Overview

The first resource to combine the theory of globalizing education preparation programs (EPP) with practice collected from all regions of the world, At School in the World: Developing Globally Engaged Teachers makes the case for the importance of and necessity for incorporating global citizenship and intercultural competence development into education curricula at all levels and in every region of the world. Through insights from the field and practical examples, along with its broad scope, this comprehensive work aims to help teacher educators, teachers, and education policy developers to: develop their awareness of the importance of internationalization of teacher education; develop their intercultural competence; and learn strategies for incorporating global approaches in their courses and programs. This volume includes the voices of 47 emerging and distinguished intercultural education scholars from over ten countries, providing a breadth and depth of experiences and practices never before collected in one book. This is an ideal resource for division leaders of EPP at colleges and universities, education policy developers, teacher preparation faculty, and pre- and in-service teachers (undergraduate as well as graduate).

Full Product Details

Author:   Carine E. Ullom ,  Nilufer Guler ,  Miri Yemini
Publisher:   Rowman & Littlefield
Imprint:   Rowman & Littlefield
Dimensions:   Width: 17.90cm , Height: 2.30cm , Length: 24.90cm
Weight:   0.758kg
ISBN:  

9781538153833

ISBN 10:   1538153831
Pages:   438
Publication Date:   10 February 2023
Recommended Age:   From 18 to 22 years
Audience:   Professional and scholarly ,  College/higher education ,  Professional & Vocational ,  Postgraduate, Research & Scholarly
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

Reviews

Ullom, Guler, and authors highlight critical intersections of interculturality, teacher education, and global learning through fifteen in-depth collaborative case studies around the world. The authors meaningfully bridge theory and practice as well as research and concrete strategies to demonstrate the multiple scales of impact possible when integrating relevant perspectives and approaches. The chapters allow the readers to truly explore the complexity, tensions, and possibilities of building relationships in pursuit of a more just world.--Netta Avineri, Intercultural Competence Committee Chair, Middlebury Institute of International Studies at Monterey, USA As a pre-service teacher educator, the focus to integrate tools and methods to produce globally engaged teachers is important and necessary in today's interconnected world. The scope of the topics covered in the book provides the material needed to ensure new teachers (and veterans) bring global engagement to their classrooms.--Sarah Thomas, Department of Secondary Education and Educational Leadership, Bridgewater State University, USA At School in the World moves deftly among research, practitioner experiences, conceptual synthesis, and essential models to affirm the value of our field and to explore its breadth and the opportunities it provides. This text could serve as a primer for those beginning to explore global education and for those with more experience, as a reference text and a professional-learning resource.--Chad Detloff, Global Education Benchmark Group At School in the World: Developing Globally Engaged Teachers is an outstanding tool kit for anyone interested in helping teachers adopt a global perspective in their classrooms and lives. Ullom and Guler's work considers the voices of a multitude of authors in its fifteen chapters. The book provides context, theory, practical considerations, and areas for caution. It will surely be used well by teachers, teacher-educators, and educational researchers alike.--Lauren Madden, School of Education, The College of New Jersey, USA Broad in scope and rich in illustrative detail, At School in the World offers us theoretical frames (e.g., Globally Competent Learning Continuum, Global Citizenship, Critical Cosmopolitan Theory) for developing teachers' intercultural competence and teaching competence, as well as examples of promising initiatives in both educational and non-education institutions. Global education that is lifelong, individualized, contextualized, recursive, self-focused, and supported by intercultural learning communities comes to life in the stories of courses, initiatives, and global student teaching experiences described in this book. The terrain explored in this collection is vast--from examining international and national policy contexts and their impacts on global education initiatives, to case studies of methodologies used in pre-service courses, such as literature circles, critical analyses of curriculum and syllabus revision by faculty, and reflective writing. Perspectives of pre-service and student teachers are incorporated in data collection and analysis, illustrating themes about liberatory pedagogies, intercultural dialogue, and social justice issues with student voices. The editors acknowledge that the frameworks drawn from are largely from the Global north and rooted in western perspectives, though authors are solicited and represented from around the globe, for example in the chapter on issues in a decade-long partnership between two universities--one in Botswana and one in the southern US. At School in the World invites the reader to imagine teaching future global citizens and educators.--Barbara Beyerbach, Department of Curriculum & Instruction, State University of New York, Oswego, USA This book is comprehensive and extremely useful--it covers key questions like the use of technology to connect people in distant places, offering many suggestions for globalizing education for students who lack the resources to study abroad. The exploration of the place of language in globalization and the need for exchange relationships to be reciprocal make this an important contribution to the literature of teacher education for social justice. Chapters touch on policy, theory, and practice, making this book indispensable to all stakeholders in the effort to internationalize teacher education.--Stuart Carroll, School of Education, The College of New Jersey, USA This book makes an important contribution to the discourse around sustainability, human rights, and global citizenship. It brings in voices and perspectives from a wide range of actors with a focus on strategies for practice and developing intercultural competencies for a more inclusive education worldwide.--Namrata Sharma, State University of New York, USA and author of Value-Creating Global Citizenship Education for Sustainable Development This book provides educators with a range of intercultural competency tools that are central to teaching and learning acts that embody social justice and inclusion.--Marcelle Nicole Cacciattolo, College of Education, Victoria University, Australia This is a very timely publication which provides a wealth of examples and insights into how global competence is being introduced into teacher education programs around the globe. I particularly appreciated the numerous case studies which employ virtual exchanges and online networks to develop international communities of practice.--Robert O'Dowd, University of Leon, Spain Through a unique array of empirical studies that will be relevant to a wide range of audiences at all levels of education and around the globe, At School in the World: Developing Globally Engaged Teachers offers critical, practical, and innovative perspectives on teacher development in the current age. Capturing a delicate balance of pragmatic optimism that is crucial in the field of education, this book makes a timely and important contribution to the burgeoning area of globally-oriented education.--Thatcher Spero, School of International Liberal Studies, Waseda University, Japan We should all be asking whose knowledge is being privileged, and whose voices are missing--and the contributors to this book certainly do. If you seek research-based frameworks or partnerships and exchange experience information to decolonize your curriculum, then this book is an excellent resource. Equally good for teacher educators and pre-service teachers alike.--Gillian Kidman, School of Curriculum, Teaching and Inclusive Education, Monash University, Australia While truly drawing from a wide and diverse array of influential scholars, this book provides a vital exploration of how to support the praxis of teacher global competencies. In light of growing trends that lean towards insularity and nationalism, it is more timely than ever to support teachers who play a critical role in opening minds and building students' global mindsets. A welcome and critical addition to the field.--Supriya Baily, College of Education and Human Development, George Mason University, USA

