Educational: Citizenship and social education

Book SynopsisThe purpose of this book is to examine and learn lessons from the way leadership for social justice is conceptualized in several disciplines and to consider how these lessons might improve the preparation and practice of school leaders. In particular, we examine philosophy, anthropology, sociology, economics, political science, public policy, and psychology. Our contention is that the field of educational leadership might consider taking a step backward in order to take several forward. That is, educational leadership researchers might re-examine social justice, both in terms of social and individual dynamics and as disciplinary-specific, multidisciplinary and interdisciplinary phenomenon. By adopting this approach, we can connect and extend long-established lines of conceptual and empirical inquiry and thereby gain insights that may otherwise be overlooked or assumed. This holds great promise for generating, refining, and testing theories of social justice in educational leadership and will help strengthen already vibrant lines of inquiry. That is, rather than citing a single, or a few, works out of their disciplinary context it might be more fruitful to situate educational leadership for social justice research in their respective traditions. This could be carried out by extending extant lines of inquiry in educational leadership research and then incorporating lessons gleaned from this work into innovative practice. For example, why not more clearly establish lines of educational leadership and justice research into the Philosophy of Social Justice, Economics of Social Justice, Political Studies of Social Justice, Sociology of Social Justice, Anthropology of Social Justice, and the Public Policy of Social Justice as focused and discrete areas of inquiry?Once this new orientation toward the knowledge base of social justice and educational leadership is laid, we might then seek to explore some of the natural connections between traditions before ultimately investigating justice in educational leadership through a free association of ideas as the worlds of practice and research co-construct a “new” language they can use to discuss educational leadership. Such an endeavor may demand reconceptualization of both the processes and products of collaborative research and the communication of findings, but it will demand a breaking-down of methodological and epistemological biases and a more meaningful level and type of engagement between primary and applied knowledge bases.

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Book SynopsisJohn Dewey wrote in multiple places that education should be an experience of the content and processes of life itself. Too often, social studies is taught in a way that tells students about real-life, but fails to engage them in the process of life for which Dewey advocated. The core purpose of simulations is to reflect the processes, events, and phenomena expressed in a variety of real-life domains. They engage students in these reflections of real life meaningfully, as active agents who have the power to make decisions that impact the direction of events and that lead to both intended and unintended consequences. Because of the nature of simulations, students who participate in them are able to build their capacities to think in complex and critical ways.Today, despite the growing evidence that simulations have an important role to play in the teaching of social studies, they remain an underutilized and undervalued approach to the discipline. One of the key obstacles to their widespread adoption is the limited availability of training resources available to social studies teachers. Teachers need support to develop a new vision of social studies teaching and learning coupled with practical guidance necessary to implement simulations effectively. This volume provides teachers with both. When teachers are able to weave simulations effectively into the fabric of social studies teaching and learning, they help to promote social studies experiences that are both powerful and purposeful. They offer students an experience of the discipline that is, indeed, More Like Life Itself.Table of Contents Foreword, Jack Zevin. Introduction, Cory Wright-Maley. Part I: Designing Simulations. Chapter 1. Thinking Through Simulation Design: Toward the Mediation of Choice Architectures, Cory Wright-Maley. Behind the Curtain: An Epistemic Design Process for Democratic Media Education Simulations, Jeremy Stoddard, Zachari Swiecki, and David Williamson Shaffer. Interpersonal and Curricular Dimensions of Simulations: Lessons from a Sophomore Civics Classroom, Brian Girard. Part II: Implementing Simulations. Beyond Facts and Fun: The Need for Purposeful Simulations, Hilary Dack, Stephanie van Hover, and David Hicks. Two Paths to Successful Implementation of Simulations in the Social Studies Classroom, Cory Wright-Maley. Fostering Simulation Teaching Cultures and Capacities through Professional Learning Communities, Daniel T. Bordwell and Robb Virgin. Part III: Leveraging Student Engagement. Making Players out of Haters: Learning to Love the Social Studies, Christopher D. Moore. Super-Seniors as Superpowers: Developing Understanding Through Immersion in Simulated Worlds, Esther Bizzarro and David Gerwin. Part IV: Teaching And Learning With Simulations. From Design to Deed: A Guide to Simulating Government and Politics on the AP Platform, Walter C. Parker and Jane C. Lo. Simulations as Tools for Teaching Historical Agency: A Case Study in Finland, Jukka Rantala. Harnessing the Monsoon Winds: Promoting and Constraining Imagination in Historical Simulations, Jeffery D. Nokes. Simulating Economic Activity in the Classroom, Cheryl A. Ayers. Exploring Cross-Cultural Responsiveness and Critical Consciousness in Social Studies Education with the Barnga Simulation, Nancy P. Gallavan and Angela Webster. Promoting Global Perspectives in Students: The GlobalEd Simulation, Kimberly A. Lawless and Scott W. Brown. Contributors.

