The Bloomsbury Handbook of Global Education and Learning (Bloomsbury Handbooks)

2021 PROSE Award Finalist - 'Reference Works' Learning about global issues and themes has become an increasingly recognised element of education in many countries around the world. Terms such as global learning, global citizenship and global education can be seen within national education policies and international initiatives led by the UN, UNESCO, European Commission and OECD. The Bloomsbury Handbook of Global Education and Learning brings together the main elements of the debates, provides analysis of policies, and suggests new directions for research in these areas. Written by internationally renowned scholars from Brazil, Canada, Finland, Germany, Ireland, Italy, Japan, Pakistan, Poland, South Africa, Spain, Sweden, Taiwan, UK and the USA, the handbook offers a much needed resource for academics, researchers, policy-makers and practitioners who need a clear picture of global learning. Title Page Copyright Page Contents Illustrations Figures Tables Acknowledgements Acronyms Contributors Chapter 1: Introduction Introduction Distinctiveness of this handbook Scope and terminology of global education and learning Contribution of practitioners Influence of policy-makers Need for research in global education Main themes and structure Part 1: Challenges for Today and Tomorrow Chapter 2: The Emergence of Global Education as a Distinctive Pedagogical Field Introduction Intellectual and policy routes Development education Influence of more critical approaches Evolution of global education Conceptual variations Increased engagement of policy-makers and emergence of a network in Europe Moving from consensus to divergent discourse and dissensus Global education as an educational field Global education as a distinctive pedagogical approach – A pedagogy for global social justice Conclusion Chapter 3: Global Education in Europe: From Genesis to Theory and a New Model for Critical Transformation Introduction Global Education and the Maastricht definition – Genesis and genealogy The global education construct – An initial outline Global education – Considerations biographical, conceptual and strategic Global Education – Initial analysis and meaning in front of the text Methodological considerations – Proposing a hermeneutical methodology for developing theory from practice and policy in global education, drawing on the work of Paul Ricoeur Global education and related constructs such as ESD and GCED – Some limitations, contradictions, anomalies, aporias Proposing the foundational philosophical questions for a more adequate model of global education Chapter 4: Evidence and Efficacy: A Compulsion for Global Education? Evidence in global learning: How to make the invisible visible? Background of the discourse: Why the call for evidence in global learning? Searching for evidence: Operationalizing global learning What should people learn by global education? Outcome of learning processes What should global learning look like? Input quality criteria for global learning What are causes? Relationships between learning arrangements and outcome of global learning Liberation of compulsion Conclusion: What to do and what not to do? Chapter 5: Paulo Freire: Accidental Global Citizen, Global Educator Part 2: Theoretical Perspectives Chapter 6: Pluralizing Possibilities for Global Learning in Western Higher Education Global learning as a response to global challenges Colonial continuities, decolonial possibilities Learning about difference Learning from difference Being taught by difference Education for pluralizing global learning Chapter 7: Ubuntu: Constructing Spaces of Dialogue in the Theory and Practice of Global Education Introduction Conceptual framework of global education Global education as an international policy framework Global education as an overarching umbrella term incorporating related educational traditions Global education as an educational field of theory and practice Global education as a body of knowledge on global issues Global education as a pedagogical framework to teaching and learning about interdependent local and global problems Applying the framework Learning to understand Ubuntu International symbolic expressions of Ubuntu Global education shaped and informed by Ubuntu Application of Ubuntu in the context of global education: Ubuntu and human rights education Application of Ubuntu in the context of global education: Ubuntu and international policy framework Application of Ubuntu in the context of global education: Ubuntu pedagogical framework to teaching and learning Conclusion Chapter 8; Integrating Asian Perspectives within the UNESCO-led Discourse and Practice of Global Citizenship Education: Taking Gandhi and Ikeda as Examples Introduction