Full Description
The context is clear, educators must develop comprehensive global competencies that are grounded in culturally responsive foundations to create classrooms that are inclusive and offer a curriculum that is rich in identities, relevant, and borderless. This book builds on the work of scholars who have called for culturally relevant, responsive, and sustaining pedagogies while centering the importance of global competencies in education.
The authors share a new integrative pedagogical framework that bridges the gap between culturally relevant and sustaining pedagogies and global teacher education. Contributing authors showcase various strategies proving the value of embedding culturally centered global competencies in teacher preparation and classrooms. Each contributed chapter ends with a series of questions designed to elicit critical thinking; promote the development of human-centered pedagogies; and inspire work that supports inclusion, belonging, and acceptance.
Contents
Introduction: The Case of a Globalized Pedagogical Framework in Teacher Education
Chapter 1: Storytelling for an Anti-Conquest Curriculum: Nurturing Epistemological Diversity in the Global Education Ecology
Chapter 2: Borderless Curriculum: Shaping Instruction through Re-imagined Pedagogies and Practices for a Global Community
Chapter 3: Collaborative Mathematical Endeavors as Pillars of Global Education
Chapter 4: Developing Empathy through Activist Art, Young Adult Texts with Culturally Sustaining Practices
Chapter 5: Conflict and Peacebuilding in Northern Ireland and the United States:
A Comparative Educational Study
Chapter 6: Religious Diversity and Culturally Responsive-Sustaining Learning and Teaching in a Global Context
Chapter 7: Critical Global Citizenship Education by South Korean Civic Organizations -Implication for Multiculturalism in South Korea
Chapter 8: The Impact of School Organizational Structure: A Case Study of Administration of Special Education to Young Children of Immigrants
Chapter 9: Exploring Experiential Learning: A Duoethnographic Study on US Preservice Teachers in Costa Rica
