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What is Global Education

Chapter 11
Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research
The incorporation of learning about the world as it engages students in learning about various cultures, histories, geographies, and current issues of the world through inquiry and action that would lead students to become change agents to become citizens of the world.
Published in Chapter:
Investigating Inquiry-Based, Technology-Rich Global Education Through Action Research
Nada Zaki Wafa (North Carolina State University, USA) and Meghan McGlinn Manfra (North Carolina State University, USA)
Copyright: © 2021 |Pages: 19
DOI: 10.4018/978-1-7998-6922-1.ch011
Abstract
As teachers increasingly face new challenges related to the COVID-19 pandemic and instructional adjustments related to digital and online learning, action research may provide a more effective approach for bringing about change. In this chapter, the authors provide an example of an innovative project in which a university-based researcher worked alongside an elementary school teacher to implement and assess a technology rich, global education program. The case followed the global education teacher from the initial stages of the curriculum implementation through teaching a complete unit. Using a collaborative inquiry model, the authors merged action research with qualitative case study methodology to develop a rich description of instruction. The aim was to understand teacher and student outcomes, while also exploring the benefit of engaging practitioners as co-researchers. The authors offer this project as a representative example of the myriad ways educators can leverage action research to develop innovative approaches to teaching and learning global education.
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Chapter 12
The Heifer International Model of Sustainable Adult Education
Educational process and activities that are generally designed for youth and young adults to foster skills, values, and active participation in order to initiate change in making the world a more sustainable environment.
Published in Chapter: The Heifer International Model of Sustainable Adult Education; From: Handbook of Research on Technologies for Improving the 21st Century Workforce: Tools for Lifelong Learning
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Chapter 10
Leading Transformational Experiences for K-8 Teachers: How to Build Capacity to Implement Innovative Practices
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Chapter 10
Methodological Training for Global Competence: Blending Global Learning and EFL Within COIL
An approach for the understanding and analysis of global issues by means of communication in order to take action.
Published in Chapter: Methodological Training for Global Competence: Blending Global Learning and EFL Within COIL; From: Transformative Intercultural Global Education
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Chapter 2
Global Education Professional Development: A Model for Cross-Cultural Competence
A multicultural learning environment that serves to prepare individuals to perform better in the global marketplace and develops their awareness of global social justice.
Published in Chapter: Global Education Professional Development: A Model for Cross-Cultural Competence; From: Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education
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Chapter 20
The Benefits and Limitations of a Short-Term Study Abroad Program to Prepare Teachers in a Multicultural Society
Global education is much more than having international campuses or exchange programs. It is an educational focus that extends students’ awareness of the world they live in by opening them to the heritage of human thought, action and creativity, by cultivating their capacity to read, write, and think critically, and by promoting ethical, mathematical, scientific, cultural and information literacy ( Fairleigh Dickinson University, 2016 ).
Published in Chapter: The Benefits and Limitations of a Short-Term Study Abroad Program to Prepare Teachers in a Multicultural Society; From: Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers
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Chapter 7
Global Institutional Roles in Access to Inclusive Education: Comparison of Serbia and Europe
Is a process of individual and collective growth that allows for transformation and self-transformation. It is a social practice, a permanent preparation for life, in which the acquisition of operative and emotional competencies for analyzing and thinking critically about reality, empowers educators and learners to become active social agents.
Published in Chapter: Global Institutional Roles in Access to Inclusive Education: Comparison of Serbia and Europe; From: Handbook of Research on Global Institutional Roles for Inclusive Development
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Chapter 3
The Role of Educators as Agents and Conveyors for Positive Change in Global Education in Egyptian Universities
It is education that opens people's eyes and minds to the reality of the globalized world and awakens them to achieve a world of greater justice, equality, and human rights for all. It is understood that global education includes development education and awareness-raisin human rights and education for sustainability, for peace, conflict prevention and intercultural education for citizenship and the development of universal values of tolerance, solidarity, equality, justice, participation, cooperation, and non-violence.
Published in Chapter: The Role of Educators as Agents and Conveyors for Positive Change in Global Education in Egyptian Universities; From: The Role of Educators as Agents and Conveyors for Positive Change in Global Education
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Chapter 16
Using ICT to Establish and Facilitate Global Connections in K-12 Education
Education that prepares students for understanding world cultures and interacting in a global environment.
Published in Chapter: Using ICT to Establish and Facilitate Global Connections in K-12 Education; From: The Roles of Technology and Globalization in Educational Transformation
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Chapter 6
Room to IMPROVE: Designing Virtual Professional Learning Environments
A system of interdisciplinary, educational methods used to enhance learning opportunities through focusing on diverse perspectives.
Published in Chapter: Room to IMPROVE: Designing Virtual Professional Learning Environments; From: Handbook of Research on Innovative Digital Practices to Engage Learners
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Chapter 6
Multicultural and Global Children's Literature as Agents of Change
Global education is the term used internationally to describe a form of education that 1) enables people to understand the links between their own lives and those of people throughout the world; 2) increases understanding of the economic, cultural, political and environmental influences which shape our lives; 3) develops the skills, attitudes, and values which enable people to work together to bring about change and take control of their own lives; and 4) works towards achieving a more just and sustainable world in which power and resources are more equitably shared.
Published in Chapter: Multicultural and Global Children's Literature as Agents of Change; From: Handbook of Research on Media Literacy Research and Applications Across Disciplines
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