Value-creating global citizenship education: A pedagogical approach An awareness of climate change as planetary citizens: Challenging assumptions, offering suggestions for practice Conclusion Part 3: Impact of Policies and Programmes Chapter 9; Global Education Research in Finland Introduction Thematic review Findings Development education Intercultural education Human rights education Education for peace and conflict prevention Education for sustainability Global education as a cross-cutting issue in education Discussion Chapter 10: Global Education in Poland Introduction The beginnings of global education in Poland The pivotal role of NGDOs Factors influencing global education in Poland Global education in schools Academic interest in global education in Poland Conclusions: The challenges of global education in Poland Chapter 11: Role of NGOs in Global Citizenship Education Introduction The emergence of a new global civic society and the GCE promotion GCE educational policies and teacher education practices in ten EU countries Research methods NGO as a political and pedagogical actor in promoting GCE NGOs’ main areas of engagement and achievement NGO real and potential challenges Concluding remarks Chapter 12: The Development of Global Education in Taiwan’s Curriculum Introduction The historical background of Taiwan’s education The current state of global education in Taiwan’s curriculum Conclusion Chapter 13: Global Learning: Addressing Attitudes, Behaviours and Competencies (ABC) in Teaching and Learning in Zanzibar Introduction Zanzibar: A microcosm of global development challenges Education in Zanzibar Why global learning? From contextualized resources to contextualized learning ABC for quality teaching and learning Achievements and challenges Lessons learned 8 Global learning for sustainable change Part 4: Global Perspectives in Higher Education Chapter 14: Global Education and Integration: A Look into South African Higher Education Introduction Global education South African educational background The history and evolution of South African education Structure of higher education in South Africa Education, social justice and equity: The South African educational paradigm Global education and social justice Conclusion Chapter 15; Towards an Ethical Global Citizenship Education Curriculum Framework in the Modern University Introduction GCE-curriculum: A multivocal ‘symbol’ Methods Critical cognizance Towards an ethical GCE-curriculum Conclusion Chapter 16: Planetary Citizenship in Brazilian Universities Introduction Citizenship in progress in educational documents The epochal unit of UFC students with their generative themes Postmodernism and post-colonialism and their influence in the curriculum Fighting discrimination within the university Becoming planetary: Reaction of The Global South university Conclusion Chapter 17: How Do Higher Education Students Negotiate Global Responsibility in Education? Introduction Approaches to global responsibility in education development A study of university students’ online dialogues Findings: Dialogic positioning of global responsibility Conclusion Chapter 18: Globality and Internationalization in Vienna: An Exploration of a Research Seminar Using Transformative Processes in Global Education Introduction Setting of the research seminar The content of the seminar ‘Glocality’ as the theoretical content framework Glocal approaches in Vienna The pedagogical and didactical concept of the research seminar Practical research Reflection of the experiences Conclusion Chapter 19: Learning with ‘Generation Like’ about Digital Global Citizenship: A Case Study from Spain Introduction Theoretical and methodological framework Challenges and practices Final discussion and conclusions Chapter 20: Global Citizenship Education at Home in Higher Education: Researching Values in Professional Education Introduction HE and global citizenship Values and GCE Researching values in professional education Case study 1 Case study 2 Conclusion Part 5: Global Education and Learning within Schools Chapter 21: Development Education or Global Learning? Evidence from Spanish Schools General framework: The situation of development education in Spain Internal analysis: DE in Spanish schools Conclusion Chapter 22: Global South–North School Linking Introduction, context and aims Outline of new research methodology Implications and recommendations for the future of Global South–North school linking Recommendations Chapter 23: Critical Global Citizenship Education in the Era of SDG 4.7: Discussing HEADSUP with Secondary Teachers in England, Finland and Sweden Framework Methodology Findings Discussion Chapter 24: Is Global Citizenship Education Relevant in Sub-Saharan African School Curricula? Options and Challenges