Suchergebnisse

SectionI. Policy -- Chapter1. Key Elements of Education for Sustainable Development in Turkey's Education: An Analysis of Policy Documents -- Chapter2. Reimagining Education for Climate Action and Resilience: A Multidimensional and Locally-grounded Approach in Mexican States of Chiapas and Yucatán -- Chapter3. Developing a Monitoring and Evaluation Framework for Education Systems in view of Sustainable Development Goals: A Case from Kenya -- Chapter4. Egypt's 2030 Vision: Priority Areas for Egyptian Education for Global Citizenship -- SectionII. Curriculum -- Chapter5. Looking for a Better Future or 'Global Washing'? Reconstruction of Global Citizenship and Sustainable Development in Polish National Curriculum -- Chapter6. Education for Sustainable Development through Curricular Themes of Environmental Knowledge: An Analysis on Vietnam's Biology Curriculum -- Chapter7. Global Citizenship in a National Curriculum: The Case of Pakistan's Single National Curriculum -- Chapter8. Integrating Education for Sustainable Development into a Local Formal Kindergarten Curriculum: A Curricular Practice from China -- SectionIII. Practice -- Chapter9. Creating a safe, free and equal world for our children: Think Equal - a Holistic Early Years Programme -- Chapter10. Building Global Competence in Pre-school Settings: One World - a Global Citizenship Education Program in Guerrero, Mexico -- Chapter11. A Rational View on Irrational Outcomes: Influence of an Intercultural Collaborative Program on Indian Students' Perspectives -- Chapter12. Environmental Education Networks for Social Empowerment and Global Citizenship: A Case of Non-formal Education from Mexico -- Chapter13. Incorporating Education for Sustainable Development into Teachers' Continuous Professional Development through Critical Environmental Agency -- SectionIV. Perspectives -- Chapter14. Hungarian secondary school teachers' views on global competence development in EFL (English as a Foreign Language) classrooms -- Chapter15. Promoting and Sustaining Global Citizenship Through Culturally Relevant Pedagogy and Cultural Liberation Pedagogy.

This book offers an examination into the meanings of citizenship in the contemporary world, and trends that are forcing a rethinking of the concept in today's nation-states. These changing meanings, in turn, give rise to new understandings of, and approaches to, citizenship education. The underlying values of participation, deliberation, and loyalty or patriotism that define different notions of citizenship are under strain in a world increasingly defined by global processes, by the rise of transnational or supranational institutions, and by interconnections that bring different cultures and value systems into closer contact with each other. What does this new citizen look like? What does this new citizen need to know, or need to be able to do? To whom, and to what, is this new citizen loyal? One way to think about this new citizen is as a "cosmopolitan," a citizen of the world more than of any particular nation-state; another way to think about it is in terms of different kinds or levels of affiliation, existing simultaneously (to nation and to regional alliance, such as the European Union, for example). These conditions of citizenship, and of citizenship education, are rapidly changing and diverse -- and in some instances they come into conflict. This collection of essays by an outstanding international group of scholars examines the tensions between national, transnational, and postnational conceptions of citizenship, brought back always to the grounded question of citizenship education and how to go about it. The authors illuminate the complexity and subtlety of these issues, and offer helpful guidance for rethinking the meanings and values that inform our educational endeavours.

Report of the Texas State Auditor's Office related to determining whether Texas higher education institutions administer state-funded student financial aid programs in accordance with state statutes, Higher Education Coordinating Board (Coordinating Board) rules, and institutional policies; whether Coordinating Board staff provide the financial aid offices with timely and accurate data regarding the availability of state-funded student financial aid; and whether the Coordinating Board staff provide decision-makers with accurate information needed to make policy decisions regarding state-funded student financial aid.

U. S. 68th Congress, lst session ; Mode of access: Internet.