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Book SynopsisJohn Dewey wrote in multiple places that education should be an experience of the content and processes of life itself. Too often, social studies is taught in a way that tells students about real-life, but fails to engage them in the process of life for which Dewey advocated. The core purpose of simulations is to reflect the processes, events, and phenomena expressed in a variety of real-life domains. They engage students in these reflections of real life meaningfully, as active agents who have the power to make decisions that impact the direction of events and that lead to both intended and unintended consequences. Because of the nature of simulations, students who participate in them are able to build their capacities to think in complex and critical ways.Today, despite the growing evidence that simulations have an important role to play in the teaching of social studies, they remain an underutilized and undervalued approach to the discipline. One of the key obstacles to their widespread adoption is the limited availability of training resources available to social studies teachers. Teachers need support to develop a new vision of social studies teaching and learning coupled with practical guidance necessary to implement simulations effectively. This volume provides teachers with both. When teachers are able to weave simulations effectively into the fabric of social studies teaching and learning, they help to promote social studies experiences that are both powerful and purposeful. They offer students an experience of the discipline that is, indeed, More Like Life Itself.Table of Contents Foreword, Jack Zevin. Introduction, Cory Wright-Maley. Part I: Designing Simulations. Chapter 1. Thinking Through Simulation Design: Toward the Mediation of Choice Architectures, Cory Wright-Maley. Behind the Curtain: An Epistemic Design Process for Democratic Media Education Simulations, Jeremy Stoddard, Zachari Swiecki, and David Williamson Shaffer. Interpersonal and Curricular Dimensions of Simulations: Lessons from a Sophomore Civics Classroom, Brian Girard. Part II: Implementing Simulations. Beyond Facts and Fun: The Need for Purposeful Simulations, Hilary Dack, Stephanie van Hover, and David Hicks. Two Paths to Successful Implementation of Simulations in the Social Studies Classroom, Cory Wright-Maley. Fostering Simulation Teaching Cultures and Capacities through Professional Learning Communities, Daniel T. Bordwell and Robb Virgin. Part III: Leveraging Student Engagement. Making Players out of Haters: Learning to Love the Social Studies, Christopher D. Moore. Super-Seniors as Superpowers: Developing Understanding Through Immersion in Simulated Worlds, Esther Bizzarro and David Gerwin. Part IV: Teaching And Learning With Simulations. From Design to Deed: A Guide to Simulating Government and Politics on the AP Platform, Walter C. Parker and Jane C. Lo. Simulations as Tools for Teaching Historical Agency: A Case Study in Finland, Jukka Rantala. Harnessing the Monsoon Winds: Promoting and Constraining Imagination in Historical Simulations, Jeffery D. Nokes. Simulating Economic Activity in the Classroom, Cheryl A. Ayers. Exploring Cross-Cultural Responsiveness and Critical Consciousness in Social Studies Education with the Barnga Simulation, Nancy P. Gallavan and Angela Webster. Promoting Global Perspectives in Students: The GlobalEd Simulation, Kimberly A. Lawless and Scott W. Brown. Contributors.

