Global Views of Adolescence: Exploring Relationship-Building, Curriculum Innovation, and School Reform Through Educator Narratives (Global Perspectives on Adolescence and Education, 1)

This book addresses what teachers and school leaders from a dozen countries see as the social and emotional strengths, interests and needs of adolescents in their schools and communities; how they innovate their programs and practices to respond to their students’ lives. The book also describes how educators themselves benefit from social and emotional supports to be responsive. Rather than assume that there are universal themes in adolescents’ lives, the book is intended to illuminate the local, contextual, and powerful insights of educators daily working with students. In many intentional respects, each serves as an action research study with an effort to better the process and outcomes of their students’ growth and learning as well as to enrich the classroom. The chapters are organized by themes, ranging from challenges adolescents face in that particular locale to curriculum work that is project-based, transdisciplinary, and tied to the communities where the adolescents live. ‘The voices of adolescents, particularly with regard to their social and emotional development have been neglected in the literature. Thus, we know very little about their feelings and personal experiences as they progress through their schooling. A book such as this will be beneficial in terms of providing a contribution to this field, thereby increasing our understanding of the issues faced by adolescents across countries and cultures.’ Peggy L. Anderson, Ph.D., Metropolitan State University of Denver ‘The outstanding strength of this book is quite precisely its international scope: here is an anthology that lives up to the claims made by its title. Anyone interested in either adolescent development or Social and Emotional Learning in real world as opposed to abstract settings will appreciate the breadth of experience described.’ Mokhtar El Maouhal, Laboratoire de Recherche sur les Langues et la Communication Foreword Contents Contributors Chapter 1: Introduction: Global Visions of Adolescence 1.1 Organization of the Book References Part I: “Re-Centering” Schools Chapter 2: Encouraging Emotional and Social Development Among a Diverse Student Body in a Secondary School in Southwest France 2.1 France and Education: An Overview 2.2 Introduction 2.3 Building Emotional and Social Development Through English, Exclusively in English 2.4 Beyond the Foreign Language: Contributing Factors 2.5 Challenges and Limits 2.6 Conclusion References Chapter 3: Bringing SEL to Life: First Steps in Cairo Schools 3.1 Egypt and Education: An Overview 3.2 Introduction 3.3 Listening, Even When It’s Difficult: An SEL First Step 3.4 Making Space and Time in Class for Real Talk: Formalizing SEL 3.5 Supporting Community Service Projects: Bringing SEL to Life 3.6 Concluding Thoughts References Chapter 4: “Preparing for a Messy World” How the Ability to Make the Right Choices and Learn from Them Will Help Adolescents Prepare for a Meaningful Life 4.1 The Netherlands and Education: An Overview 4.2 Sharon’s Predicament 4.3 Autonomy in Learning 4.4 Learning to Be Autonomous: The Role of the Educator in Theory 4.5 Learning to Be Autonomous: The Role of the Educator in Practice 4.6 Sharon Re-visited Appendices Appendix A: Bloom’s (Revised) Taxonomy Appendix B:Test Evaluation Form Appendix C: Plan of Action for the Improvement of Learning References Chapter 5: Education of Adolescents with Difficulties 5.1 Morocco and Education: An Overview 5.2 Introduction 5.3 Differentiated Instruction 5.4 Individualized Education 5.5 Motivation 5.6 Spontaneous Naturalism 5.7 Interest-Based Education 5.8 Functional Utilitarianism 5.9 Desire-Based Instruction 5.10 Educating the Adolescent in Citizenship 5.11 Integrating ICT into Adolescent Learning 5.12 Conclusion References Chapter 6: Away from Corporal Punishment in the Classroom: Practical Experience from the Field in Tanzania 6.1 Tanzania and Education: An Overview 6.2 Introduction 6.3 Consider the Big Picture 6.4 Be Humble 6.5 Take One Step, Then Another 6.6 Don’t Only Tear Down, Also Build Up 6.7 Start with Yourself, Then Build Community 6.8 Concluding Thoughts References Part II: Redesigning Curriculum Chapter 7: The Social Construction of Identities and Knowledge in Art Education in Brazil 7.1 