Letture a cura di Ken Tye
GLOBAL EDUCATION: A STUDY OF SCHOOL CHANGE
"Much has been written and said about global education in recent years. Even more has been written and said about the dynamics of educational change. Seldom are these two bodies of scholarly discourse brought together. Even more rarely are they joined in a way that synthesizes the best of the two. Global Education: A Study of School Change is such a book." --- Lee F. Anderson, Northwestern University
"The book reflects the awesome complexity of school improvement and challenges the simple-minded notions that exist among the public and the profession about social change. This book is based on evidence and stands in fresh contrast to the many books about education that are based entirely upon opinion or personal/political agendas. The total impact of the book is larger than the sum of its parts and elevates education and schools as places to be respected, not as convenient targets to be reduced to rubble." --- Jan L. Tucker, Florida International University
"This book addresses the important issue of educational change and is a fine study of teachers as change agents. It demonstrates a very good understanding of the school as a complex social institution. It provides a fascinating look at the hierarchy of schools and some of the difficulties encountered when change is tried. I liked its focus on schools with mixed ethnicity, its emphasis on perspective-taking, and its positive look at controversy. The book combines practical suggestions for intervention with the vision of an interdependent world. The work provides insights to those seeking educational change and to those working for a deeper infusion of global perspectives into schools." --- David Conrad, University of Vermont
GLOBAL EDUCATION: FROM THOUGHT TO ACTION
First published as the ASCD Year-book in 1991, Global Education: From Thought To Action is a timeless exploration of the meanings and realities of the social movement known as global education.
Lee Anderson begins the book by presenting a powerful rationale for global studies, including examinations of the changing social structure of the world as well as the globalization of America.
In Chapter Two, Barbara Tye considers what she calls "the deep structure of schooling," those expectations for schools which arise out of societal values and assumptions. She describes the relationship between the deep structure and global education.
Steven Lamy then explores the "worldviews" held by significant segments of American society and shows how they are often in conflict with each other. He relates these views to global education and points out who the supporters and who the critics of global education are and why.
In Chapter Four, James Becker deals with curriculum considerations in global studies. After talking about the status quo in the social studies, he puts forth three curricular organizational strategies for global education: specific courses such as world history and world geography, infusion of global content into existing curricula, and interdisciplinary curricula organized around broad themes.
Jane Boston, Ida Urso, Jan Tucker, Charlotte Anderson and Toni Fuss Kirkwood, in Chapters Five through Ten respectively, deal with the topics of school leadership, teacher development, university-school partnerships, global education and the community, and using global education as a change agent.
Drawing upon the findings of a study of attempts to infuse a global perspective in a network of schools in southern California, Kenneth Tye, in the conclusion, ties the various chapters together by discussing the future of global education as a social movement in the United States.
GLOBAL EDUCATION: SCHOOL-BASED STRATEGIES
This book is remarkable in three ways. First, it simply assumes that "today's children will have to face complex issues such as arms control, environmental protection, food production and energy use." . . . Even in light of the very best scenarios of the future, the contents of this sentence are no longer subjects of debate. Just the other day, it seems, they were. Second, every chapter aligns with another theme that is central suddenly to educational reform and little debated: The school is the center of improvement. "Site-based management" and "site-based renewal" have become the rallying call for policymakers and teachers alike. Third, each chapter adds to and confirms fundamental principles of educational change, while eschewing theoretical discourse. . .
The stories are of schools that differ markedly. They are in ten different states; they are in rural, suburban, and urban settings; they vary widely in resources and in economic status of their students; and they represent the elementary, middle and high school levels of schooling. Although new curricular requirements were occasionally the driving force, usually the beginnings were a kind of spontaneous reaction to a recognized need---a reaction reinforced and legitimated early on by a chance encounter outside the school, by a consultant, or at a workshop.
These case studies possess the ring of authenticity that simply cannot be portrayed in the rhetoric of school reform. Not one sounds contrived; not one is boring; each carries a message that transcends the specifics of description. Read and enjoy.
from the Introduction by John I. Goodlad
GLOBAL EDUCATION: A WORLDWIDE MOVEMENT
If one takes the long view of human history, it can be seen that globalism is a natural outgrowth of enlightenment ideas which have continued to expand over the past three centuries and have more and more come to guide human behavior. At the center of this value system is the belief that through the use of rational thinking and scientific method, humankind can solve problems; and, in so doing, can progress toward a better life for all. Of course, education is central to the development of rational thinking and to learning to use scientific method.
The main purpose of the study which is reported upon in this volume is to explore, in a very preliminary manner, what is being done in the precollegiate schools of 52 countries in various parts of the world to further the development of a global perspective.
The relationship between nationalism in the world and global education is considered in Chapter One. Evidence of the move toward a global society is cited and the historical globalization process is discussed. Political and ethnic nationalism are contrasted and the problems they create for gaining a global perspective are set forth.
In Chapters Two through Eight, data gathered by the study are grouped and interpreted. Such topics as content and curriculum, teaching methods, teacher education, monitoring, and barriers to global education are examined in the 52 countries. Some existing school networks are described and the status of technology in schoolingin a number of countries also is discussed.
Chapter Nine summarizes the data and makes a series of recommendations to be used as part of a dialogue among those interested in global education.
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