The false promise of global learning. Why education needs boundaries.

Autor/in	Standish, Alex
Titel	The false promise of global learning. Why education needs boundaries.
Quelle	London u.a.: Continuum (2012), XII, 203 S.Verfügbarkeit
Beigaben	Illustrationen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-4411-5591-0; 978-1-4411-5591-7
Schlagwörter	Bildungsinhalt; Erziehungsziel; Kulturaustausch; Ethische Erziehung; Verantwortung; Auslandsbeziehungen; Entwicklungsland; Entwicklungspolitik; Globales Lernen; Weltgesellschaft; Globalisierung; Kulturelle Bildung; Kritik; Welt; Großbritannien; USA
Abstract	Chapter 1 explores the origins and history of international education and global education in the United States and England. In particular, [the authors] show how international schools are very different in character from global education, in that they serve a particular community, and also distinguish between established centers of international education and more recent initiatives that have different aims for education. Chapter 2 details the rise of global learning over the past two decades, noting key differences between initiatives in England and the US. In Chapter 3, we learn that global knowledge opens up knowledge beyond expert-led subject knowledge, to promote the voices of minorities and children. This helps to make sense of the growing popularity of teaching about global issues and the future, rather than learning about knowledge of the past and present. Chapter 4 is about global skills. This includes skills for the global market and skills for global citizenship (personal, social, emotional, and learning skills). Global ethics are discussed in Chapter 5, although it is clear that these ethics often underpin the skills and knowledge discussed in the previous chapters. Global ethics include diversity, tolerance, empathy, social justice, environmental justice, peace, participation, interdependence, and human rights. [The authors] argue that the self-referential character of global ethics often inhibits a discussion of the social basis upon which education can proceed: a theme that we return to in Chapter 6. Here, [the authors] explore the boundaries that are necessary for education to be successful. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/3