and rich classroom vignettes throughout this book, Ritchhart shows that creating a culture of thinking is not about just adhering to a particular set of practices or a general expectation that people should be involved in thinking. A culture of thinking produces the feelings, energy, and even joy that can propel learning forward and motivate us to do what at times can be hard and challenging mental work.

Cross Cultural Teaching and Learning for Home and International Students
Cross Cultural Teaching and Learning for Home and International Students

Author: Janette Ryan

Publisher: Routledge

Published: 2013

Total Pages: 314

ISBN-13: 0415630126

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This book maps and discusses the increasing internationalisation of teaching and learning at universities around the world. This phenomenon brings both opportunities and challenges, introducing what can be radically different teaching, learning and assessment contexts.

The Evolution of Transnational Education
The Evolution of Transnational Education

Author: Christopher Hill

Publisher: Routledge

Published: 2021-12-30

Total Pages: 195

ISBN-13: 1000521834

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This book examines issues of identity; positionality; community; value and relevance, to explore where transnational higher education is headed and what form it may take moving forwards. Transnational higher education has traditionally been viewed through the lens of access. Now, the authors argue, higher education must think more closely about impact and legacy as changing patterns of student recruitment, reduced options for mobility and the need to establish value for money will be at the heart of the next stage of evolution. Drawing on international case studies from Europe, the Middle East and Central Asia, the book outlines the past, present and future of higher education working across national boundaries, and the extent to which this represents the globalisation of the university sector. The book opens with an analysis of the role of the university in both local and global contexts, moving on to explore policy and collaboration and then looking at emerging trends and activity in international higher education. The final section draws directly from students, to give their perspective and understanding of the core themes throughout the book. This volume will have a wide readership amongst higher education scholars, undergraduate and postgraduate students and policy makers.

Transnational Education and Curriculum Studies
Transnational Education and Curriculum Studies

Author: John Chi-Kin Lee

Publisher: Routledge

Published: 2020-07-28

Total Pages: 229

ISBN-13: 1351061607

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In recent years, there has been increasing attention placed on international and transnational aspects of school and higher education curricula, and the different research approaches and lenses through which these issues are studied. This edited volume explores diverse perspectives and discourses of curriculum studies contributed by scholars both within and outside the "majority world". In addition, it tackles both transnational cross-border endeavours involving national governments and policy measures, and the promises, challenges and failings of those formal relationships. The book consists of three sections. The first section provides an introduction and overviews of transnational education in connection with curriculum studies, schooling and higher education. The second section deals with transnational and international perspectives on curriculum studies, schooling and education. The final, third section highlights transnational and international perspectives on higher education. This timely volume tackles the questions often posed by curriculum scholars and educational researchers around the possibility of a transnational approach to curriculum studies and how (and if) a common set of means can transcend national boundaries and sensitivities. It looks at the common issues and problems across nations that international and transnational curriculum and educational research work could address. This volume will appeal to researchers and policy makers interested in transnational education and curriculum studies.

Border Thinking
Border Thinking

Author: Andrea Dyrness

Publisher: U of Minnesota Press

Published: 2020-03-31

Total Pages: 352

ISBN-13: 145296338X

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Rich accounts of how Latinx migrant youth experience belonging across borders As anti-immigrant nationalist discourses escalate globally, Border Thinking offers critical insights into how young people in the Latinx diaspora experience belonging, make sense of racism, and long for change. Every year thousands of youth leave Latin America for the United States and Europe, and often the young migrants are portrayed as invaders and, if able to stay, told to integrate into their new society. Border Thinking asks not how to help the diaspora youth assimilate but what the United States and Europe can learn about citizenship from these diasporic youth. Working in the United States, Spain, and El Salvador, Andrea Dyrness and Enrique Sepúlveda III use participatory action research to collaborate with these young people to analyze how they make sense of their experiences in the borderlands. Dyrness and Sepúlveda engage them in reflecting on their feelings of belonging in multiple places—including some places that treat them as outsiders and criminals. Because of their transnational existence and connections to both home and host countries, diaspora youth have a critical perspective on national citizenship and yearn for new forms of belonging not restricted to national borders. The authors demonstrate how acompañamiento—spaces for solidarity and community-building among migrants—allow youth to critically reflect on their experiences and create support among one another. Even as national borders grow more restricted and the subject of immigration becomes ever more politically fraught, young people’s identities are increasingly diasporic. As the so-called migrant crisis continues, change in how citizenship and belonging are constructed is necessary, and urgent, to create inclusive and sustainable futures. In Border Thinking, Dyrness and Sepúlveda decouple citizenship from the nation-state, calling for new understandings of civic engagement and belonging.

