Following Paulo Freire and his concept of pedagogy of hope, this open access book explores the educational role of hope as an approach to learning about global issues in different areas of the world. Climate change, racism, and the COVID-19 pandemic have shown more than ever the need for a global shift in education policy and practice. This book provides a conceptual framework of global education and learning and the role it can play in addressing these social and environmental challenges. Written by scholars based in Australia, Brazil, Canada, China, Ghana, India, Italy, Portugal South…mehr
Following Paulo Freire and his concept of pedagogy of hope, this open access book explores the educational role of hope as an approach to learning about global issues in different areas of the world. Climate change, racism, and the COVID-19 pandemic have shown more than ever the need for a global shift in education policy and practice. This book provides a conceptual framework of global education and learning and the role it can play in addressing these social and environmental challenges. Written by scholars based in Australia, Brazil, Canada, China, Ghana, India, Italy, Portugal South Africa, Spain, the UK and the USA, the book addresses a range of local and global issues from global citizenship education in Latin America to training teachers in global education. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Knowledge Unlatched.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Douglas Bourn is Professor of Development Education and Director of Development Education Research Centre at IOE, UCL's Faculty of Education and Society, University College London, UK. He is the editor of The Bloomsbury Handbook of Global Education and Learning (2020) and Education for Social Change (2022), both published by Bloomsbury. Massimiliano Tarozzi is UNESCO Chair in Global Citizenship Education in Higher Education and Professor in the Department of Philosophy and Communication Studies at the University of Bologna, Italy, where he is Founding Director of the International Research Centre on Global Citizenship Education. He is co-author, with Carlos Alberto Torres, of Global Citizenship Education and the Crises of Multiculturalism (2016) and Grounded Theory (2020), both published by Bloomsbury.
Inhaltsangabe
Series Editors' Foreword Acknowledgements Introduction: Introducing Pedagogy of Hope for Global Social Justice, Massimiliano Tarozzi (University of Bologna, Italy) Part I: Conceptualising Hope and global social justice 1. Global Citizenship Education and Sustainability as Real Utopias, Carlos Alberto Torres (University of California Los Angeles, USA) 2. Global Citizenship Education in Times of Pandemic: New Approaches for Transforming the World, Manuela Mesa (Instituto Universitario DEMOSPAZ, Spain) 3. Utopia, Ecopedagogy, and Citizenships: Teaching for Socio-Environmental Justice, Development, and Planetary Sustainability, Greg William Misiaszek (Beijing Normal University, China) and Diana Cristina Oróstegui González ( UCLA, USA) 4. Global Values in School Curricula, Annette Scheunpflug, Martina Osterrieder, Anne-Christine Banze and Andrea Abele-Brehm (University of Bamberg, Germany) Part II: Global Perspectives on Global Social Justice 5. Non Western Perspectives in Framing Global Citizenship Education: The Role of Higher Education Institutions, Mario R. Smith, Abigail Simons, Emma Wagener, Michelle Andipatin and Jose Frantz (University of the Western Cape, South Africa) 6. A Social Network Analysis of Global Citizenship Education in Europe and North America, Massimiliano Tarozzi (University of Bologna, Italy) and Lynette Schultz (University of Alberta, Canada) 7. Transforming a Global Competence Agenda Into Pedagogies of Intercultural Understanding and Student Voice: An Australian Case Study, Karena Menzie-Ballantyne and Miriam Ham (CQUniversity, Australia) 8. How Chinese Philosophies Affect the Chinese Understanding of Global Citizenship Education, Jun Teng (Beijing Normal University, China) and Yuxuan Gong (SUNY, USA) 9. Decolonizing Citizenship, Becoming Planetary with Paulo Freire's Hope-In-Action in Brazilian Education, Silvia Elisabeth Moraes, Luiz Botelho Albuquerque and Diana Nara da Silva Oliveira (University of Sao. Paulo, Brazil) Part III: Applying Global Social Justice 10. Transformative Social and Emotional Learning and Digital Learning for Global Citizenship Education: Limits and Possibilities, Yoko Mochizuki ( UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development, India) 11. The Evolving Development Education in Ghana: Implications for Social Justice and Pedagogies of Hope, John Kwame Boateng, Ellen M. Osei-Tutu and Olivia A. T. Frimpong Kwapong (University of Ghana, Ghana) 12. Global Education for Teachers: Online Continuing Professional Development as a Source of Hope in Challenging Times, Frances Hunt and Nicole Blum (UCL Institute of Education, UK) 13. Gender Equality - the Key Role of a Pedagogy of Critical Hope and Global Social Justice, Sandra Saúde (Polytechnic Institute of Beja, Portugal) and Lisa Ferro (Interdisciplinary Centre of Social Sciences, Portugal) 14. Social Justice and Hope: Teachers' Continuing Professional Development in South Africa, Joyce Raanhuis (Cape Peninsula University of Technology, South Africa) Conclusion: Towards a Pedagogy of Hope For Global Social Justice, Douglas Bourn (UCL Institute of Education, UK) Index
Series Editors' Foreword Acknowledgements Introduction: Introducing Pedagogy of Hope for Global Social Justice, Massimiliano Tarozzi (University of Bologna, Italy) Part I: Conceptualising Hope and global social justice 1. Global Citizenship Education and Sustainability as Real Utopias, Carlos Alberto Torres (University of California Los Angeles, USA) 2. Global Citizenship Education in Times of Pandemic: New Approaches for Transforming the World, Manuela Mesa (Instituto Universitario DEMOSPAZ, Spain) 3. Utopia, Ecopedagogy, and Citizenships: Teaching for Socio-Environmental Justice, Development, and Planetary Sustainability, Greg William Misiaszek (Beijing Normal University, China) and Diana Cristina Oróstegui González ( UCLA, USA) 4. Global Values in School Curricula, Annette Scheunpflug, Martina Osterrieder, Anne-Christine Banze and Andrea Abele-Brehm (University of Bamberg, Germany) Part II: Global Perspectives on Global Social Justice 5. Non Western Perspectives in Framing Global Citizenship Education: The Role of Higher Education Institutions, Mario R. Smith, Abigail Simons, Emma Wagener, Michelle Andipatin and Jose Frantz (University of the Western Cape, South Africa) 6. A Social Network Analysis of Global Citizenship Education in Europe and North America, Massimiliano Tarozzi (University of Bologna, Italy) and Lynette Schultz (University of Alberta, Canada) 7. Transforming a Global Competence Agenda Into Pedagogies of Intercultural Understanding and Student Voice: An Australian Case Study, Karena Menzie-Ballantyne and Miriam Ham (CQUniversity, Australia) 8. How Chinese Philosophies Affect the Chinese Understanding of Global Citizenship Education, Jun Teng (Beijing Normal University, China) and Yuxuan Gong (SUNY, USA) 9. Decolonizing Citizenship, Becoming Planetary with Paulo Freire's Hope-In-Action in Brazilian Education, Silvia Elisabeth Moraes, Luiz Botelho Albuquerque and Diana Nara da Silva Oliveira (University of Sao. Paulo, Brazil) Part III: Applying Global Social Justice 10. Transformative Social and Emotional Learning and Digital Learning for Global Citizenship Education: Limits and Possibilities, Yoko Mochizuki ( UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development, India) 11. The Evolving Development Education in Ghana: Implications for Social Justice and Pedagogies of Hope, John Kwame Boateng, Ellen M. Osei-Tutu and Olivia A. T. Frimpong Kwapong (University of Ghana, Ghana) 12. Global Education for Teachers: Online Continuing Professional Development as a Source of Hope in Challenging Times, Frances Hunt and Nicole Blum (UCL Institute of Education, UK) 13. Gender Equality - the Key Role of a Pedagogy of Critical Hope and Global Social Justice, Sandra Saúde (Polytechnic Institute of Beja, Portugal) and Lisa Ferro (Interdisciplinary Centre of Social Sciences, Portugal) 14. Social Justice and Hope: Teachers' Continuing Professional Development in South Africa, Joyce Raanhuis (Cape Peninsula University of Technology, South Africa) Conclusion: Towards a Pedagogy of Hope For Global Social Justice, Douglas Bourn (UCL Institute of Education, UK) Index
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