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Book SynopsisAfter a recent CUFA conference, many social studies teacher educators came to realize that pre-service teachers are skeptical of calls to integrate sensitive topics in the curriculum because they do not see it in their field experiences. The purpose of this edited book is to share examples of Pre/K - 12 grade teachers, schools, or school systems that infuse race, class, gender and sexuality in the curriculum. This book offers concrete examples of social studies teachers, schools and schools systems committed to the inclusion of topics often deemed as sensitive or controversial.Care was taken to provide examples from diverse geographic areas, school types (public, charter, private etc.), and grade levels. Researchers teamed with practicing professionals to highlight teachers and schools that successfully integrate race, class, gender and/or sexuality in the curriculum. The chapters provide specific examples of content inclusion, share high leverage practices, and provide advice for others infusing race, class, gender, and sexuality in the curriculum.Table of Contents Foreword, Tyrone C. Howard. Introduction, Lara Willox and Cathy Brant. Preface. Part I: Elementary. From Suffrage to Stereotypes: Exploring Historical and Contemporary Gender Issues With Elementary Students, Jennifer Burke and Jennifer Mitchell. He Called Me White, Ay That’s Racist! Breanna Nunez. Embracing a Transformative Curriculum: A Fifth Grade Teacher’s Work, Andrea S. Libresco, Rosebud Elijah, and Lauren Brown. Imagining Rainbows: A Case Study of LGBTQ Implementation into Elementary School Curriculum, Bretton A. Varga and Marie Byrd. Culturally Relevant Classroom Libraries: Including All Students in Powerful Social Studies, Aubrey Brammar Southall and Cynthia Trapanese. Teaching Tolerance’s Perspectives for a Diverse America: A Resource for Elementary Educators Who Want to Teach about Race, Class, Gender, and Sexuality While Meeting National Standards, Kate Shuster and Amber Makaiau. Teaching Wealthy Children about Economic Inequality, Katy Swalwell, Melissa Lambert and Jennifer Oliva. Nurturing Our Youngest Citizens: Race, Class, Gender, and Sexuality in the Pre-K Curriculum, Jennifer E. Killham, Jenilyn Bell, Pat Emmelhainz, Shali Cox, Lua Buultjens, and Rachel King. Part II: Middle Grades. “It’s Because Their Kids Have a Voice”: Teaching About the 2017 Executive Immigration Ban in an Ethnically Diverse Classroom, Mark Pearcy, Michael Jackson and Regina Santangelo. Even in the 50th Education State, It’s Being Done, Bea Bailey and Marta Bohnenberger. Being an Upstander: Build Bridges and Increase Understanding Through Refugee Advocacy, Jennifer E. Killham and Nance Morris Adler. Critical Practices to Develop Student Agency in Rural Contexts, Michael Kopish and Jadey Gilmore. Exploring Power in Middle Grades Social Studies Education, Alexander Cuenca and Joseph McAnulty. “Why Does This Matter?” Using Current Events About Islamophobia and Racial Unrest to Understand the Past, Jennifer Killham, Joshua Harris, and Prentice Chandler. Part III: High School. Build Your Own Course: Creating a Controversial Issues Class at an Appalachian High School, Eric D. Moffa. “Dinosaurs in the Hood?” Introducing Intersectionality in the Social Studies Classroom, Whitney Blankenship and Calla Hardiman. Going Beyond the Single Story of Suffrage: Teaching Gender Rights and Protests through Film, Eric Hill, Lauren Colley and John P. Broome. Traviesas/ os: Tactics and Stories of Insurgent Social Studies Teachers, Brian Gibbs. It’s Being Done in the State of Hawai‘i: Ethnic Studies as a Requirement for Public High School Graduation, Amber Strong Makaiau. The Gender Equity Club, Daniel T. Bordwell. “Care Comes First” Creating a Space for Controversy, Carly Muetterties, Whitney Walker, and Tracey Bolinger. The Aurora Urban Planning Simulation: Teaching About Class through Spatial Inequality in Secondary Social Studies, Colleen Boucher and John P. Broome. Teaching Intersectionality and the Long and Ongoing Women’s and Gay Rights Movements in U.S. History, Hillary Parkhouse and Tracey Barrett. Facing Problems of Practice and Privilege: A Class Trip to Montgomery, Alabama to Confront a History of Racial Violence Legal Injustice, Christoph Stutts and Matt Cone. Biographies.

