ethanporcaro/eric-fulltext-meta huggingface dataset:
Planetary Citizenship and the Ecology of Knowledges in Brazilian Universities
Author: Moraes, Silvia Elisabeth
Date: 2017-00-00
Type: Journal Articles
Subjects: Citizenship Education,Global Approach,Foreign Countries,Higher Education,Knowledge Level,Interdisciplinary Approach,Teaching Methods,Cultural Influences,Political Issues,World Problems

This article discusses the formation of a &quot;planetary citizenship&quot; based on the &quot;ecology of knowledges&quot; perspective in Brazilian universities. It is informed by the authors' experiences and the partial results from a research project entitled &quot;Planetary citizenship and the ecology of knowledges: Interdisciplinarity, transdisciplinarity and internationalization in the university curriculum,&quot; a follow-up project to a previous study conducted with trainee teachers at the Federal University of Ceará (UFC) between 2008 and 2012. Planetary citizenship is conceived here as a floating signifier to be articulated in concrete projects proposed by different groups that work inter- and transdiciplinarily. It is motivated by the major civilizational and humanitarian crisis in which we find ourselves. The ecology of knowledges, premised upon the epistemological diversity of the world, is a dialogue between official/Western knowledge and those other knowledges that have long been excluded from the scenario. It stands within a paradigm shift, a process whereby a new way of perceiving the world comes into existence. We argue that the university is an ideal context for the development of projects that have planetary citizenship as their transdisciplinary theme and the ecology of knowledges as their basic perspective. We illustrate this with examples of this epistemic and pedagogical experimentation, inside and outside the university, that aim to educate planetary citizens.
Curriculum, Knowledge, and the Idea of South Africa
Author: Soudien, Crain
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social History,African Studies,Politics of Education,Educational Sociology,Science Education History,Curriculum Development,Social Change,Epistemology,Racial Attitudes,Racial Discrimination

South Africa is an important social space in world history and politics for understanding how the modern world comes to deal with the questions of social difference, and the encounter of people with different civilizational histories. In this essay I argue that a particular racial idea inflected this encounter. One of the ways in which this happened was through the dominance of late nineteenth-century and early twentieth-century positivism. In setting up the argument for this essay, I begin with a characterization of the nature of early South Africa's modernity, the period in which the country's political and intellectual leadership began to outline the kinds of knowledges they valued. I argue that a scientism, not unlike the positivism that emerges in many parts of the world at this time, came to inform discussions of progress and development in the country at the end of the nineteenth century. This was continued into the early twentieth century, and was evident in important interventions in the country such as the establishment of the higher education system and initiatives like the Carnegie Inquiry of 1933. The key effect of this scientism, based as it was on the conceits of objectivity and neutrality, was to institute suspicion of &quot;all&quot; other forms of knowing, and most critically that of indigenous knowledge. In the second part of the paper, I show that this scientism persists in the post-apartheid curriculum project. Finally, I make an exploratory argument, drawing on the concept of the &quot;transaction&quot; in John Dewey, for a new approach to knowing.
Becoming Critical: A Challenge for the Global Learning Programme?
Author: Huckle, John
Date: 2017-00-00
Type: Journal Articles
Subjects: Global Education,Sustainable Development,Critical Thinking,Critical Theory,Educational Change,Cultural Influences,Ideology,Political Attitudes,Politics,Neoliberalism,Global Approach,Foreign Countries,Partnerships in Education

The Global Learning Programme (GLP) in England employs a new form of networked governance to deliver education for sustainable development in schools. This article focuses on Biccum's claim that such programmes serve to sustain the prevailing neo-liberal hegemony by further marginalizing critical voices such as those drawing on Marxist and post-structuralist theories. After introducing the GLP, Biccum's argument, and indicators of the neo-liberalization of education for sustainable development, it examines the potential of these two theories to inform critical pedagogy. It then evaluates the GLP's core guidance, assessing the extent to which it reflects the indicators and whether it is likely to promote such pedagogy. It concludes by outlining some research questions.
Development Priorities for African Universities
Author: Baijnath, Narend
Date: 2015-00-00
Type: Journal Articles
Subjects: Universities,Educational Development,Indigenous Knowledge,Foreign Countries,History,Power Structure,African Culture,Role,Cultural Maintenance,Commercialization,Educational Change,Educational Administration

