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Introduction : conversations with educators on global citizenship education : in the pursuit of social justice / Emiliano Bosio -- Critical pedagogy and global citizenship education / Henry A. Giroux, Emiliano Bosio -- Global citizenship otherwise / Sharon Stein, Vanessa Andreotti -- Global citizenship education as a counter-colonial project : engaging multiple knowledge systems for transformational change / Lynette Shultz -- From global to planetary citizenship : a proposal for evolving Brazil university curriculum / Silvia Elisabeth Moraes, Eduardo Moraes Arraut and Josefina Moraes Arraut -- Cultivating global citizenship education and its implications for education in South Africa / Yusef Waghid -- Global skills and global citizenship education / Douglas Bourn -- Educating for global citizenship in diverse and unequal societies / Massimiliano Tarozzi -- Global citizenship education as critical global semiotics / Maureen Ellis -- Intersections of neoliberalism, internationalization and global citizenship education / Miri Yemini -- Flourishing and global citizenship education / William Gaudelli -- Global citizenship education as awareness, responsibility and participation / Hans Schattle -- Global citizenship education and humanism : a process of becoming and knowing / Maria Guajardo -- Global citizenship education as a meta/critical pedagogy : concluding reflections / Emiliano Bosio.

The paper studies the changing spatial rationalizations of Finnish education policy with a particular focus on upper secondary education, which has gone through significant reforms in recent decades. The fostering of social and spatial equality has long represented the cornerstone of Finland's Nordic welfare state education system. The establishment of a widespread network of educational institutions also formed an important means of building social and territorial cohesion in the country. Since the late 1980s, Finnish education policies have turned towards neoliberal ideals, underlining economic rationalizations, individualization and flexibility. Also, education policy has come to play an increasingly important role in the constitution of the knowledge-based economy and embedded spatial restructuring. The paper scrutinizes recent state upper secondary education reforms from the perspective of spatial justice and its scalar dimensions, underlining the consequential juncture of choosing between upper secondary education paths. It is shown how the rationalization of Finnish education policy differentiates places, favouring urban over rural, and produces particular citizen-subjects: while general upper secondary education forms a site for producing skilled and globally minded citizens, vocational education prioritizes the availability of regional workforce and the prevention of youth marginalization. Rather than providing equal opportunities, it is argued that the dual-path Finnish education policy reinforces spatial differentiation and the differential inclusion of citizen-subjects in the knowledge-based economy.

This volume in The SAGE Reference Series on Disability explores education issues for people with disabilities and is one of eight volumes in the cross-disciplinary and issues-based series, which examines topics central to the lives of individuals with disabilities and their families. With a balance of history, theory, research, and application, specialists set out the findings and implications of research and practice for others whose current or future work involves the care and/or study of those with disabilities, as well as for the disabled themselves. The concise, engaging presentational st

Intro -- Acknowledgements -- Contents -- Editors and Contributors -- List of Figures -- List of Tables -- Part I Introduction -- Developing Global Perspectives: Responding to the State of International Education in Australian Universities -- Introduction -- The Context of International Education -- Democratizing Participation -- Diversification in Opportunity -- Regional Focus -- This Collection -- References -- Part II Office of Learning and Teaching (OLT) Projects -- The Epitome of Transformation: Enhancing Outbound Mobility Experiences in the Twenty-First Century -- Introduction -- Methodology -- Barriers Survey: Why Do Students Not Participate in OMEs? -- TOMES: The Outbound Mobility Experience Survey -- Staff Surveys -- Photographic Competition -- Key Findings and Conclusion -- References -- "Classroom of Many Cultures": Educational Design Opportunities in Intercultural Co-creation -- Introduction -- Co-creation as Principle -- Co-creation Practices -- Developing and Maintaining Diverse Relationships -- Recognizing Multiple Knowledges -- Ethics of Reciprocity -- Space for Storytelling -- Challenging Linear Methodologies -- Practical Application -- The Role of Reflection -- The Products of Co-creation -- Conclusion -- References -- Local Connections, Global Perspectives -- Introduction -- Method -- Discussion -- Barriers and Enablers -- A Proposed Curriculum Framework -- Intentional Design -- Looking Out -- Navigating Engagement -- Transitions and Transformations -- Conclusion -- References -- The Global Canopy: Propagating Discipline-Based Global Mobility -- Introduction -- Why Global? -- Discipline-Based Learning and Teaching Approaches as a Global Mobility Nexus -- Global Students Become Global Graduates -- The Global Canopy Project -- The Global Canopy Project Methodology -- Phase 1 -- Phase 2 -- Phase 3.

