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Anders Sybrandt Hansen and Stig Thøgersen

Recent years have seen a tremendous increase in transnational education mobility. The two trends of international integration and marketisation of higher education have made for a situation in which increasing numbers of aspiring young people worldwide seize the opportunity to study abroad as part of their higher education. No other nation sends more students abroad than China. In 2014, 459,800 students left the country to study abroad (Ministry of Education 2015); and 22 per cent of all international students enrolled in tertiary education in OECD countries in 2012 came from China (OECD 2014: 350). To explore the many dimensions of this huge wave of educational migration we hosted a conference at Aarhus University with the title Chinese Students Abroad: Reflections, Strategies and Impacts of a Global Generation in March 2014. The initial versions of the first three articles in this issue by Heidi Ross and Yajing Chen, Kirsten Jæger and Malene Gram, and Qing Gu were presented at this conference.2 The fourth article, by Naomi Yamada, examines the education of ethnic minorities inside China and thereby throws light on another, but related, effect of the marketisation of Chinese education.

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Don’t know much about NAFTA

The continued importance of a global issues general education course

Carol D. Miller

At the beginning of the semester, 42.6 per cent of undergraduates enrolled in a lower division, general education global studies course at a comprehensive state university in the Midwestern United States reported that they ‘didn’t know’ what the North American Free Trade Agreement (NAFTA) was, and 85 per cent believed that, in general, trade with other countries created jobs. Analyses of data show that those who did not rely on TV or radio for their news sources were less likely to know what NAFTA was, but their knowledge transformed by the end of the semester. Results demonstrated the necessity for general education courses focused on global issues in an era when students do not rely on traditional sources for news information.

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Introduction

Indigenous Methodology

Uliana Vinokurova

Translator : Tatiana Argounova-Low

globalization, education and schooling, language development and preservation, and, perhaps most important, ecological transformations that affect the sensitive environments of Siberia. Tackling such significant issues requires partnership and cooperation

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Fatima Khan, Claudia Mitchell, and Marni Sommer

took place in Mexico City, from March 25 to 29. The focus of this half-day event that brought together more than 70 researchers, activists, global education donors/funders, policymakers, and members of international NGOs, was to highlight the ways in

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Neriko Musha Doerr

not been included in it. Discourse on ‘globalisation’ in the field of education – prevalent since the late twentieth century ( Gore 2009 ; Plater 2011 ) – involves many overlapping notions: global education, intercultural education, global

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Susan Wright and Penny Welch

and East Asia, notably China ( Bregnbaek 2011 ; Hansen and Thørgersen 2015 ) and in transnational or ‘globaleducation ( Nielsen 2012 ; Trahar 2015 ). We started this anniversary year by considering not only how to shape teaching and learning by

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Introduction

Theorizing Boys’ Literacies and Boys’ Literatures in Contemporary Times

Garth Stahl and Cynthia Brock

. 2009 . “ Making Boys at Home in School? Theorising and Researching Literacy (Dis)Connections .” English in Australia 44 ( 3 ): 47 – 59 . Rizvi , Fazal , and Bob Lingard . 2010 . Globalizing Education Policy . London : Routledge . Sellar

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Teaching internationalisation?

Surveying the lack of pedagogical and theoretical diversity in American International Relations

Christopher R. Cook

, A. ( 2005 ) ‘ Globalising citizenship education? A critique of “global education” and “citizenship education” ’, British Journal of Educational Studies 53 : 66 – 89 . Denemark , R.A. and O’Brien , R. ( 1997 ) ‘ Contesting the canon

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Sordera y el cuarto objetivo del desarrollo sostenible (ODS4)

Propuesta de un proyecto de RED para la educación bilingüe de los sordos bajo el marco europeo

Itzel Moreno Vite and María del Pilar Fernández-Viader

/43186/lcl3315-P.pdf UNESCO . ( 2015 ). Declaración de Incheon . Foro mundial sobre la educación , Mayo , 19 – 22 Descargado de http://es.unesco.org/world-education-forum-2015/about-forum/declaracion-de-incheon UNESCO . ( 2016 ). Global Education