African knowledge remains at best on the margins, struggling for an epistemological foothold in the face of an ever dominant Western canon. At worst, African knowledge is disparaged, depreciated, and dismissed. It is often ignored even by African scholars who, having gained control of the academy in the postcolonial context, seemingly remain mesmerized by the Western canon in most dimensions of thought, inquiry, theorization, culture (classical as well as popular), and ideology. Such is the hegemonic influence of historical legacy and current power relations in the production and dissemination of knowledge. This paper argues that African knowledge, given appropriate impetus, can serve as a powerful stimulus to development. Against the backdrop of intractable development challenges, the paper will explore the role of African universities in the creation, dissemination, and support of African knowledge; and the preservation of indigenous knowledge. Since a scholarly effort towards integrating an African ethos into discourse, consciousness, and praxis is critical, this paper will consider transformative action for African human development and outline key priorities for African universities to position African knowledge for successful development effectively, and thereby provide an alternative canonical perspective more resonant with the aspirations, interests, and development agenda of the continent.
Cultivating Layered Literacies: Developing the Global Child to Become Tomorrow&apos;s Global Citizen
Author: Shulsky, Debra D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Global Approach,Citizenship,Teaching Methods,Multiple Literacies,Cultural Awareness,Critical Literacy,Critical Thinking,Change Agents,Social Change,Money Management,Technological Literacy,Curriculum Development,Global Education,Creativity,Cultural Literacy,Elementary Secondary Education,Environmental Education,Geography,Communication Skills

Disappearing cultural, political and physical boundaries push humanity beyond a one-community perspective. Global citizenry requires a set of literacies that affect the ability to communicate effectively, think critically and act conscientiously. This challenges educators to consider reframing instructional practices and curricular content. The authors promote a transliterate approach spanning communication platforms, including layered literacies: critical, civic, collaborative, creative, cultural, digital, environmental, financial, and geographical. Promoting layered literacies provides a landscaped view of reality (featuring a depth and breadth of knowledge and understanding that cultivates culturally sensitive communication skills), increases critical thinking and empowers learners as agents of change. The authors advocate for a paradigm from which teachers can construct curriculum, meet the challenges of a global community and cultivate layered literacies.
A Place for Development Education in the Current Spanish and English Curricula: Finding Possibilities for Practice
Author: Regueiro, Patricia Digón
Date: 2017-00-00
Type: Journal Articles
Subjects: Global Approach,Educational Policy,Policy Analysis,Comparative Analysis,Educational Practices,Pilot Projects,Educational Cooperation,Networks,Teaching Methods,Participatory Research,Action Research,Interdisciplinary Approach,Foreign Countries,Comparative Education,Secondary School Curriculum

Development education has a long and well-established trajectory in terms of initiatives promoted by international organizations, national governments and civil associations, accompanied by a growing awareness of the significance of global issues. Nevertheless, an analysis of the education policy reflected in the official Spanish and English curricula supports what Bourn (2015) has described as the current decline in development education. A comparative analysis of these curricula reveals interesting similarities and suggests a need for initiatives where teachers and schools take the lead in developing educational practice committed to prepare students for global citizenship. Our research project, entitled Investigating the Global Dimension of Development Education: A Pilot Study in a Galician School, was largely inspired by the work of the Global Learning Programme--England, in supporting collaborative networks to develop and implement effective teaching practices related to global issues. This participatory action research project aimed to design and put into practice a school-wide interdisciplinary teaching plan to embed development education into everyday school practice, where the teachers served as the principle designers and developers of the educational proposals. We include a section of this teaching plan to demonstrate that, despite the limited policy support, there are possibilities for incorporating development education into the existing curriculum.
A Critical Reading of &quot;The National Youth White Paper on Global Citizenship&quot;: What Are Youth Saying and What Is Missing?
Author: Arshad-Ayaz, Adeela
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Position Papers,Global Approach,Citizenship Education,Student Attitudes,Self Concept,Change Agents,Citizen Participation,Educational Change,Perspective Taking,Equal Education,Social Justice,Critical Literacy,Media Literacy,Critical Thinking,Cultural Pluralism,Multicultural Education

