Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

"This volume brings together world class scholars to explore International Studies pedagogy. The first section of the volume focuses on worldviews and teaching worlds. The contributions within this section offer an exposure to different worldviews and methods that enable a more diverse set of considerations when thinking about the international. Chapters in this section demonstrate a set of pedagogical practices that can allow non-western perspectives to emerge and to be valued. This maintains import beyond simply enabling broader literatures, contexts, and experiences to enrich the study of the international, it also is a critical component of adopting a set of humanizing pedagogies where care, inclusion, and compassion are modeled. At the heart of some of the contributions is a recognition that being more thoughtful and engaging of our students in constructing the learning environment is fundamental to enabling a broader set of worldviews and teaching worlds to emerge. The second section of the volume focuses on teaching and learning inside and outside the classroom. The chapters in this section fundamentally talk about strategies, and particular experiences that people have had, and how they relate those experiences either to their own their own positions or how they've understood them to be effective. And while the chapters tend to focus on practice it is also apparent how contributors embed their work in a set of values around equity, diversity, inclusion, and reconciliation. Ultimately, accepting the way we teach matters, this volume seeks to empower those teaching international studies to engage their students and prepare them to understand and work within a complicated and challenging international system"--

Foreign study --- Critical pedagogy --- International education --- International relations

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This book consists of stories of struggles in science education presented by a network of science educators working in Australia, Brazil, Canada, Britain, and the United States. The common goal of these educators is to produce more socially/ecologically just models and practices of science education. The book considers and reworks the key-terms of current social justice: agency, realism, justice, and power. Its first section explores re-inhabiting science in the quest for more just worlds including reterritorializing science within emergent theories of critical realism, engaging citizens activists with corporate science, and challenging neoliberalism and the forces that organize (structure) knowledge. The second section redefines praxis of science education itself through nuanced explorations of agency, decolonialism, and justice in ways that emphasize complexity, hybridity, ambivalence, and contradiction. The stories of this international group capture individual and collective efforts, motivated by a persistent sense that science and science education matter for questions of justice.

Science --- Education. --- International education. --- Comparative education. --- Science Education. --- International and Comparative Education. --- Study and teaching. --- Education, Comparative --- Education --- Global education --- Intellectual cooperation --- Internationalism --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Science education --- Scientific education --- History --- Ensenyament científic --- Condicions socials --- Aspectes morals --- Justícia social --- Educació ambiental --- Environmental education. --- Study and teaching --- Moral and ethical aspects. --- Social aspects.