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Book SynopsisAfter a recent CUFA conference, many social studies teacher educators came to realize that pre-service teachers are skeptical of calls to integrate sensitive topics in the curriculum because they do not see it in their field experiences. The purpose of this edited book is to share examples of Pre/K - 12 grade teachers, schools, or school systems that infuse race, class, gender and sexuality in the curriculum. This book offers concrete examples of social studies teachers, schools and schools systems committed to the inclusion of topics often deemed as sensitive or controversial.Care was taken to provide examples from diverse geographic areas, school types (public, charter, private etc.), and grade levels. Researchers teamed with practicing professionals to highlight teachers and schools that successfully integrate race, class, gender and/or sexuality in the curriculum. The chapters provide specific examples of content inclusion, share high leverage practices, and provide advice for others infusing race, class, gender, and sexuality in the curriculum.Table of Contents Foreword, Tyrone C. Howard. Introduction, Lara Willox and Cathy Brant. Preface. Part I: Elementary. From Suffrage to Stereotypes: Exploring Historical and Contemporary Gender Issues With Elementary Students, Jennifer Burke and Jennifer Mitchell. He Called Me White, Ay That’s Racist! Breanna Nunez. Embracing a Transformative Curriculum: A Fifth Grade Teacher’s Work, Andrea S. Libresco, Rosebud Elijah, and Lauren Brown. Imagining Rainbows: A Case Study of LGBTQ Implementation into Elementary School Curriculum, Bretton A. Varga and Marie Byrd. Culturally Relevant Classroom Libraries: Including All Students in Powerful Social Studies, Aubrey Brammar Southall and Cynthia Trapanese. Teaching Tolerance’s Perspectives for a Diverse America: A Resource for Elementary Educators Who Want to Teach about Race, Class, Gender, and Sexuality While Meeting National Standards, Kate Shuster and Amber Makaiau. Teaching Wealthy Children about Economic Inequality, Katy Swalwell, Melissa Lambert and Jennifer Oliva. Nurturing Our Youngest Citizens: Race, Class, Gender, and Sexuality in the Pre-K Curriculum, Jennifer E. Killham, Jenilyn Bell, Pat Emmelhainz, Shali Cox, Lua Buultjens, and Rachel King. Part II: Middle Grades. “It’s Because Their Kids Have a Voice”: Teaching About the 2017 Executive Immigration Ban in an Ethnically Diverse Classroom, Mark Pearcy, Michael Jackson and Regina Santangelo. Even in the 50th Education State, It’s Being Done, Bea Bailey and Marta Bohnenberger. Being an Upstander: Build Bridges and Increase Understanding Through Refugee Advocacy, Jennifer E. Killham and Nance Morris Adler. Critical Practices to Develop Student Agency in Rural Contexts, Michael Kopish and Jadey Gilmore. Exploring Power in Middle Grades Social Studies Education, Alexander Cuenca and Joseph McAnulty. “Why Does This Matter?” Using Current Events About Islamophobia and Racial Unrest to Understand the Past, Jennifer Killham, Joshua Harris, and Prentice Chandler. Part III: High School. Build Your Own Course: Creating a Controversial Issues Class at an Appalachian High School, Eric D. Moffa. “Dinosaurs in the Hood?” Introducing Intersectionality in the Social Studies Classroom, Whitney Blankenship and Calla Hardiman. Going Beyond the Single Story of Suffrage: Teaching Gender Rights and Protests through Film, Eric Hill, Lauren Colley and John P. Broome. Traviesas/ os: Tactics and Stories of Insurgent Social Studies Teachers, Brian Gibbs. It’s Being Done in the State of Hawai‘i: Ethnic Studies as a Requirement for Public High School Graduation, Amber Strong Makaiau. The Gender Equity Club, Daniel T. Bordwell. “Care Comes First” Creating a Space for Controversy, Carly Muetterties, Whitney Walker, and Tracey Bolinger. The Aurora Urban Planning Simulation: Teaching About Class through Spatial Inequality in Secondary Social Studies, Colleen Boucher and John P. Broome. Teaching Intersectionality and the Long and Ongoing Women’s and Gay Rights Movements in U.S. History, Hillary Parkhouse and Tracey Barrett. Facing Problems of Practice and Privilege: A Class Trip to Montgomery, Alabama to Confront a History of Racial Violence Legal Injustice, Christoph Stutts and Matt Cone. Biographies.

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Book SynopsisFor citizenship education in the 21st century, globalization increasingly presents a new challenge and a new opportunity. Since the time when nationalism played a critical role in unifying new nations, nationality and citizenship have been virtually synonymous terms. As a result, the constructed symbiosis of citizenship and national identity has influenced state supported citizenship education in the most profound way. School curricula, particularly in public schools, produced and reinforced the dominant version of citizenship, which is national citizenship. Schools were expected to prepare future loyal citizens who would identify themselves with the nation.Due to the changing nature and scope of human interactions, the traditional model of citizenship education, however, appears increasingly outdated and deficient to address many contemporary challenges. Thus, schools have become a locus of a potential conflict of two citizenship discourses: the discourse of national citizenship that for a long time has served as the ultimate purpose of public education and the discourse of global citizenship that is forcefully and continuously seeking for a proper place in school curricula despite the lack of curricular heritage. The need for an education for citizenship that has a global scope and is guided by critical and emancipatory approaches becomes more evident. At the same time, the pressure to globalize and internationalize curriculum actively challenges such concepts as patriotism, national identity, loyalty to the state, or national uniqueness of government and democratic development that have been fundamental for citizenship and civic education for decades.In this book, a group of international scholars present their research about the dynamic development, interplay, and interconnectedness of two major discourses in citizenship education, namely national and global. Case studies and ethnographies from China, Cyprus, Egypt, Hong Kong and Singapore, Lebanon, Liberia, the Netherlands, Russia, and the United States display a multifaceted but yet comprehensive picture of educators’ attempts to promote social justice, global awareness, and multiple loyalties. The volume will appeal to several constituencies: it will be interesting to teachers and teacher educators whose focus of instruction is citizenship education, social studies education, and global education; it will also be interesting to scholars who conduct research in citizenship and global education.Table of Contents Introduction: National and Global in Citizenship Education, Anatoli Rapoport. U.S. Youth’s Sense of Belonging as Citizens of Their Communities: Probing Youth’s Nonbelonging to a National Community, Jasmina Josi?. A Comparative Case Study of International Schools in Singapore and Hong Kong: Studying Global Issues as Ethical/Political Practice, Mark Baildon, Theresa Alviar-Martin, Sandra Bott, and Marie Lam. Rethinking Cosmopolitanism and Global Citizenship Within Multimodal Digital Literacy Education, Jason Harshman and Agie Behounek. The Struggle for National Identity: Islam in Egypt, the Netherlands, and the United States, Mohamed Amira and Frans H. Doppen. Collapsing the Supranational and the National: From Citizenship to Health Education in the Republic of Cyprus, Stavroula Philippou and Eleni Theodorou. Teachers, Twitter, and Global Citizenship Education: Global Discussions, National Boundaries, Laura Quaynor and Elizabeth Sturm. Flipping the Panopticon: Liberian Youth Break the Fourth Wall in the Ebola Crisis, Jasmine L. Blanks Jones. Measuring Outcomes of Citizen Education: Values and Identity of the Russian Youth, Anna Sanina. Coping With the Challenge of Globalization at Home and Abroad: China’s Patriotic Education, Xiauye Qin. Global Citizenship Versus Patriotism: The Correlation Between Turkish Preservice Teachers’ Perception of Patriotism and Global Citizenship, Emin Kilinc and Bülent Tarman. About the Authors.