In the recent &quot;National Youth White Paper on Global Citizenship&quot; (2015), a selection of Canadian youth identified their vision for global citizenship education (GCE). The document articulates the Canadian youths' vision for global citizenship and outlines changes that need to be implemented in order for that vision to be achieved. Drawing on critiques of modernity and of liberal multiculturalism coming from postcolonial, decolonial, and feminist anti-racist scholarship, this article explores how young people imagine their positionalities as Canadian citizens and agents of change in the world. We aim to describe how the White Paper can be used both as a call for deepening critical engagements in education as well as a bridge for discussions of GCE in ways that move conversations into new realms. This paper is divided into four sections. In the first section, we analyse the 2015 White Paper, written collaboratively by Canadian students. It is the first document to focus exclusively on youth perceptions of what action is needed and what problems need to be addressed. We summarize the Canadian youths' articulation and understanding of GCE and identify the major themes addressed. The second section articulates the calls for action that the Canadian youth deem necessary for their vision of global citizenship. As they demand an emphasis on criticality in their formal education, we consider how we can listen to and respond to these calls. The third section presents a critical analysis of the document with a view to paving the way for collaborations to push discussions even further. The fourth section highlights how we can build on the White Paper to move discussions about GCE in new and different directions. We aim to address how the White Paper can be used to further the conversations in ways that explore how the youths' calls for actions can open up the possibilities for critical GCE.
Making a MEAL out of a Global Professional Learning Community: A Transformative Approach to Global Education
Author: MacCallum, Cathryn
Date: 2014-00-00
Type: Journal Articles
Subjects: Global Education,Communities of Practice,Professional Development,Creative Thinking,Critical Thinking,Foreign Countries,Transformative Learning,Program Descriptions,Educational Quality,Role,Sustainable Development,Networks,Partnerships in Education,Teaching Methods,Cooperative Learning,Citizenship,Secondary School Students,Holistic Approach

The implementation of global education in schools has, despite the plethora of different terms used to describe it, been defined by an approach that ensures global issues are embedded (1) in the curriculum (a subject-specific approach), (2) across all subject areas (an interdisciplinary approach), and (3) in the school's ethos (a &quot;whole-school approach&quot;). The means by which each of these three approaches has been implemented, however, have been far less cohesive. This paper will argue that one potential tool is extending the Professional Learning Community (PLC) model to focus on the global (i.e. creating a Global Professional Learning Community [GPLC], also known as a Networked Learning Community). We suggest that this form of collaborative working is a vital tool in creating effective policy and shared practice for global learning. Moreover, its methods incorporate the key values of the global learning ethos: participation, inclusion, and critical and creative thinking. The paper explores this premise through the analysis of Sazani Associates' GPLC, established over a period of ten years and incorporating approximately 40 schools in both Wales and Zanzibar. It focuses on how the GPLC has developed through peer exchange, skill sharing, continuous professional development, and a critical learning approach to evaluation in both localities. This paper explores how this GPLC contributes to the quality of education from a Northern and Southern perspective, and how it counters the tension between the aims of global learning approaches and their more prescriptive means. It also considers the role of critical reflection in measuring a transformative approach to learning, where both educators and pupils are able to explore the global in a structured yet holistic way.
&quot;Seeing the Everyday through New Lenses&quot;: Pedagogies and Practices of Literacy Teacher Educators with a Critical Stance
Author: Dharamshi, Pooja
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Practices,Literacy,Teacher Educators,Qualitative Research,Semi Structured Interviews,Student Teachers,Popular Culture,Literacy Education,Multiple Literacies,Video Technology,Electronic Publishing,Theater Arts,Social Media,Teacher Attitudes,Literary Genres,Teacher Education Programs,Partnerships in Education,Critical Literacy,College Faculty,Grounded Theory

This article explores the practices and pedagogies of six literacy teacher educators with a critical stance. In this qualitative research study, three semi-structured interviews were conducted with each participant over a three-year period. They were able to negotiate a critical stance into their teacher education courses in several ways: using an expansive definition of literacy; helping student teachers shed deficit perspectives; and integrating popular culture and media in the curriculum. The LTEs conceptualizations of literacy transcended traditional notions such as literacy as a set of autonomous skills (e.g., reading, writing) to include expansive notions of literacy including out of school literacy practices such as home literacies and community literacies. The literacy teacher educators modeled valuing expansive conceptions of literacy by including a wide range of texts in their courses, including: videos, blogs, spoken word, spaces, theatre, and social media (e.g., Twitter, Facebook). The teacher educators' progressive views of literacy were negotiated into their classroom by creating invitations for student teachers to disrupt their assumptions of literacy. Implications for literacy teacher education courses include incorporating a range of texts and genres, which model expansive understandings of literacy, while modeling for student teachers how to effectively integrate them into literacy teaching. Implications for pre-service teacher education programs include building partnerships in the community including both traditional (e.g., schools) and non-traditional (e.g., community centers) learning spaces.
English and Language Arts Teachers&apos; Perspectives on Schooling: Initial Exposure to a Teacher Education Curriculum
Author: Kelly, Sean
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Preservice Teachers,Language Arts,English Teachers,College Students,Interviews,Competition,Teaching Methods,Middle School Teachers,Surveys,Secondary School Teachers,Statistical Analysis,Instructional Materials,Teacher Education Curriculum

