About the Book
2021 PROSE Award Finalist - 'Reference Works'
Learning about global issues and themes has become an increasingly recognised element of education in many countries around the world. Terms such as global learning, global citizenship and global education can be seen within national education policies and international initiatives led by the UN, UNESCO, European Commission and OECD. The Bloomsbury Handbook of Global Education and Learning brings together the main elements of the debates, provides analysis of policies, and suggests new directions for research in these areas. Written by internationally renowned scholars from Brazil, Canada, Finland, Germany, Ireland, Italy, Japan, Pakistan, Poland, South Africa, Spain, Sweden, Taiwan, UK and the USA, the handbook offers a much needed resource for academics, researchers, policy-makers and practitioners who need a clear picture of global learning.
Table of Contents:
List of Figures
Acknowledgments
Notes on Contributors
1. Introduction Douglas Bourn (University College London, UK)
I. Challenges for Today and Tomorrow
2. The Emergence of Global Education as a Distinctive Pedagogical Field Douglas Bourn (University College London, UK)
3. Global Education in Europe: From Genesis to Theory and New Model for Critical Transformation Liam Wegimont (Global Education Network Europe, Ireland)
4. Evidence and Efficacy: A Compulsion for Global Education? Annette Scheunpflug (University of Bamberg, Germany)
5. Paulo Freire: Accidental Global Citizen, Global Educator Tania Ramalho (State University of New York, USA)
II. Theoretical Perspectives
6.Pluralizing Possibilities for Global Learning in Western Higher Education Sharon Stein (Idaho State University, USA)
7. Ubuntu: Constructing Spaces of Dialogue in the Theory and Practice of Global Education Malgorzata Anielka Pieniazek (UCL Institute of Education, UK)
8.Integrating Asian Perspectives within the UNESCO-led Discourse and Practice of Global Citizenship Education: Taking Gandhi and Ikeda as Examples Namrata Sharma (State University of New York, USA)
III. Impact of Policies and Programmes
9. Global Education Research in Finland Elina Lehtomaki (University of Oulu, Finland) and Antti Rajala (University of Helsinki, Finland)
10. Global Education in Poland Magdalena Kuleta-Hulboj (University of Warsaw, Poland)
11. Role of NGOs in Global Citizenship Education Massimiliano Tarozzi (University of Bologna, Italy)
12. The Development of Global Education in Taiwan’s Curriculum Pei-I-Chou (National Sun Yat-Sen University, Taiwan)
13.Global Learning: Addressing Attitudes, Behaviours and Competencies (ABC) in Teaching and Learning in Zanzibar Cathryn MacCallum (Sazani Associates, Zanzibar), Nicolas Hoad (Sazani Associates, Zanzibar) and Mark Proctor (Sazani Associates, Zanzibar)
IV. Global Perspectives in Higher Education
14. Global Education and Integration: A Look into South African Higher Education Nicolle Manjeya (Durban University of Technology, South Africa)
15.Towards an Ethical Global Citizenship Education Curriculum Framework in the Modern University Emiliano Bosio (Yokohama City University, Japan)
16.From Global to Planetary Citizenship in Brazilian Universities Silvia Moraes (Federal University of Ceará, Brazil) and Ludmilla Freire (University the State of Minas Gerais, Brazil)
17.How do Higher Education Students Negotiate Global Responsibility in Education? Hanna Posti-Ahokas, Josephine Moate (University of Jyväskylä, Finland) and Elina Lehtomäki (University of Oulu, Finland)
18.Globality and Internationalisation in Vienna: An Exploration of a Research Seminar using Transformative Processes in Global Education Helmuth Hartmeyer (Vienna University, Austria)
19.Learning with 'Generation Like' about Digital Global Citizenship: A Case Study from Spain Eloisa Nos Aldas (Jaume I University, Spain)
20.Global Citizenship Education at Home in Higher Education: Researching Values in Professional Education Phil Bamber (Liverpool Hope University, UK)
V. Global Education and Learning within Schools
21.Development Education or Global Learning? Evidence from Spanish Schools Adelina Calvo (University of Cantabria, Spain)
22.Global South/North School Linking Alison Morrison (Canterbury Christ Church University, UK)
23. Critical Global Citizenship Education in the era of SDG 4.7: Discussing HEADSUP with Secondary Teachers in England, Finland and Sweden Karen Pashby (Manchester Metropolitan University, UK) and Louise Sund (Mälardalen University, Sweden)
24. Is Global Education Possible in sub-Saharan African School Curricula? Options and Challenges for Teaching Global Education through Social Curriculum in Ghana Simon Eten (UCL Institute of Education, UK)
25.Characteristics of a Global Learning School Frances Hunt (University College London, UK)
26. Continuing Professional Development of Teachers of Global Learning: What Works? Clare Bentall (University College London, UK)
27. Research and Innovation in Education: A Case for Inclusion of Global Perspectives for Effective Learning in Formal Education in Ondo, Nigeria the 21st century Oyekan Opeyemi Aderonke (National Institute for Educational Planning and Administration, Nigeria), Olowu Roy Tokunbo (Soft Contents, London) & Awolalu Olutosin(National Open University of Nigeria, Nigeria)
VI. Learning and Experience and Being Global Citizens
28. Gesturing towards New Horizons of North-South Community Engaged Learning Ali Sutherland (University of British Columbia, Canada), Rene Suša (University of British Columbia, Canada) & Vanessa Andreottti (University of British Columbia, Canada)
29.The Role of Informal Spaces in Global Citizenship Education Madeleine Le Bourdon (Northumbria University, UK)
30. Apprenticeship of Reflexivity: Immersive Learning from International Volunteering as Teacher Professional Development Mags Liddy (Maynooth University, Ireland)
31. Study Abroad as a Route to Global Citizenship: Student Perspectives in the UK Nicole Blum (University College London, UK)
32. Am I a Global Citizen? Reflections of Young People in Tobago Yvette Allen (University College London, UK)
33. Conclusion Douglas Bourn (University College London, UK)
Index
About the Author :
Douglas Bourn is Professor of Development Education and Co-Director of the Development Education Research Centre at University College London, UK. He is author of The Theory and Practice of Development Education (2015), editor of Development Education: Debates and Dialogues (2008), and was previously (2008-2015) the editor of the International Journal of Development Education and Global Learning.
Review :
[The book] will prove a useful collection for teachers at all levels who are setting out to create classrooms whose students learn through global perspectives, as well as teacher trainers introducing global education to future teachers. Further, it will be very useful for undergraduate and postgraduate students to draw on when thinking about potential issues for further research in the field of global education.
A comprehensive introduction to the complexity of Global Education from multiple perspectives, bringing the reader through a journey that highlights the potential but also the deepness of the debates around Global Education.
Due to the plurality of ‘voices’ presented, this book is a must read for scholars and students interested in ensuring that education and active citizenship play a relevant part in promoting global justice.
The Bloomsbury Handbook of Global Education and Learning is a landmark text in the field of global education. This truly international publication reflects the mainstreaming of global education and learning in solving global challenges for social justice. The preeminent researchers, policy makers and practitioners featured here offer insightful and current analyses with a strong sense of implications for practice.
