American Education in a Global Society
Author | : Gerald Lee Gutek |
Publisher | : |
Total Pages | : 0 |
Release | : 2006 |
Genre | : Comparative education |
ISBN | : 9781577664048 |
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Author | : Gerald Lee Gutek |
Publisher | : |
Total Pages | : 0 |
Release | : 2006 |
Genre | : Comparative education |
ISBN | : 9781577664048 |
Author | : Gerald Lee Gutek |
Publisher | : Longman Publishing Group |
Total Pages | : 294 |
Release | : 1993 |
Genre | : Education |
ISBN | : |
The author places American education in a worldwide context, & explores the changing perspectives on international education.
Author | : Yong Zhao |
Publisher | : ASCD |
Total Pages | : 248 |
Release | : 2009-09-18 |
Genre | : Education |
ISBN | : 1416612068 |
At a time when globalization and technology are dramatically altering the world we live in, is education reform in the United States headed down the right path? Are schools emphasizing the knowledge and skills that students need in a global society—or are they actually undermining their strengths by overemphasizing high-stakes testing and standardization? Are education systems in China and other countries really as superior as some people claim? These and other questions are at the heart of author Yong Zhao's thoughtful and informative book. Born and raised in China and now a distinguished professor at Michigan State University, Zhao bases many of his observations on firsthand experience as a student in China and as a parent of children attending school in the United States. His unique perspective leads him to conclude that "American education is at a crossroads" and "we need to change course" to maintain leadership in a rapidly changing world. To make his case, Zhao explains * What's right with American education; * Why much of the criticism of schools in the United States has been misleading and misinformed; * Why China and other nations in Asia are actually reforming their systems to be more like their American counterparts; * How globalization and the "death of distance" are affecting jobs and everyday life; and * How the virtual world is transforming the economic and social landscape in ways far more profound than many people realize. Educators, policymakers, parents, and others interested in preparing students to be productive global citizens will gain a clear understanding of what kinds of knowledge and skills constitute "digital competence" and "global competence," and what schools can—and must—do to meet the challenges and opportunities brought about by globalization and technology.
Author | : William H. Jeynes |
Publisher | : SAGE |
Total Pages | : 496 |
Release | : 2007-01-18 |
Genre | : Education |
ISBN | : 1452235740 |
American Educational History: School, Society, and the Common Good is an up-to-date, contemporary examination of historical trends that have helped shape schools and education in the United States. Author William H. Jeynes places a strong emphasis on recent history, most notably post-World War II issues such as the role of technology, the standards movement, affirmative action, bilingual education, undocumented immigrants, school choice, and much more!
Author | : David P Baker |
Publisher | : Stanford University Press |
Total Pages | : 361 |
Release | : 2014-07-23 |
Genre | : Education |
ISBN | : 0804790485 |
“Path-breaking . . . offers a rich, encompassing, global perspective on education . . . articulates an educationally-grounded vision of contemporary society.” —David John Frank, University of California, Irvine Only 150 years ago, the majority of the world’s population was largely illiterate. Today, not only do most people over fifteen have basic reading and writing skills, but 20 percent of the population attends some form of higher education. What are the effects of such radical, large-scale change? David Baker argues that the education revolution has transformed our world into a schooled society—that is, a society that is actively created and defined by education. Drawing on neo-institutionalism, The Schooled Society shows how mass education interjects itself and its ideologies into culture at large: from the dynamics of social mobility, to how we measure intelligence, to the values we promote. The proposition that education is a primary rather than a “reactive” institution is then tested by examining the degree to which education has influenced other large-scale social forces, such as the economy, politics, and religion. Rich, groundbreaking, and globally-oriented, The Schooled Society sheds light on how mass education has dramatically altered the face of society and human life. “One of the most important books in the sociology of education in quite some time. . . . It will solidify [Baker’s] reputation as one of today’s leading sociologists of education and comparative and international education.” —Alan R. Sadovnik, Rutgers University “David Baker explores formal education as a social-cultural force in its own right. . . . The Schooled Society offers a powerful alternative perspective on the global educational revolution.” —Maria Charles, University of California, Santa Barbara
Author | : H. Svi Shapiro |
Publisher | : Routledge |
Total Pages | : 518 |
Release | : 2004-09-22 |
Genre | : Education |
ISBN | : 1135627436 |
This text-reader brings together powerful readings that critically situate issues of education in the context of the major cultural, moral, political, economic, ecological, and spiritual crises that confront us as a nation and a global community. It provides a focus and a conceptual framework for thinking about education in light of these issues. Readers are exposed to the thinking of some of the best and most insightful social and educational commentators. Critical Social Issues in American Education: Democracy and Meaning in a Globalizing World, Third Edition, is intended to work on two levels. First, it helps readers to develop an awareness of how education is connected to the wider social structures of cultural, political, and economic life. Second, it encourages not only a critical examination of our present social reality but also a serious discussion of alternatives--of what a transformed society and educational process might look like. The editors' goal is to deliberately engage readers in connecting the work of teachers to an ethically committed, politically charged pedagogy. The assumption on which they base the text is that educators must see their work as inextricably linked to the broader conflicts, stresses, and crises of the social world--it is not otherwise possible to make sense of what is happening educationally. What happens in school, or as part of the educational experience, reflects, expresses, and mediates profound questions about the direction and nature of the society we inhabit. The text is organized thematically into five sections, which address, respectively, social justice and democracy; consumerism, culture, and public education; marginality and difference; moral and spiritual perspectives on education; and globalization and education. Each section is preceded by a brief essay that introduces the readings. This Third Edition includes many new readings and addresses issues that have more recently emerged as especially significant--such as concerns about the implications of globalization and the post 9/11 world, commercialism, violence, and the ever-increasing influence of high stakes testing. This compelling text is relevant for a wide range of courses in educational foundations, educational policy, curriculum studies, and multicultural education that address the social context of education, cultural and political change, and public policy.