This article reports results from a study of teacher beliefs among a panel of English and language arts teachers at three universities as the pre-service teachers entered methodological coursework and internships. Using a new assessment tool, the Developmental Instruction Assessment Battery (DIAB), along with a discrete choice task and one-on-one interviews, teachers reported their developing perspectives on (1) competition in the classroom, (2) hierarchies of traditional academic material, and (3) related views on classroom order, engagement, and teacher authority. We contrast these findings to beliefs reported by a sample of mid-career middle school English and language arts teachers in Western Pennsylvania.
Practical Knowledge and Teacher Reflection from a Practice-Based Literacy Teacher Education Program in the First Years: A Longitudinal Study
Author: Wetzel, Melissa Mosley
Date: 2018-00-00
Type: Journal Articles
Subjects: Knowledge Base for Teaching,Reflection,Teacher Education Programs,Longitudinal Studies,Case Studies,Preservice Teachers,Preservice Teacher Education,Literacy Education,Qualitative Research,Elementary School Teachers,Grounded Theory,Literacy,Beginning Teachers,Interviews

This longitudinal study explores how one university's practice-based teacher preparation program prepared literacy teachers to develop practical knowledge for teaching and how that knowledge was tested and adapted in the first years of teaching. To understand change, we identified and analyzed points of tension, challenge, or dissonance in the first years, within and across activity systems. We draw on a cross-case analysis and examples from two single cases to explain our assertions that trying on models of practice and developing reflective routines allowed teachers to make strategic choices to accommodate and resist particular practices in their school contexts. Implications include designing practicum experiences to include opportunities to reflect on tensions between activity systems from University practical experiences through the first years.
Coursework to Classroom: Learning to Scaffold Instruction for Bilingual Learners
Author: Schall-Leckrone, Laura
Date: 2018-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Qualitative Research,Beginning Teachers,Student Teachers,Preservice Teacher Education,Bilingual Students,Teaching Methods,Video Technology,Observation,Lesson Plans,Instructional Materials,Semi Structured Interviews,Attitude Measures,Teaching Experience,Mentors,Teacher Competencies,High Schools,Middle Schools,Visual Aids,Vocabulary Development,Reading Materials

This qualitative research study examined the extent to which novice and student teachers drew upon pre-service preparation to use scaffolding practices identified in the literature as supportive of bilingual learners' (EBs') acquisition of academic content. Data sources included videotaped class observations, lesson plans and teaching materials, and semi-structured interviews to elicit participants' perspectives on how they scaffolded instruction. The results suggest inexperienced content teachers can develop an instructional repertoire to scaffold instruction for EBs. Participants consistently used four types of scaffolds: visuals, vocabulary instruction, graphic organizers, and adapted and/or annotated texts. Classroom experience and the support of a mentor teacher, who could provide site based coaching seemed to increase participants' ability to scaffold content instruction for EBs. Further research is recommended that shifts the focus from teacher learning to student learning to examine the extent to which scaffolding instruction improves learning opportunities and outcomes for emergent BLs.
Nutrition and Consumer Education as a Constituent Part of Global Education in the Light of the New Education Framework in State Schools in Southern Germany: The Case of Baden-Württemberg
Author: Angele, Claudia
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Nutrition Instruction,Consumer Education,Global Education,National Curriculum,Government Role,Educational Policy,Public Schools,Interdisciplinary Approach

Nutrition and consumer education may be regarded as a constituent part of global education. It is, however, necessary to explore the connections between the specific subject didactics of nutrition and consumer education, and global education more closely within current academic discourse if we are to understand it better. Currently, there is virtually no research or academic writing about these connections in the field of global education and global learning, apart from a few considerations addressing fair trade issues. This article follows an initial, exploratory approach to explore the relationship between nutrition and consumer education, and global education. In this, the role of the state in formal education must be considered insofar as its educational policies on nutrition and consumer education curricula also exert an influence on the syllabus content of nutrition and consumer education. In the new nutrition and consumer education curricula in southern Germany (specifically in Baden-Württemberg in 2016), global aspects of the syllabus are to some extent explicit, as the curriculum analysis will show. Nevertheless, a critical view of the new curricula is necessary to understand how, and how far, it includes global learning concepts. In future, along with an exploratory approach to the relationship between nutrition and consumer education, and global education, as offered by this article, there will also be a need for empirical subject-didactic research to clarify whether and where there are tangencies between nutrition and consumer education, and global learning in everyday teaching praxis. Empirical subject-didactic research in this field has hitherto been lacking, and thus offers a research desideratum.