for Teaching Global Citizenship through a Social Studies Curriculum in Ghana Introduction Ghana’s secondary education policy in an era of globalization What is GCE? Findings from study Views on global citizenship and Ghana’s social studies curriculum Curriculum provision on themes on Africa’s culture and history Dimensions of critical pedagogy in Ghana’s social studies curriculum Conclusion Chapter 25: Characteristics of a Global Learning School Introduction GLP and methods of data collection Characteristics of the global learning school Discussion and conclusion Chapter 26: Continuing Professional Development of Teachers in Global Learning: What Works? Introduction Effective CPD for global learning GLP-E and the UK global learning context Externally provided CPD Methods Effective externally provided CPD for global learning Regaining a sense of purpose Knowledge and pedagogy Collaboration Follow-up and consolidation Discussion and implications Chapter 27: Research and Innovation in Education: A Case for Inclusion of Global Perspectives for Effective Learning in Formal Education in Ondo, Nigeria, in the Twenty-first Century Introduction Nigeria’s national policies on education and teachers Globalization in context Teacher training methods in Nigeria The need for global learning Purpose of the study Research questions Methodology Presentation of findings Effectiveness of school heads in applying twenty-first-century skills in global learning Conclusion Part 5: Learning and Experience and Being Global Citizens Chapter 28: Gesturing towards New Horizons of North–South Community-Engaged Learning Introduction Recent debates in the literature Engaging with the EarthCARE framework Findings from a case study of a community-engaged learning programme in Fortaleza, Brazil Conclusions Chapter 29: The Role of Informal Spaces in Global Citizenship Education Introduction Locating GCE and research Methodology The role of informal spaces: learning, interaction and emotion Conclusion Chapter 30: Apprenticeship of Reflexivity: Immersive Learning from International Volunteering as Teacher Professional Development Introduction Theoretical context of the research Methodology Changes in practice: Learning about teaching Observations of teaching as learning Changes in practice: Learning about global development Affective moments of learning Liminality as learning space Conclusion Chapter 31: Study Abroad as a Route to Global Citizenship? Undergraduate Student Perspectives in the UK Introduction Study abroad, mobility and global citizenship UCL BASc Arts and Sciences programme Research strategy Student reflections on study abroad and learning Reflections on global citizenship and study abroad Conclusions: Study abroad as a route to global citizenship? Acknowledgements Chapter 32: Am I a Global Citizen? Reflections of Young People in Tobago Introduction Global citizenship The Tobago context Tobago/UK school links Methodology and theoretical framework Findings Analysis and recommendations Chapter 33: Conclusion Index "Learning about global issues and themes has become an increasingly recognised element of education in many countries around the world. Terms such as global learning, global citizenship and global education can be seen within national education policies and international initiatives led by the UN, UNESCO, European Commission and OECD. The Bloomsbury Handbook of Global Education and Learning brings together the main elements of the debates, provides analysis of policies, and suggests new directions for research in these areas. Written by internationally renowned scholars from Brazil, Canada, Finland, Germany, Ireland, Italy, Japan, Pakistan, Poland, South Africa, Spain, Sweden, Taiwan, UK and the USA, the handbook offers a much needed resource for academics, researchers, policy-makers and practitioners who need a clear picture of global learning."-- Provided by publisher "Learning about global issues and themes has become an increasingly recognised element of education in many countries around the world. Terms such as global learning, global citizenship and global education can be seen within national education policies and international initiatives led by the UN, UNESCO, European Commission and OECD. The Bloomsbury Handbook of Global Education and Learning brings together the main elements of the debates, provides analysis of policies, and suggests new directions for research in these areas. Written by internationally renowned scholars from Brazil, Canada, Finland, Germany, Ireland, Italy, Japan, Pakistan, Poland, South Africa, Spain, Sweden, Taiwan, UK and the USA, the handbook offers a much needed resource for academics, researchers, policy-makers and practitioners who need a clear picture of global learning."-- Résumé de l'éditeur