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Book SynopsisFor citizenship education in the 21st century, globalization increasingly presents a new challenge and a new opportunity. Since the time when nationalism played a critical role in unifying new nations, nationality and citizenship have been virtually synonymous terms. As a result, the constructed symbiosis of citizenship and national identity has influenced state supported citizenship education in the most profound way. School curricula, particularly in public schools, produced and reinforced the dominant version of citizenship, which is national citizenship. Schools were expected to prepare future loyal citizens who would identify themselves with the nation.Due to the changing nature and scope of human interactions, the traditional model of citizenship education, however, appears increasingly outdated and deficient to address many contemporary challenges. Thus, schools have become a locus of a potential conflict of two citizenship discourses: the discourse of national citizenship that for a long time has served as the ultimate purpose of public education and the discourse of global citizenship that is forcefully and continuously seeking for a proper place in school curricula despite the lack of curricular heritage. The need for an education for citizenship that has a global scope and is guided by critical and emancipatory approaches becomes more evident. At the same time, the pressure to globalize and internationalize curriculum actively challenges such concepts as patriotism, national identity, loyalty to the state, or national uniqueness of government and democratic development that have been fundamental for citizenship and civic education for decades.In this book, a group of international scholars present their research about the dynamic development, interplay, and interconnectedness of two major discourses in citizenship education, namely national and global. Case studies and ethnographies from China, Cyprus, Egypt, Hong Kong and Singapore, Lebanon, Liberia, the Netherlands, Russia, and the United States display a multifaceted but yet comprehensive picture of educators’ attempts to promote social justice, global awareness, and multiple loyalties. The volume will appeal to several constituencies: it will be interesting to teachers and teacher educators whose focus of instruction is citizenship education, social studies education, and global education; it will also be interesting to scholars who conduct research in citizenship and global education.Table of Contents Introduction: National and Global in Citizenship Education, Anatoli Rapoport. U.S. Youth’s Sense of Belonging as Citizens of Their Communities: Probing Youth’s Nonbelonging to a National Community, Jasmina Josi?. A Comparative Case Study of International Schools in Singapore and Hong Kong: Studying Global Issues as Ethical/Political Practice, Mark Baildon, Theresa Alviar-Martin, Sandra Bott, and Marie Lam. Rethinking Cosmopolitanism and Global Citizenship Within Multimodal Digital Literacy Education, Jason Harshman and Agie Behounek. The Struggle for National Identity: Islam in Egypt, the Netherlands, and the United States, Mohamed Amira and Frans H. Doppen. Collapsing the Supranational and the National: From Citizenship to Health Education in the Republic of Cyprus, Stavroula Philippou and Eleni Theodorou. Teachers, Twitter, and Global Citizenship Education: Global Discussions, National Boundaries, Laura Quaynor and Elizabeth Sturm. Flipping the Panopticon: Liberian Youth Break the Fourth Wall in the Ebola Crisis, Jasmine L. Blanks Jones. Measuring Outcomes of Citizen Education: Values and Identity of the Russian Youth, Anna Sanina. Coping With the Challenge of Globalization at Home and Abroad: China’s Patriotic Education, Xiauye Qin. Global Citizenship Versus Patriotism: The Correlation Between Turkish Preservice Teachers’ Perception of Patriotism and Global Citizenship, Emin Kilinc and Bülent Tarman. About the Authors.

