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Economic globalization and advanced communication and transportation technologies have greatly increased interconnectivity and integration of China with the rest of the world. This book explores the impact of globalization on China and the interactions of Chinese education with the globalized world. It consists of twenty chapters which collectively examine how globalization unfolds on the ground in Chinese education through global flows of talents, information, and knowledge. The authors, established and emerging scholars from China and internationally, analyze patterns and trends of China’s engagement with the globalized world as well as tensions between the global and local concerning national education sovereignty and the widening gap between brain gain and brain drain. The book covers a wide range of topics, including: Internationalization of Chinese education Student mobility and intercultural adaptation Cross-cultural teaching and learning Transnational talent mobility The diverse concepts and perspectives represented in this volume provide rich accounts of the effects of globalization on Chinese education and how globalization has transformed Chinese education and society. China’s successes and challenges will inform international researchers and educators about globalization and education in their own contexts with possible implications for change. “This timely volume opens up fascinating insights into the extensive and growing interconnections between Chinese education and the global community. Concepts such as identity, interculturality, transnationalism and double diaspora are given vivid expression in the experience of Chinese students and scholars in diverse global settings as well as that of international students and teachers in Chinese higher institutions. While there are candid critiques of barriers and prejudices that need to be overcome, there is also a sense of hope and dynamism in the rich outflowing of educational ideas rooted in China’s unique civilization. Editors Shibao Guo and Yan Guo are to be congratulated for bringing together such a remarkable collection of essays dealing with internationalization, student mobility, cross-cultural teaching and learning and transnational talent mobility.” – Ruth Hayhoe, Ontario Institute for Studies in Education, University of Toronto.
Education. --- Education, general. --- Education --- Globalization --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training
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The Art of Collaboration: Lessons from Families of Children with Disabilities, co-authored by two professors of education and a parent of a child with disabilities, draws on the literature as well as original research to explore the meaning of collaboration and the benefits and barriers to developing positive school and family partnerships. The voices and stories of families of children with a variety of disabilities and experiences are at the heart of the book, providing insights into how we might re-conceptualize collaboration as an ongoing process and an “art” built on a shared commitment to improving the lives of children and families. The book begins with an overview of the research on collaboration and explores key themes, including the process of identifying a disability, the meaning of parent knowledge and expertise in the digital age, the potential to join parent and professional knowledge for the benefit of the child and family, and approaches leading to meaningful collaboration and communication. These include a variety of family-centered tools and practices, strategies for promoting parent advocacy and leadership, and a focus on hope and resiliency. Each chapter concludes with questions for reflection and suggested activities, making it an ideal resource for both parents and professionals. Throughout, the authors critique the collaborative process, while focusing on its promises and possibilities for families, educators, and other professionals.
Education. --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Education --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training
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education --- Education --- Education. --- Children --- Education of children --- Education, Primitive --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training
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Education --- Children --- Education of children --- Education, Primitive --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training
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Education. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education --- Embodied cognition
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"This book comprises a wide range of scholarly essays introducing readers to key topics and issues in science education. Science education has become a well established field in its own right, with a vast literature, and many active areas of scholarship. Science Education: An International Course Companion offers an entry point for students seeking a sound but introductory understanding of the key perspectives and areas of thinking in science education. Each account is self-contained and offers a scholarly and research-informed introduction to a particular topic, theme, or perspective, with both citations to key literature and recommendations for more advanced reading. Science Education: An International Course Companion allows readers (such as those preparing for school science teaching, or seeking more advanced specialist qualifications) to obtain a broad familiarity with key issues across the field as well as guiding wider reading about particular topics of interest. The book therefore acts as a reader to support learning across courses in science education internationally. The broad coverage of topics is such that that the book will support students following a diverse range of courses and qualifications. The comprehensive nature of the book will allow course leaders and departments to nominate the book as the key reader to support students – their core ‘course companion’ in science education.".
