MTU Cork Library Catalogue

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The Bloomsbury handbook of global education and learning [electronic book] / edited by Douglas Bourn.

Contributor(s): Bourn, Douglas [editor].
Material type: materialTypeLabelBookSeries: Bloomsbury handbooks: Publisher: London : Bloomsbury Academic, 2020Copyright date: ©2020Description: online resource (various pagings).Content type: text Media type: computer Carrier type: online resourceISBN: 9781350108738 (hardback); 9781350108752 (e-book); 9781350108769 (e-book); 9781350108745 (e-book).Other title: Handbook of global education and learning | Global education and learning.Subject(s): Education and globalization | Global method of teaching | World citizenship | Education and state -- Cross-cultural studies | DDC classification: 370.116 Online resources: e-Book
Contents:
The emergence of global education as a dstinctive pedagogical field -- Global education in Europe: from genesis to theory and a new model for critical transformation -- Evidence and efficacy: a compulsion for global education? -- Paulo Freire: accidental global citizen, global educator -- Pluralizing possibilities for global learning in Western higher education -- Ubuntu: constructing spaces of dialogue in the theory and practice of global education -- Integrating Asian perspectives within the UNESCO-led discourse and practice of global citizenship education: taking Gandhi and Ikeda as examples -- Global education research in Finland -- Global education in Poland -- Role of NGOs in global citizenship education -- The development of global education in Taiwan’s curriculum -- Global learning: addressing attitudes, behaviours and competencies (ABC) in teaching and learning in Zanzibar -- Global education and Integration: A look into South African higher education -- Towards an ethical global citizenship education curriculum framework in the modern university -- Planetary citizenship in Brazilian universities -- How do higher education students negotiate gobal responsibility in education? -- Globality and internationalization in Vienna: an exploration of a research seminar using transformative processes in global education -- Learning with ‘generation like’ about digital global citizenship: a case study from Spain -- Global citizenship education at home in higher education: researching values in professional education -- Development education or global learning? Evidence from Spanish schools -- Global south–north school linking -- Critical global citizenship education in the era of SDG 4.7: discussing HEADSUP with secondary teachers in England, Finland and Sweden -- 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 -- Characteristics of a global learning school -- Continuing professional development of teachers in global learning: what works? -- 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 -- Gesturing towards new horizons of North–South community-engaged learning -- The role of informal spaces in global citizenship education -- Apprenticeship of reflexivity: immersive learning from international volunteering as teacher professional development -- Study abroad as a route to global citizenship? Undergraduate student perspectives in the UK -- Am I a global citizen? Reflections of young people in Tobago
List(s) this item appears in: Bloomsbury Education Collection.
Holdings
Item type Current library Call number Status Date due Barcode Item holds
e-BOOK MTU Bishopstown Library eBook 370.116 (Browse shelf(Opens below)) Not for loan
Total holds: 0

Enhanced descriptions from Syndetics:

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.

Includes bibliographical references and index.

The emergence of global education as a dstinctive pedagogical field -- Global education in Europe: from genesis to theory and a new model for critical transformation -- Evidence and efficacy: a compulsion for global education? -- Paulo Freire: accidental global citizen, global educator -- Pluralizing possibilities for global learning in Western higher education -- Ubuntu: constructing spaces of dialogue in the theory and practice of global education -- Integrating Asian perspectives within the UNESCO-led discourse and practice of global citizenship education: taking Gandhi and Ikeda as examples -- Global education research in Finland -- Global education in Poland -- Role of NGOs in global citizenship education -- The development of global education in Taiwan’s curriculum -- Global learning: addressing attitudes, behaviours and competencies (ABC) in teaching and learning in Zanzibar -- Global education and Integration: A look into South African higher education -- Towards an ethical global citizenship education curriculum framework in the modern university -- Planetary citizenship in Brazilian universities -- How do higher education students negotiate gobal responsibility in education? -- Globality and internationalization in Vienna: an exploration of a research seminar using transformative processes in global education -- Learning with ‘generation like’ about digital global citizenship: a case study from Spain -- Global citizenship education at home in higher education: researching values in professional education -- Development education or global learning? Evidence from Spanish schools -- Global south–north school linking -- Critical global citizenship education in the era of SDG 4.7: discussing HEADSUP with secondary teachers in England, Finland and Sweden -- 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 -- Characteristics of a global learning school -- Continuing professional development of teachers in global learning: what works? -- 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 -- Gesturing towards new horizons of North–South community-engaged learning -- The role of informal spaces in global citizenship education -- Apprenticeship of reflexivity: immersive learning from international volunteering as teacher professional development -- Study abroad as a route to global citizenship? Undergraduate student perspectives in the UK -- Am I a global citizen? Reflections of young people in Tobago

Electronic reproduction.: Bloomsbury Collections. Mode of access: World Wide Web.

Author notes provided by Syndetics

Douglas Bourn is Professor of Development Education and Co-Director of the Development Education Research Centre at University College London, UK. He is author of The Theory and Practice of Development Education (2015), editor of Development Education: Debates and Dialogues (2008), and was previously (2008-2015) the editor of the International Journal of Development Education and Global Learning .

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