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Book SynopsisThis edited book provides new research highlighting philosophical traditions, emerging perceptions, and the situated practice of global citizenship education (GCE) in Asian societies. The book includes chapters that provide: 1) conceptions and frameworks of GCE in Asian societies; 2) analyses of contexts, policies, and curricula that influence GCE reform efforts in Asia; and 3) studies of students’ and teachers’ experiences of GCE in schools in different Asian contexts.While much citizenship education has focused on constructions and enactments of GCE in Western societies, this volume re-centers investigations of GCE amid Asian contexts, identities, and practices. In doing so, the contributors to this volume give voice to scholarship grounded in Asia, and the book provides a platform for sharing different approaches, strategies, and research across Asian societies. As nations grapple with how to prepare young citizens to face issues confronting our world, this book expands visions of how GCE might be conceptualized, contextualized, and taught; and how innovative curriculum initiatives and pedagogies can be developed and enacted.

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Book SynopsisThis edited book provides new research highlighting philosophical traditions, emerging perceptions, and the situated practice of global citizenship education (GCE) in Asian societies. The book includes chapters that provide: 1) conceptions and frameworks of GCE in Asian societies; 2) analyses of contexts, policies, and curricula that influence GCE reform efforts in Asia; and 3) studies of students’ and teachers’ experiences of GCE in schools in different Asian contexts.While much citizenship education has focused on constructions and enactments of GCE in Western societies, this volume re-centers investigations of GCE amid Asian contexts, identities, and practices. In doing so, the contributors to this volume give voice to scholarship grounded in Asia, and the book provides a platform for sharing different approaches, strategies, and research across Asian societies. As nations grapple with how to prepare young citizens to face issues confronting our world, this book expands visions of how GCE might be conceptualized, contextualized, and taught; and how innovative curriculum initiatives and pedagogies can be developed and enacted.

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Book SynopsisInternational Education Inquiries is a book series dedicated to realizing the global vision of Education 2030. This vision involves "ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all." The founding editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe, asking questions about transforming the vision of Education 2030 into a reality. Published chapters will reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the global discussion about the people, places, and perspectives shaping Education 2030 outcomes.Trade ReviewThe educational impact of the COVID-19 pandemic has created the most serious crisis in the history of public education. Addressing this crisis effectively will require efforts aligned with an inclusive and sustainable vision of development, such as articulated by the UN Education 2030 and the Sustainable Development Goals. To build back better educators need to guide their practice by knowledge that is local as well as global, in ways that help their students understand those interdependencies. Beyond Provincialism is an invitation to such an exploration. In this edited volume, Professors Mahmoud Suleiman and Tonya Huber and their colleagues take the reader on a journey that illuminates the impact of hunger among college students in America, how the SDGs can help turnaround high poverty schools, the role of curriculum to promote cross-national collaboration, and how math and science instruction, as well as study abroad, can help students develop procedural and conceptual knowledge that makes visible the relevance of what they learn to the world around them and the impact of the pandemic on teacher preparation in Palestine. The kaleidoscope of insights offered by this book will expand the global awareness and understanding of education as a global activity. A timely and useful resource for teachers and teacher educators that will contribute to advance a transformational education that helps us build back better from the devastation created by the pandemic."— Fernando M. Reimers, Harvard Graduate School of Education "Suleiman and Huber convene a dynamic group of scholars committed to transforming our schools. Using the latest theories and methodological approaches, Beyond Provincialism offers crucial frameworks to understand teaching and learning in a global perspective. This groundbreaking volume wholeheartedly embraces the Sustainable Development Goals (SDGs) and calls upon all of us to simultaneously dismantle systemic inequality and promote equity and social justice in pre-K-20 schools across nations and their institutions. It's simply a must-read book, especially for practitioners, educators, reformers, researchers, and policy-makers who seek to internationalize education and take it beyond its cursory provincial goals."— Gilberto Q. Conchas, Wayne K. and Anita Woolfolk Hoy, Pennsylvania State University "At a time when proponents of diversity, equity and inclusion are under attack, it is valuable to examine Beyond Provincialism to see how far we still need to go to reform schools and invest in teacher, educator and leader preparation. Grounded in solid frameworks, this timely and informative book astutely provides insights from forceful practitioners, scholars, and researchers whose fascinating experiences and models have practical implications for promoting global multicultural competencies needed to combat racist mindsets and provincial outlooks. Based on Education 2030 vision, the book provides a thoughtful blueprint for integrating international and global dimensions in teacher and educator preparation."— Ken Magdaleno, Center for Leadership, Equity, and Research (CLEAR)Table of Contents Interpretive Framework: The Place of Sustainable Development Goals in Educator Preparation Programs for Local–Global Professionals, Mahmoud Suleiman and Tonya Huber. Editor's Introduction: Towards Becoming a Local–Global Education Professional, Mahmoud Suleiman. PART I: ALTRUISM, COLLECTIVISM, COSMOPOLITANISM, AND PLURALISM. Empowering the Hungry and Hesitant Among College Pantry Users Within the Context of Goal 2 of the Sustainable Development Goals, Jason Watkins and Mahmoud Suleiman. Global Thinking, Local Action: Promoting Global Competencies and Sustainable School Improvement in High-Poverty Contexts, Marco A. Muñoz, P. Tyler Stevens, and R. Aaron Wisman. Global Social Justice in Education: Developing a Virtual Intercultural Community of Practice, Lili Zhou, Bima Sapkota, Rose Mbewe, Jill Newton, and JoAnn Phillion. PART II: EQUITY, DIVERSITY, INCLUSION, AND PEDAGOGY. Knowing the World Through Mathematics: Development of an Undergraduate Mathematics Course for International Social Justice, Michael Lolkus and Jill Newton. Fire Ecology in Fourth Grade: Moving Place-Based Education to the Global Stage, Emily C. Adah Miller, Susan K. Codere, Jeanane Charara, Alice Severson, and Hannah Spaul. Internationalization of the Curriculum: Planning, Implementation, and Expected Learning Outcomes, Eugenia Charoni. The Effects of Utilizing Distance Learning on Palestinian Teachers' Knowledge and Skills, Iyad Elias Rabea, Naseem Mustafa Khatib, and Zaher Mustafa Atwa. About the Editors. About the Contributors. Recognizing Reviewers' Critical Feedback.