Teaching --- onderwijs --- opvoeding --- Education. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Education
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How do we articulate the possibilities, limitations and challenges of inclusive schooling and education in African contexts? This book insists that inclusive education cannot be taken for granted. Inclusion is neither a natural nor a given educational practice. It must be struggled for. Bringing a critical perspective to inclusive schooling and education is imperative. This book adds to current educational debates with an African lens. It engages inclusive education from multiple lenses of curriculum content, classroom pedagogy and instruction, representation, culture, environment and the socio-organization life of schools, the pursuit of equity and social justice and the search for educational relevance. It is opined that Africa cannot be left behind in rethinking educational inclusion in ways that evoke critical questions of power, equity and social difference. The question of leaner’s identity in terms of class, gender, sexuality, (dis)ability, language, ethnicity and race are equally consequential for African schooling and education. When inclusion is understood as wholeness of education, then how schooling and education engage the complete learner – her/his body, mind, soul and spirit, as well as the use of local community and Indigenous knowledges in teaching and learning become relevant. Inclusion stands the risk of liberal educational agendas that simply tinker or toy with schooling and education and hardly embrace the challenge of educational change. What we need is a fundamental structural change that ensures schooling and education embraces difference while grappling with the teaching of Indigeneity, decolonization and resistance.
Teaching --- onderwijs --- opvoeding --- Africa --- Education --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training
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The intent of this book is to provide a rich and broad view of the impact of argument-based inquiry in classrooms from the perspective of the teacher. There are two important reasons for such a book. The first is that we as researchers constantly work to present our views of these experiences with the voice of the teachers only being relayed through the perspective of the researcher. We need as a community to listen to what the teachers are telling us. The second reason is that as demands grow to provide opportunities for students to pose questions, make claims, and provide evidence, that is, to think critically and reason like scientists, we need to understand what this looks like from the perspective of the teacher. This book brings together a range of teachers from several countries who have used the Science Writing Heuristic (SWH) approach to teach argument-based inquiry. These teachers have all gone through professional development programs and successfully implemented the approach at a high level.
Education. --- Education, general. --- Inquiry-based learning. --- Science --- Education --- Study and teaching (Elementary) --- Methodology. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Active learning
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Higher Education providers face enormous challenges in an increasingly competitive and globalised environment. It is perhaps obvious to those engaged in teaching and research that academia is both a competitive and a collaborative endeavour. Many national systems now assume in their legal or governance frameworks competitive rather than co-operative behaviour and increasingly regulate based on that assumption. Institutional leaders and educators wrestle with the issues around the commoditisation of learning and the pressure to treat students as customers. In tandem, students themselves are experiencing cuts in public financing and a transfer of the cost burden to them as the perceived private beneficiaries of a product. This book asks whether there is an alternative approach to this now transnational competitive logic. Can collaboration and partnership (re-)emerge as an antidote to the consumerist and competitive approaches taken by governments toward regulating their higher education systems? The question of competition, collaboration and community is addressed here at three levels of analysis. The macro-level or the international system level, observes competition and collaboration between countries and between institutions. The meso-level, includes competition and collaboration between academics and students, and at inter- and intra-disciplinary levels across organisational boundaries. Finally, competition and collaboration at the micro-level considers the interface between individual academics, and between academics and students as learners.
Education. --- Education, general. --- Education, Higher --- Education --- International cooperation. --- Social aspects. --- Education and globalization. --- Globalization and education --- Globalization --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training
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In 2011, Doing Autoethnography—the first conference to focus solely on autoethnographic principles and practices—was held in chilly Detroit, Michigan on the campus of Wayne State University. The conference has since occurred four additional times (2013, 2014, 2015, 2016). Across the five conferences, thousands of attendees from more than ten countries have participated in hundreds of presentations, more than a dozen workshops, and multiple keynote addresses. The chapters in this collection represent outstanding work from the five conferences. Together, authors interrogate autoethnography ethically, theoretically, relationally, and methodologically. Readers will encounter many overlapping themes: identity norms and negotiations; experiences tied to race, gender, sexuality, size, citizenship, and dis/ability; exclusion and belonging; oppression, injustice, and assault; barriers to learning/education; and living with/in complicated relationships. Some chapters provide clear resolutions; others seemingly provide none. Some authors highlight conventionally positive aspects of experience; others dwell in what might be understood as relational darkness. Some experiences will likely resonate with many readers; others will feel unique, unusual, exceptional. In its entirety, the collection will take readers on an evocative, reflexive, and insightful journey.
Ethnology --- Authorship. --- Education. --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education
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