Author | : Joel Spring |
Publisher | : Routledge |
Total Pages | : 226 |
Release | : 2014-04-08 |
Genre | : Education |
ISBN | : 113561413X |
In this book Joel Spring explores three major international educational ideologies that are shaping global society: neo-liberal educational ideology, human rights education, and environmentalism. Neo-liberal ideology reflects a rethinking of nationalist forms of education as the nation-state slowly erodes under the power of a growing global civil society. Traditional nationalist education attempts to mold loyal and patriotic citizens who are emotionally attached to symbols of the state, whereas the goal of neo-liberal educational ideology is to change nationalist education to serve the needs of the global economy. These changes are fueling a clash between the ideas of free-market and consumer-based neo-liberals and those of human rights and environmental educators. Human rights education is concerned with creating activist global citizens. It is rooted in the idea that inherent in human rights doctrines is a collective responsibility to ensure the rights of all people. Environmentalism is the most radical of the ideologies because it rejects the industrial and consumerist paradigm that has dominated most economic thought, including capitalism and communism. Spring synthesizes and analyzes the effect of these educational ideologies on shaping the future of the global society. In the concluding section, he compares the effect of these ideologies on global society with the possibility of a world divided between conflicting civilizations. How Educational Ideologies Are Shaping Global Society: Intergovernmental Organizations, NGOs, and the Decline of the Nation-State features: *a critical exploration of the transition of schooling from a function of the nation-state to a globalized economic and political system; *a discussion of the major organizations and trading blocs shaping the future globalization of educational policies; *an analysis of the major competing global ideologies of education--including national and corporate models that emphasize training workers for a competitive global free market; the worldwide network of human rights and peace educators who are teaching a global set of ethics; and the environmental movement's efforts to create a common set of educational standards for sustainable development and sustainable consumption; and *an exploration of the possible future of global educational policy and school organizations. By integrating a wide range of previously scattered information within a bold new framework for understanding educational ideologies and their impact on the global society, Spring raises important questions for researchers, professionals, and students in history and philosophy of education, educational policy, educational studies, comparative education, multicultural education, curriculum studies, critical media studies, global studies, human rights education, and related areas.
Author | : Samuel Young Song |
Publisher | : |
Total Pages | : 248 |
Release | : 2019 |
Genre | : Educational psychology |
ISBN | : 9780932955609 |
"...is ideal for graduate programs seeking to understand the evolution of the profession and explore the current and future demands placed on school psychologists."--Page 4 of cover.
Author | : Kas Mazurek |
Publisher | : Boston ; Toronto : Allyn and Bacon |
Total Pages | : 440 |
Release | : 2000 |
Genre | : Business & Economics |
ISBN | : |
"Education in a Global Society: A Comparative Perspective acquaints students with educational practices, trends and debates around the world, ultimately giving them a global perspective on their future professions. This text is also useful as a reference text for teacher educators, for practicing and future teachers, and for policy makers. The value for researchers is in the information base that the international data in the text provides. The book may be used as a course text, supplementary text, a reference work or a library resource."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
Author | : Jennifer E. Lansford |
Publisher | : |
Total Pages | : 4 |
Release | : 2002 |
Genre | : |
ISBN | : |
Progress in travel, technology, and other domains has contributed to the breaking down of barriers between countries and allowed for the development of an increasingly global society. International cooperation and competition are now pervasive in areas as diverse as business, science, arts, politics, and athletics. Educating students to navigate among cultures in these and other endeavors is crucial if they are to be safe and competitive in a global society. There is, however, widespread concern that American students do not know enough about the rest of the world, including its religions, cultures, and languages, to succeed in it. In the wake of September 11, this concern has increased and has been transformed into specific educational initiatives. For example, on October 25, 2001, President Bush announced the formation of the Friendship Through Education consortium to promote communication between U.S. elementary school students and those in Islamic countries. The main forms of communication include e-mail exchanges between students at partnered schools and "laws of life" essays in which students describe the rules and principles by which they live. More recently, the University of North Carolina at Chapel Hill became a center of controversy after mandating that all fall 2002 freshmen read sections of the Koran and commentary in Michael Sells' book "Approaching the Qur'an," write a paper in response, and participate in group discussions, with the goal of promoting understanding of Islam. These and other efforts raise the question of how educators should prepare American students for life in a global society. Key efforts to date have included attempts to promote acceptance and awareness of different cultures, enhance communication skills, and reduce prejudice and discrimination. In addition, there is renewed emphasis on having American students help children in other societies learn more about the United States and its peoples. Four main types of education initiatives have been designed to meet these goals: (1) teaching geography, comparative religion, world studies, foreign languages, current events, history, and related subjects within the classroom curriculum; (2) implementing targeted interventions within schools to promote tolerance and cultural understanding; (3) giving families from diverse backgrounds opportunities to share their cultural heritage with other families and students in schools; and (4) hosting exchange students in American schools, offering study abroad programs for American students, and facilitating other forms of direct contact between students from different cultures. This policy brief discusses which among these methods is effective. (Contains 19 endnotes.) [This brief was produced by the Center for Child and Family Policy, Duke University, Terry Sanford Institute of Public Policy.].