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Book SynopsisInternational Education Inquiries is a book series dedicated to realizing the global vision of Education 2030. This vision involves "ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all." The founding editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe, asking questions about transforming the vision of Education 2030 into a reality. Published chapters will reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the global discussion about the people, places, and perspectives shaping Education 2030 outcomes.Trade ReviewThe educational impact of the COVID-19 pandemic has created the most serious crisis in the history of public education. Addressing this crisis effectively will require efforts aligned with an inclusive and sustainable vision of development, such as articulated by the UN Education 2030 and the Sustainable Development Goals. To build back better educators need to guide their practice by knowledge that is local as well as global, in ways that help their students understand those interdependencies. Beyond Provincialism is an invitation to such an exploration. In this edited volume, Professors Mahmoud Suleiman and Tonya Huber and their colleagues take the reader on a journey that illuminates the impact of hunger among college students in America, how the SDGs can help turnaround high poverty schools, the role of curriculum to promote cross-national collaboration, and how math and science instruction, as well as study abroad, can help students develop procedural and conceptual knowledge that makes visible the relevance of what they learn to the world around them and the impact of the pandemic on teacher preparation in Palestine. The kaleidoscope of insights offered by this book will expand the global awareness and understanding of education as a global activity. A timely and useful resource for teachers and teacher educators that will contribute to advance a transformational education that helps us build back better from the devastation created by the pandemic."— Fernando M. Reimers, Harvard Graduate School of Education "Suleiman and Huber convene a dynamic group of scholars committed to transforming our schools. Using the latest theories and methodological approaches, Beyond Provincialism offers crucial frameworks to understand teaching and learning in a global perspective. This groundbreaking volume wholeheartedly embraces the Sustainable Development Goals (SDGs) and calls upon all of us to simultaneously dismantle systemic inequality and promote equity and social justice in pre-K-20 schools across nations and their institutions. It's simply a must-read book, especially for practitioners, educators, reformers, researchers, and policy-makers who seek to internationalize education and take it beyond its cursory provincial goals."— Gilberto Q. Conchas, Wayne K. and Anita Woolfolk Hoy, Pennsylvania State University "At a time when proponents of diversity, equity and inclusion are under attack, it is valuable to examine Beyond Provincialism to see how far we still need to go to reform schools and invest in teacher, educator and leader preparation. Grounded in solid frameworks, this timely and informative book astutely provides insights from forceful practitioners, scholars, and researchers whose fascinating experiences and models have practical implications for promoting global multicultural competencies needed to combat racist mindsets and provincial outlooks. Based on Education 2030 vision, the book provides a thoughtful blueprint for integrating international and global dimensions in teacher and educator preparation."— Ken Magdaleno, Center for Leadership, Equity, and Research (CLEAR)Table of Contents Interpretive Framework: The Place of Sustainable Development Goals in Educator Preparation Programs for Local–Global Professionals, Mahmoud Suleiman and Tonya Huber. Editor's Introduction: Towards Becoming a Local–Global Education Professional, Mahmoud Suleiman. PART I: ALTRUISM, COLLECTIVISM, COSMOPOLITANISM, AND PLURALISM. Empowering the Hungry and Hesitant Among College Pantry Users Within the Context of Goal 2 of the Sustainable Development Goals, Jason Watkins and Mahmoud Suleiman. Global Thinking, Local Action: Promoting Global Competencies and Sustainable School Improvement in High-Poverty Contexts, Marco A. Muñoz, P. Tyler Stevens, and R. Aaron Wisman. Global Social Justice in Education: Developing a Virtual Intercultural Community of Practice, Lili Zhou, Bima Sapkota, Rose Mbewe, Jill Newton, and JoAnn Phillion. PART II: EQUITY, DIVERSITY, INCLUSION, AND PEDAGOGY. Knowing the World Through Mathematics: Development of an Undergraduate Mathematics Course for International Social Justice, Michael Lolkus and Jill Newton. Fire Ecology in Fourth Grade: Moving Place-Based Education to the Global Stage, Emily C. Adah Miller, Susan K. Codere, Jeanane Charara, Alice Severson, and Hannah Spaul. Internationalization of the Curriculum: Planning, Implementation, and Expected Learning Outcomes, Eugenia Charoni. The Effects of Utilizing Distance Learning on Palestinian Teachers' Knowledge and Skills, Iyad Elias Rabea, Naseem Mustafa Khatib, and Zaher Mustafa Atwa. About the Editors. About the Contributors. Recognizing Reviewers' Critical Feedback.

