Global Crises Social Justice And Education

Education cannot be understood today without recognizing that nearly all educational policies and practices are strongly influenced by an increasingly integrated international economy. Reforms in one country have significant effects in others, just as immigration and population tides from one area to another have tremendous impacts on what counts as official knowledge and responsive and effective education. But what are the realities of these global crises that so many people are experiencing and how do their effects on education resonate throughout the world? Global Crises, Social Justice, and Education looks into the ways we understand globalization and education by getting specific about what committed educators can do to counter the relations of dominance and subordination around the world. From some of the world’s leading critical educators and activists, this timely new collection provides thorough and detailed analyses of four specific centers of global crisis: the United States, Japan, Israel/Palestine, and Mexico. Each chapter engages in a powerful and critical analysis of what exactly is occurring in these regions and counters with an equally compelling critical portrayal of the educational work being done to interrupt global dominance and subordination. Without settling for vague ideas or romantic slogans of hope, Global Crises, Social Justice, and Education offers real, concrete examples and strategies that will contribute to ongoing movements and counter-hegemonic struggles already active in education today.

The primary purpose of this book is to serve as a resource in teacher preparation programs. It is also intended to serve as an instructional resource in P?12 education. The book will be especially useful in methods of teaching and foundational courses both at the elementary and secondary education levels. The book contains pertinent instructional topics, units and lessons in global education and social justice themes. The secondary purpose of this book is to serve as a resource for graduate students and researchers whose interest is global and social justice education. This unique book provides for an interdisciplinary approach to teacher education. Additionally, this book is intended to create a deeper sense of relevancy to issues of curriculum in teacher education. Together, global educators and social justice educators can forge pedagogical content knowledge that bridges the gap between affirming one's own identity and maintaining unity with the whole, thus exemplifying a robust notion of social justice. Consequently, content in this book will help pre?service teachers to gain confidence and deeper knowledge around issues of global interest, responsibilities and uncertainties associated with their role as teachers who will teach children within the intersection of local and international neighborhoods.

This book explores the problematic relationship between education, social justice and the State, against the background of comparative education research. The book critiques the status quo of stratified school systems, and the unequal distribution of cultural capital and value added schooling. The authors address one of today’s most pressing questions: Are social, economic and cultural divisions between the nations, between school sectors, between schools and between students growing or declining?

Schooling for Democracy in a Time of Global Crisis combines democratic theory with education practice to address the problem of a schooling that is for democracy, and points to the possibilities, limits and tensions of attempting to re-imagine education in more inclusive, collective and sustainable ways through democratic action. Contemporary liberal–democratic societies are faced with multiple complex global crises, which demand a range of responses, including how education can produce critical and engaged young people with a collective commitment to tackling the effects of the global climate crisis, growing social and economic inequalities, political instability, insecurity, fear and hate. This book examines how more critically democratic educational policies and practices, and the daily actions of learners, educators, leaders, communities and societies can work towards collective well-being, increased civic participation and commitment to an ecologically sustainable engagement with the planet. In addition to being a work of critical scholarly analysis, this book provides a manifesto for the possibilities of contemporary democratic education in a time of global crisis. This book will be of great interest to researchers, postgraduate students and policymakers in education.

Drawing on state of the art evidence about implementing education quality in low income countries, this book opens up the black box of the classroom and explores how practices of teaching and learning impact on different groups of learners in the global South.

In an age of catastrophes—unchecked climate change, extreme poverty, forced migrations, war, and terror, all compounded by the COVID-19 pandemic—how can schooling be reengineered and education reimagined? This book calls for a new global approach to education that responds to these overlapping crises in order to enrich and enhance the lives of children everywhere. Marcelo Suárez-Orozco and Carola Suárez-Orozco convene scholars and practitioners from a range of disciplines—including anthropology, neuroscience, demography, psychology, child development, sociology, and economics—who offer incisive essays on the global state of education. Contributors consider how educational policy and practice can foster social inclusion and improve outcomes for all children. They emphasize the centrality of education to social and environmental justice, as well as the philosophical foundations of education and its centrality to human flourishing, personal dignity, and sustainable development. Chapters examine topics such as the neuroscience of education; the uses of technology to engage children who are not reached by traditional schooling; education for climate change; the education of immigrants, refugees, and the forcibly displaced; and how to address and mitigate the effects of inequality and xenophobia in the classroom. Global and interdisciplinary, Education speaks directly to urgent contemporary challenges. Contributors include Stefania Giannini, the director of education for UNESCO; development economist Jeffrey Sachs; cognitive psychologist Howard Gardner; Carla Rinaldi, president of the Reggio Children Foundation; and academics from leading global universities. The book features a foreword by Pope Francis.

Social Justice in Times of Crisis and Hope examines the possibilities and consequences of the relationship between young people, well-being, education and social justice in times of crisis and hope.

These programs are designed to assist migrant students to become proficient in English.