Global Learning and Education: Key Concepts and Effective Practice
Andrew Peterson, Paul Warwick
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What is globalisation?
How are its effects felt by different people across the world?
How can we help young people flourish in a world characterised by globalisation?
Conflict, poverty, breaches of human rights, and environmental sustainability are everyday issues for global citizens today, old and young. Global Learning and Education presents a detailed and challenging introduction to a central concern facing education systems and curricula around the world: How young people understand and experience globalisation and how meaningful global learning can be developed.
Encouraging a critical and reflective approach in order to advance understanding of a range of theoretical and practical factors, it considers the meaning and definitions of globalisation, global citizenship and global education. Global Learning and Education explores key issues including interconnectedness and interdependency, cultural diversity, social justice and sustainable development. It considers how global learning should and can imbue all aspects of education, within curriculum subjects, through project based learning, and through extra-curricular activities that help students participate and engage in global issues. It argues the importance of the mission and ethos of a school itself, of shaping global learning for different educational contexts, and of ensuring teaching and learning meets the needs of individual learners.
Global Learning and Education is a comprehensive, thought-provoking—sometimes contentious—introduction for educationalists concerned with what globalisation means for our young people. Illustrated throughout with case studies that seek to inspire creativity and hope, and including questions and suggested reading for further investigation, it is essential reading for all those involved in the teaching and learning of young people, as well as those studying this vital topic on Education Studies and Masters level courses.
for global citizenship 1 holistic – each student’s individual learning needs are met through attention being given to holistic aspects such as intellectual, moral, social and emotional development; 2 personalised – each student is personally known, with attention to their cultural contexts, unique personal experiences and global learning preferences; 3 ﬂexible – a range of learning spaces provide for small-group, one-to-one and independent global learning; 4 partnered – all stakeholders are
growth in 24-hour televised news as well as technological advancements that enabled ongoing live transmission of key world events – perhaps most notably the fall of the Berlin Wall, the Tiananmen Square Interconnectedness and interdependency 65 protest, and the Gulf War – led some commentators to talk of ‘The CNN Effect’ (Robinson, 1999). Named after Cable News Network (CNN), one of the world’s leading news channels based in America and the ﬁrst to launch a 24-hour rolling news station, the
Thinking about global citizenship in this way challenges nation-based notions of citizenship by conceiving its possibility in terms of action, participation and membership in a community that exists beyond national borders. What it means in practice to be a global citizen, then, is far from straightforward, but commonly referred to dimensions include: • • • • • • • having an awareness and understanding of global issues, events and institutions; recognising a shared, common humanity, including a
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