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Book SynopsisPremiado en Estados Unidos en los 2017 International Latino Book Awards «Érase una vez… un niño al que le encantaba jugar al tenis y al fútbol, como a tantos otros niños que vivían en los rincones más dispares del mundo. Tenía cuatro años y se pasaba el día pegado a un raqueta y a un balón». Con la humildad siempre como bandera, el gran tenista Rafa Nadal fue descubriendo, ya desde su infancia, lo que de verdad importa y los valores que guían su vida. Lexile Level: 870L No se pierdan el booktrailer! No se pierdan los comentarios de Rafa! Las primeras páginas:Trade Review"(...) Recommended for specific topical studies or as general additions to biography collections."~ School Library Journal

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Book SynopsisLearn how to incorporate rigorous activities in your English language arts or social studies classroom and help students reach higher levels of learning. Expert educators and consultants Barbara R. Blackburn and Melissa Miles offer a practical framework for understanding rigor and provide specialized examples for middle and high school ELA and social studies teachers. Topics covered include: Creating a rigorous environment High expectations Support and scaffolding Demonstration of learning Assessing student progress Collaborating with colleagues The book comes with classroom-ready tools, offered in the book and as free eResources on our website at www.routledge.com/9781138480773.Table of Contents1. Introduction 2. Creating a Rigorous Environment 3. Expectations 4. Support and Scaffolding 5. Demonstration of Learning 6. Assessment 7. Collaborating to Improve Rigor

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Book SynopsisThis collection of engaging and simple to use activities will jumpstart students' understanding of themselves, their relationships and their knowledge of how to lead a healthy lifestyle.A wealth of practical activities in the book range from class and group discussions and formal debates to games, role plays, hot seating and thought tracking. This book enables teachers to deliver effective and imaginative PSHE lessons, encouraging children to: Share their views on issues that concern them such as bullying Learn to think for themselves and to make their own decisions Be aware of the dangers involved in drinking, smoking and drugtaking Understand their relationships with family and friends Explore social issues such as prejudice and discrimination Learn how to handle their emotions Jumpstart! PSHE is an essential classroom resource that will encourage the personal development of children and is the perfect solution Trade Review.'Major issues including drugs, relationships and discrimination are made easier and more meaningful to handle. Each charper is divided into smaller sections which are clearly labelled with the appropriate age, so teachers can use just the right level of material for the age of the children - this is a really useful feature and makes the book easy to use throughout the recommended age range, especially as many teachers are not specialists in the subject. PSHE is a vital subject and can have a huge impact on pupils' lives, so use this excellent book to help it to be a positive impact.' - Sarah Brew, Parents in TouchTable of ContentsAcknowledgements IntroductionSection 1:Developing self-knowledge and Understanding Relationships Understanding Yourself Family matters Friends and friendships Managing your time Understanding your emotions Bullying Coping with change Managing your money Section 2:Keeping Healthy Body care Healthy eating Exercise and fitness Smoking Drinking Drugs and drugtaking Growing and changing Keeping safe Section 3: Living in the wider world Neighbours and the local neignbourhood Rules and responsibilities Values and beliefs Prejudice, stereotyping and discrimination Human rights Environmental issues Global issues

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