Knowledge Hierarchies in Transnational Education
Knowledge Hierarchies in Transnational Education

Author: Jing Qi

Publisher: Routledge

Published: 2015-04-24

Total Pages: 206

ISBN-13: 1317574931

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Transnational education seeks equivalence in standards and/or relevance of outcomes through the transfer of Western theories, concepts and methods. Utilising a critique-interpretative approach, Jing Qi argues that equivalence/relevance-oriented approaches to transnational education assume the legitimacy of the global knowledge hierarchy. Euro-American educational theories are imposed as defaults in non-Western educational communities of imagined consensus. Grounded in a study of a five-year transnational teacher education and community capacity-building program in Northern Chile, the book investigates the relationships between theoretical knowledge, knowledge hierarchies and critique. Transnational education communities are recognised as sites of critiques where conflictual and conceptual ‘dissensus’ disrupts global and local knowledge hierarchies. Critique is deployed by educational actors in their everyday engagement in transnational education to stage dissensus, which constantly re-draws the lines of possibility for knowledge co-construction. A matrix mapping system is designed to chart and theorise the Chilean educational actors’ critiques along the trail of concept translation, learning, application and innovation of knowledge hierarchies, which operate at and across global, transnational, local and the newly-created local-global levels. This book examines how these critiques modulate the ascendancy of knowledge hierarchies to enfranchise non-western educational actors for theoretical knowledge production that addresses local needs. Knowledge Hierarchies in Transnational Education will be of key value to researchers, academics and postgraduate students in the fields of international education, teacher education and globalisation.

Second International Handbook on Globalisation, Education and Policy Research
Second International Handbook on Globalisation, Education and Policy Research

Author: Joseph Zajda

Publisher: Springer

Published: 2015-01-06

Total Pages: 848

ISBN-13: 9401794936

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This handbook presents a global overview of developments in education and policy change during the last decade. It provides an accessible, practical and comparative source of current research that examines the intersecting and diverse discourses of this important issue. Divided into two parts, the handbook first examines globalisation and education policy reforms, including coverage of main trends as well as specific policy issues such as gender, equity, minorities and human rights. Next, the handbook offers a comparative perspective that evaluates the ambivalent and problematic relationship between globalisation, the state and education reforms globally. It features coverage on curricula issues and education reforms in schools around the world as well as the curriculum in the global culture. Now more than ever there is a need to understand and analyse both the intended and the unintended effects of globalisation on economic competitiveness, educational systems, the state and relevant policy changes--all as they affect individuals, the higher education sector, schools, policy-makers and powerful corporate organisations across the globe. By examining some of the major education policy issues, particularly in the light of recent shifts in education and policy research, this handbook offers readers a comprehensive picture of the impact of globalisation on education policy and reforms. It will serve as a vital sourcebook of ideas for researchers, practitioners and policy makers in education.

Geography Education for Global Understanding
Geography Education for Global Understanding

Author: Ali Demirci

Publisher: Springer

Published: 2018-04-26

Total Pages: 249

ISBN-13: 3319772163

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This book presents the core concepts of geographical education as a means of understanding global issues from a spatial perspective. It treats education, supported by high standards, approaches, methodologies, and resources, as essential in exploring the interactions of the world’s human and environmental systems at local, regional, and global scales embedded in the nature of the discipline of geography. It covers topics such as climate change, sustainable development goals, geopolitics in an uncertain world, global crisis, and population flows, which are of great interest to geography researchers and social sciences educators who want to explore the complexity of contemporary societies. Highly respected scholars in geography education answer questions on key topics and explain how global understanding is considered in K-12 education in significant countries around the globe. The book discusses factors such as the Internet, social media, virtual globes and other technological developments that provide insights into and visualization – in real time – of the intensity of relationships between different countries and regions of the earth. It also examines how this does not always lead to empathy with other political, cultural, social and religious values: terrorism threats and armed conflicts are also essential features of the global world. This book opens the dialogue for global understanding as a great opportunity for teachers, educators, scholars and policy makers to better equip students and future citizens to deal with global issues.

Transnational German Education and Comparative Education Systems
Transnational German Education and Comparative Education Systems

Author: Benjamin Nickl

Publisher: Springer Nature

Published: 2019-12-18

Total Pages: 193

ISBN-13: 3030362523

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This book presents an in-depth look at the state of transnational education and comparative perspectives on education systems between Germany and other nation states. It explores how a transnational education identity in secondary and tertiary institutions has developed in the German and other national contexts and which lessons can be learned from current challenges and successes of education systems. It uses detailed case studies to promote critical rethinking of current educational practices in high schools and universities, specifically of race, gender, religion and learner ability in educational settings. It understands learning and teaching as an arena to discuss transnational education opportunities in the 21st century as an emerging or evolving discourse on contemporary forms of transnationalism.