Abstract This article discusses the dynamics of contemporary Islamic education. The goal of Islamic education is to provide human resources based on Islamic values and in accordance with the spirit of Islam. The methods of education and instruction should also be designed to achieve the goal. Any methodology that is not oriented towards achieving the goal will certainly be avoided. Thus, Islamic education is not merely transfer of knowledge, but whether the science given can change attitudes. Within this framework, intensive monitoring should be done by society, including government (state), towards learners' behaviors. The next step is realizing it so that necessary education and curriculum programs are harmonious and sustainable. Islamic higher education institutions should be self-evident and transform themselves to meet the challenges of increasingly competitive and complex era. Islamic universities are considered not marketable anymore in facing global competition. Contemporary education must adjust with the recent technological developments. For that reason, it is necessary to develop an education system with global perspective in order to produce output from higher quality educational institutions, so that they are confident in facing global competition, and put forward interdisciplinary method interconnectedly. ملخص يتناول هذا البحث الحديث عن ديناميكية التربية الإسلامية في العصر الحاضر. تهدف التربية الإسلامية إلى بناء الموارد البشرية التي تتخلق بالأخلاق الكريمة الموافقة لروح الإسلام. ولابد من تخطيط طريقة التربية والتعليم لتحقيق هذا الهدف. وكل الطريقة التي لا تعتمد على تحقيق الهدف لا بد من اجتنابها. فلهذا، فإن التربية الإسلامية لاتهدف إلى نقل المعلومات فقط، وإنما تهتم بمدى تأثيرتلك المعلومات في السلوك أم لا. من أجل ذلك، نحتاج إلى المراقبة المكثفة من جميع طبقات المجتمع، ومن ذلك الحكومة، تجاه سلوك الطلاب والطالبات، هل يتفق مع تعاليم الإسلام المتعلقة بالحياة وقيمه أم لا. والخطوة التالية هي تطبيق تلك الطريقة، فلهذا نحتاج إلى الطريقة التربوية والمنهج المتسقة مع الهدف السابق وذات استمرارية. لابد للجامعات الإسلامية أن تقوم بإصلاح الذات والتحول لمواجهة تقلبات العصر المليئة بالتنافس والمعوقات المجمعة. و تعتبر الجامعات الإسلامية غير قابلة للتسويق في مواجهة التنافس الدولي. فالتعليم والعصري يجب أن يتعايش مع تطور الزمان والتكنولوجيا، فلهذا ينبغي أن نقوم بتطوير نظام التعليم على مستوى عالمي حتى يتخرج في هذه الجامعات الخريجون المتفوقون وتصبح هذه الجامعات جامعات متقدمة، وذات ثقة بالنفس تجاه التنافس الدولي، ويتفضل أن تستخدم هذه الجامعات طريقة متعدد التخصصات ومتعدد الترابط. والتربية العصرية لابد أن توافق مع التطور الزمني والتكنولوجيا. فلهذا لابد من تطوير نظام التربية ذات الثقافة الواسعة حتى تصدر المتخرجين الممتازين واثقين بأنفسهم في مواجهة التنافس الدولي، ويفضلون منهج متعدد التخصصات ومتعدد الترابط. Abstrak Artikel ini membahas tentang dinamika pendidkan Islam di masa kontemporer. Tujuan pendidikan Islam adalah menciptakan SDM yang berkepribadian Islami berdasarkan nilai-nilai Islam serta sesuai dengan ruh dan nafas Islam. Metode pendidikan dan pengajarannya juga harus dirancang untuk mencapai tujuan tersebut. Setiap metodologi yang tidak berorientasi pada tercapainya tujuan tersebut tentu akan dihindarkan. Jadi, pendidikan Islam bukan semata-mata melakukan transfer of knowledge, tetapi memperhatikan apakah ilmu pengetahuan yang diberikan itu dapat mengubah sikap atau tidak. Dalam kerangka ini, diperlukan monitoring yang intensif oleh seluruh lapisan masyarakat, termasuk pemerintah (negara), terhadap perilaku peserta didik, sejauh mana mereka terikat dengan konsepsi-konsepsi Islam berkenaan dengan kehidupan dan nilai-nilainya. Rangkaian selanjutnya adalah tahap merealisasikannya sehingga dibutuhkan program pendidikan dan kurikulum yang selaras, serasi, dan berkesinambungan dengan tujuan di atas. lembaga pendidikan tinggi Islam harus berbena diri dan melakukan transformasi untuk menjawab tantangan zaman yang semakin kompetitif dan kompleks. Perguruan tinggi Islam dianggap tidak marketable lagi dalam menghadapi persaingan global. Pendidikan kontemporer harus menyesuaikan perkembangan zaman dan perkembangan teknologi. Untuk itu perlu dilakukan pengembangan sistem pendidikan yang berwawasan global agar menghasilkan output dari lembaga pendidikan yang lebih bermutu, supaya mereka percaya diri dalam menghadapi persaingan global, dan mengedepankan metode interdisipliner, interkonektifitas.

