Global Pedagogies

Global Pedagogies: Schooling for the Future, which is the twelfth volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, presents scholarly research on major discourses in comparative education research with reference to globalisation, educational policy and classroom pedagogy. It is a sourcebook of ideas for researchers, practitioners and policy makers in education, globalisation, global pedagogies and schooling for the future around the world. The aim of the book is to provide an easily accessible, practical yet scholarly source of information about the international concern in the field of globalisation, global pedagogies, and educational transformation. Readers will find here the very latest thinking on globalisation, global pedagogies and educational transformation in the context of global culture. It offers a timely overview of current issues affecting discourses pertaining to global pedagogies and policy research in the global culture. It provides directions in education, and policy research, relevant to transformational educational reforms in the 21st century. The book critically examines the overall interplay between comparative education discourses, globalisation, and education. It draws upon recent studies in the areas of globalisation, equity, social justice, and the role of the State. It explores conceptual frameworks and methodological approaches applicable in the research covering the State, globalisation, equity, and education. It demonstrates the neo-liberal ideological imperatives of education and policy reforms, and illustrates the way the relationship between the State and education policy affects current models and trends in education reforms and schooling globally. Various book chapters critique the dominant discourses and debates pertaining to comparative education discourses and the newly constructed and re-invented models of neo-liberal ideology in education. Using a number of diverse paradigms in comparative education research, ranging from critical theory to globalisation, the authors, by focusing on globalisation, ideology and democracy, attempt to examine critically both the reasons and outcomes of education reforms, policy change and transformation and provide a more informed critique on the Western-driven models of accountability, quality and school effectiveness. The book draws upon recent studies in the areas of equity, cultural capital and dominant ideologies in education.

Diverse Pedagogies of Place presents eight original place-responsive pedagogies that address a question of paramount importance in today’s world: how do we educate the next generation of students to confront the challenges of global climate change and the on-going degradation of natural environments? Each place-responsive pedagogy is a result of innovative environmental educators’ long-term engagement with particular places, and demonstrates that personal connectedness is crucial to effective environmental education. Professional learning and teacher collaboration is an important theme throughout the book, and the editors discuss how teachers could adapt the learning activities and teaching strategies found in the book in order to create their own place-responsive pedagogies. Each case study provides a rich account of how students can learn to be attentive and draws upon a common analytical framework derived from recent theorisation of place that highlights the centrality of stories-in-place, embodiment, and contestation. The authors present detailed and persuasive evidence that place-responsive pedagogies enable students to construct their own identities, as well as develop commitments and a deeper knowledge of the environments that surround them. A work of international relevance, Diverse Pedagogies of Place will appeal to academics, researchers and postgraduate students in the fields of environmental education and sustainability, place-based education, outdoor learning, professional learning and teacher development, as well as policymakers and environmental educators.

New Pedagogies for Deep Learning (NDPL) provides a comprehensive strategy for systemwide transformation. Using the 6 competencies of NDPL and a wealth of vivid examples, Fullan re-defines and re-examines what deep learning is and identifies the practical strategies for revolutionizing learning and leadership.

A major aim of Comparative and Global Pedagogies: Equity, Access and Democracy in Education which is the second volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, edited by Joseph Zajda and his team, is to present a global overview of recent trends in equity and access in education globally. By examining some of the major education policy issues, particularly in the light of recent shifts in education and policy research dealing with equity and access, the editors aim to provide a comprehensive picture of the intersecting and diverse discourses of globalization, education and policy-driven reforms. The impact of globalization on education policy and reforms is a strategically important issue for us all. More than ever before, there is a need to understand and analyse both the intended and the unintended effects of globalization on edu- tional systems, the state, and relevant policy changes – especially in terms of equity and access, as they affect individuals, educational bodies (such as universities), policy-makers across the globe. Current education policy research dealing with equity and social inequality reflects a rapidly changing world where citizens and consumers are experiencing a growing sense of uncertainty, exclusion and loss of flexibility. Yet globalization exposes us also to opportunities generated by a fast changing world economy.

This open access book critiques real world learning across both the curriculum and extracurricular activities. Drawing on disciplines as diverse as business, health, fashion, sociology and geography, the editors and authors employ a cross-disciplinary approach to examine how this concept is being applied in higher education. Divided into three parts, the authors and contributors analyse broader applications of real world learning, student experience of practicing in a real world setting, and how learning strategies can be employed to engage students in real world learning. The editors and contributors provide up-to-date, cross-disciplinary and international insights into how real world learning could be integrated into the higher education curriculum to support effective, relevant and life-long learning for 21st century students.

In our rapidly globalizing world students are able to access learning through mobility, through computer mediated experiences, and through the diverse perspectives of their peers and teachers. All of these components impact on the ways in which universities and their staff prepare and present courses for their students. This book presents an edited selection of chapters compiled under the theme of ‘new international pedagogies’. The objective is to document current pedagogical frameworks and practices in the teaching and learning context of international education. It showcases innovative teaching and learning methods, methodological frameworks and novel pedagogies that contribute to improving the effectiveness of teaching and learning in international settings and diverse student groups. The collection of seventeen chapters offers new debate on applied critical educational thought, innovation in teaching and learning, and culturally sensitive and inclusive curriculum practices across a broad disciplinary spectrum. Of central interest is the production of teaching and learning examples that provide evidence for implementing progress and advancement in the field. The book aims to stimulate further debate, research and application in the field of international pedagogies.

Led by Professor Lester-Irabinna Rigney, Global Perspectives and New Challenges in Culturally Responsive Pedagogies brings together diverse communities of education research in an innovative way to develop a nuanced understanding of the relationship between education and democracy. This book synthesises a range of theoretical, conceptual, and empirical approaches to address the complex challenges faced by young people and societies in the 21st century. Each chapter provides accounts of local inclusive encounters in education, while engaging with global debates and issues, such as racism, neoliberalism, de-colonisation, new colonialism, de-democratisation, and growing social, economic, and educational inequality. This book presents new ways of thinking about democracy, local–global enactments of culturally responsive pedagogies through teaching and learning, and future thinking for a new era. Bringing together diverse, Australian, and international perspectives, this book will be relevant to educators, researchers, and policy makers who are interested in Indigenous education, educational sociology, de-coloniality, cultural safety, critical pedagogy, and education leadership theory.

This book presents a sociocultural account of logic, or a pedagogy, that governs Cambodian education, from policy-making to classroom practices. In so doing, it seeks to not only provide an introduction to Cambodian education, but also to help readers understand the complexities involved in reforming educational practices by drawing on an ethnographic multi-level case study of an ongoing pedagogical reform policy. The book reveals what is actually taking place in today’s Cambodian classrooms and how actors view their own practices in response to the new pedagogy. Importantly, the book situates Cambodian pedagogical reform efforts amid the global wave of student-centered pedagogies and sheds new light on the political economy of educational policy-making and policy implementation along a global-local axis.