Introduction 7.2 Brazil and Education: An Overview 7.3 The Persistence of Prejudice and Social Apartheid in Brazil 7.4 A New Education Rises in Brazil 7.5 The Emergence of Art Education in Brazil 7.6 The FPA Art Teaching Program 7.7 New Voices Discovering and Building Their Personal and Cultural Identities Through Art 7.8 For the Future References Chapter 8: Diverse Education Within the Arts 8.1 Spain and Education: An Overview 8.2 Introduction 8.3 The Arts as Foundational for the School, Local and International Communities 8.4 Introductory Session Workshops Antropoloops 8.4.1 The First Day 8.4.2 Session 2: See with the Ears 8.4.3 Session 3: Building the Teaching Staff 8.4.4 Stories of Musical Life 8.5 Workshop “Culture for Solidarity” 8.6 Synergies References Chapter 9: Project-Based Teaching and Learning, an Adaptative and Different Approach 9.1 France and Education: An Overview 9.2 Introduction to French Education 9.3 A Professional Biography and Vocational Teaching 9.4 Project-Based Teaching 9.5 Reflections References Chapter 10: Malagasy Teenager’s Current Social and Emotional Life (Case of Antananarivo Region) 10.1 Madagascar and Education: An Overview 10.2 Introduction 10.3 Social Life 10.4 Emotional and Sexual Life 10.5 Education 10.6 Their Future 10.7 Good Parents 10.8 Assessment of the Training 10.9 Conclusion References Part III: Re-Envisioning Schools Chapter 11: Rethinking the Adolescent Mind in U.S. Schools 11.1 United States and Education: An Overview 11.2 Introduction 11.3 A Theory of Mind for U.S. Schools 11.4 Adolescent Minds, Meritocracy and Schools 11.5 Leadership and a Different Mind 11.6 Conclusion References Chapter 12: Growing Up at “#22” Boedo – City of Buenos Aires – Argentina 12.1 Argentina and Education: An Overview 12.2 Introduction 12.3 Let Us Share Our History 12.4 The Protagonists of the Story 12.5 The Mentors of Change 12.6 By Way of Conclusion References Chapter 13: Calling Children Back to School 13.1 Pakistan and Education: An Overview 13.2 Introduction 13.3 Background 13.4 CARE’s Response in Sindh: Every Voice Counts 13.5 Empowered Mothers Empowering Their Daughters 13.6 Khyber Pakhtunkhwa (KPK) 13.7 CARE’s Response in KPK 13.8 INSPIRE Project 13.9 NMDs in KPK 13.10 Reflection References Chapter 14: El Museo de la Nada: An Art Practice of Walking and Drawing Outside the Classroom 14.1 Chile and Education: An Overview 14.2 Introduction 14.3 El Museo De La Nada 14.4 Conclusions References Chapter 15: Conclusion: Global Visions of Adolescence References This book addresses what teachers and school leaders from a dozen countries see as the social and emotional strengths, interests and needs of adolescents in their schools and communities; how they innovate their programs and practices to respond to their students lives. The book also describes how educators themselves benefit from social and emotional supports to be responsive. Rather than assume that there are universal themes in adolescents lives, the book is intended to illuminate the local, contextual, and powerful insights of educators daily working with students. In many intentional respects, each serves as an action research study with an effort to better the process and outcomes of their students growth and learning as well as to enrich the classroom. The chapters are organized by themes, ranging from challenges adolescents face in that particular locale to curriculum work that is project-based, transdisciplinary, and tied to the communities where the adolescents live. The voices of adolescents, particularly with regard to their social and emotional development have been neglected in the literature. Thus, we know very little about their feelings and personal experiences as they progress through their schooling. A book such as this will be beneficial in terms of providing a contribution to this field, thereby increasing our understanding of the issues faced by adolescents across countries and cultures. Peggy L. Anderson, Ph. D., Metropolitan State University of Denver The outstanding strength of this book is quite precisely its international scope: here is an anthology that lives up to the claims made by its title. Anyone interested in either adolescent development or Social and Emotional Learning in real world as opposed to abstract settings will appreciate the breadth of experience described. Mokhtar El Maouhal, Laboratoire de Recherche sur les Langues et la Communication