The present pattern of medical & legal education can be traced to the movement to raise standards in the first 2 decades of this century. The most influential statement to reform medical education appeared with Abraham Flexner's Carnegie-Foundation sponsored study of medical schools ("Medical Education in the United States and Canada," New York, NY: Carnegie Foundation for the Advancement of Teaching, 1910, Bulletin No. 4). In 19th century America, apprenticeship was the chief preparation for the bar. Proprietary schools offered afternoon classes to non fulltime non law-clerk students who drifted into these schools to gain degrees solely through instruction. Medical education linked with the U's & the medical curriculum was standardized. The establishment of Johns Hopkins Medical School in 1893 provided a model for A. Flexner's view that medicine had become a science. Alfred Z. Reed produced a document ("Raising Standards of Legal Education," American Bar Association Journal, 1921, 7, Nov 21, 571), that surpassed the Flexner report in depth & style. Reed's basic premise was flexibility & reform. Flexner's report received fame while Reed's document remained obscure. Reed's report appeared again in 1921 after a period of reform. Flexner's report has been criticized as an "egocentric view of democracy"; both reports have served to restate the professional education quandary. B. Miller.

Moral panic theory and school education -- Alcohol and illicit drug education -- Physical fitness and obesity -- Sexuality education -- Racism and islamophobia -- Pedagogy and curriculum -- Media and youth -- Teaching standards, assessment and testing regimes -- Buildings and school facilities -- Bringing it all together.

Introduction 1. - Research design and methodological approach 24. - Politiki ni Fanga Mali la / Power and politics in Mali 44. - Mali's evolving educational landscape 71. - Can education empower citizens? 100. - Schooling and parents' engagement with the state 130. - Educational expansion and democratization in Africa 150

Invited Key-note speaker Conference ; International audience ; We call values that which founds a judgment (good or bad, important or not, right or wrong, true or false, beautiful or ugly, expensive or cheap, .). After giving some definitions, this paper analyzes the values that are identifiable inside science, and then inside science education. The value of science comes from its economical and political importance, but science seeks the truth by observing important values: a scientist must be honest, modest, always critical, rejecting any dogmatism and any fraud, but also creative, imaginative and able to work collectively. Nevertheless, a scientist is a human being with emotions and ideologies often interfering with his/her work and results. Some examples are discussed. Science must be separated from religion but the values of science and those of ethics overlap (bio-ethics, citizen values). UNESCO promotes Education for All, even if there are still important inequalities among countries. The values of science education are analyzed, and developed furtheron the example of ESD (Education for a Sustainable Development). They are then analyzed in some images of science textbooks, showing implicit ideologies linked to the scientific messages. They are also identified through different pedagogical styles. The analysis of teachers' conceptions, through an international survey covering more than 8 000 teachers, reveals deep differences among countries, as well as opposite systems of values, in interaction with social practices and actual or out-dated scientific knowledge, illustrating the KVP model as is also the case throughout this paper.

Invited Key-note speaker Conference ; International audience ; We call values that which founds a judgment (good or bad, important or not, right or wrong, true or false, beautiful or ugly, expensive or cheap, .). After giving some definitions, this paper analyzes the values that are identifiable inside science, and then inside science education. The value of science comes from its economical and political importance, but science seeks the truth by observing important values: a scientist must be honest, modest, always critical, rejecting any dogmatism and any fraud, but also creative, imaginative and able to work collectively. Nevertheless, a scientist is a human being with emotions and ideologies often interfering with his/her work and results. Some examples are discussed. Science must be separated from religion but the values of science and those of ethics overlap (bio-ethics, citizen values). UNESCO promotes Education for All, even if there are still important inequalities among countries. The values of science education are analyzed, and developed furtheron the example of ESD (Education for a Sustainable Development). They are then analyzed in some images of science textbooks, showing implicit ideologies linked to the scientific messages. They are also identified through different pedagogical styles. The analysis of teachers' conceptions, through an international survey covering more than 8 000 teachers, reveals deep differences among countries, as well as opposite systems of values, in interaction with social practices and actual or out-dated scientific knowledge, illustrating the KVP model as is also the case throughout this paper.

pt. 1. Neoliberalism, critical pedagogy and resistance : theoretical perspectives on educational crisis -- pt. 2. Neoliberalism in education in South Asia -- pt. 3. Politics of knowledge production under neoliberalism -- pt. 4. Perspectives on resisting neoliberalism in education.

Supplements and amendments accompany some issues. ; Mode of access: Internet. ; Issued 18 -19 by the Superintendent of Public Instruction; 19 by the Supervisor of Documents; 19 by Bureau of Printing, Documents Section; 19 - by Printing Division, Documents Section. ; Code for 19 - prepared by California Code Commission.

"This changing world." ; Mode of access: Internet. ; Published July 15-Sept. 1965 by the Office of Armed Forces Information and Education of the U.S. Dept. of Defense; Oct. 1961-Nov. 15, 1965 by Armed Forces Information and Education of the U.S. Dept. of Defense. ; Merged with: Defense Department digest, to form: Commanders digest.