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"In light of increasing globalization, this collection makes the case for global citizenship education as a way forward for transforming foreign language learning and teaching to better address current and future global challenges in times of unprecedented change"-- Provided by publisher.

World citizenship.

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Karl Ågerup's book explores the use of fiction as a pedagogical tool to teach secondary students about the Middle East. It addresses the educational challenges posed by globalization and the need for intercultural understanding. The book discusses how fiction can foster empathy, dialogue, and understanding across cultural boundaries, aiming to combat xenophobia and extremism. Ågerup highlights the urgency of integrating literary education into curricula to enhance global citizenship and intercultural education. The work is particularly relevant for educators and policymakers interested in incorporating literature to address contemporary social issues.

Public administration --- Teaching --- Fiction --- Asian literature --- literatuur --- burgerschap --- fantasie (verbeelding) --- lesgeven --- Middle East --- Intercultural communication. --- World citizenship in education. --- Intercultural communication --- World citizenship in education

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This book explores Intercultural Citizenship across a variety of US learning contexts. The chapters, which comprise both conceptual and empirical studies, represent a wide variety of languages at levels ranging from beginner to advanced. They urge us to look at how Intercultural Citizenship enhances and expands the work of world language educators.

Languages, Modern --- Multicultural education --- Social justice and education --- World citizenship in education --- Study and teaching

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"Despite the existence of a robust literature reviewed throughout this text which critiques salvationist models of International Service Learning (ISL), including literature that advocates deeply reciprocal relationships between global northern sending organizations and global southern host organizations, neocolonial models of ISL remain the dominant practice. The authors pose an ISL model that puts north/south reciprocity at the entre of ISL planning and implementation - based on their research and engagement in multiple ISL experiences and, importantly, from the input of representatives of global southern host organizations at a south-south gathering (encuentro). This constitutes a rupture with the current model that views the host village as an extension of a group leader's classroom; rather, it makes the host community a space for difficult learning based on what hosts want their visitors to take home. The interruptions of ISL travel represented by COVID constituted an opportunity to consider alternative models; despite the awareness of environmental impacts of travel, it is likely that ISL trips will resume. It is, therefore, increasingly important that the ISL experience becomes a means of generating solidarity rather than the reinforcement of neocolonial "helping imperatives" associated with the traditional model"--

c --- Experiential learning --- Community and school --- Education and globalization. --- World citizenship. --- COVID-19 Pandemic, 2020 --- -c --- -Service learning --- COVID-19 Pandemic, 2020-2023.