Broad in scope and rich in illustrative detail, At School in the World offers us theoretical frames (e.g., Globally Competent Learning Continuum, Global Citizenship, Critical Cosmopolitan Theory) for developing teachers' intercultural competence and teaching competence, as well as examples of promising initiatives in both educational and non-education institutions. Global education that is lifelong, individualized, contextualized, recursive, self-focused, and supported by intercultural learning communities comes to life in the stories of courses, initiatives, and global student teaching experiences described in this book. The terrain explored in this collection is vast--from examining international and national policy contexts and their impacts on global education initiatives, to case studies of methodologies used in pre-service courses, such as literature circles, critical analyses of curriculum and syllabus revision by faculty, and reflective writing. Perspectives of pre-service and student teachers are incorporated in data collection and analysis, illustrating themes about liberatory pedagogies, intercultural dialogue, and social justice issues with student voices. The editors acknowledge that the frameworks drawn from are largely from the Global north and rooted in western perspectives, though authors are solicited and represented from around the globe, for example in the chapter on issues in a decade-long partnership between two universities--one in Botswana and one in the southern US. At School in the World invites the reader to imagine teaching future global citizens and educators.--Barbara Beyerbach, professor, department of curriculum & instruction; former classroom teacher, State University of New York, Oswego We should all be asking whose knowledge is being privileged, and whose voices are missing - and the contributors to this book certainly do. If you seek research-based frameworks or partnerships and exchange experience information to decolonize your curriculum, then this book is an excellent resource. Equally good for teacher educators and pre-service teachers alike.--Gillian Kidman, associate professor, School of Curriculum, Teaching and Inclusive Education, Monash University

Author Information

Carine E. Ullom is the Associate Dean of Instructional Innovation at Ottawa University and serves on the editorial board for the Journal of Virtual Exchange. She has over 20 years’ experience implementing educational technology in higher education, having served in roles at The University of Kansas and St. Lawrence University (SLU) prior to joining Ottawa University. At SLU, she was the Director of the Language Resource Center. Her research focuses on the impact of GCTL on global identity development among pre-service teachers. She is passionate about faculty development regarding developing the globally aware self and internationalization of higher education through embedding intercultural competence development and global awareness capacity building opportunities in courses and programs via virtual exchange. Nilufer Guler is director of the EdD program and associate professor of education at Rockhurst University. Her research interests include teacher education, ELL education, and internationalization of teacher education. She was a Global Teacher Education fellow in 2017-18, and she was co-lead on a grant from the Longview Foundation for Promoting Internationalization of Teacher Education Through Faculty Development. Her book Optimizing Elementary Education for English Language Learners was published in 2018, and she is a co-editor for the Globalization of Teacher Education book series at Rowman & Littlefield. Guler also serves on the Global Diversity Committee of AACTE. Contributors include: Nila Akinyi Oduori, Gerardo Aponte-Safe, Elizabeth Asewe, Stefan Baumann, Delane Bender-Slack, Karen L. Biraimah, Natalie Bolton, Elisa Briga, Davide Capperucci, Jingxin Cheng, Melissa R. Collum, Sarah A. Coppersmith, Michelle D. Cude, Darla K. Deardorff, Nanda Dimitrov, Lorna Down, Laura Boynton Hauerwas, Kimberly Howard, Corinna Howland, Sarah-Louise Jones, Agreement L. Jotia, Shea Kerkhoff, Florence Kisirkoi, Brianna Kurtz, Melissa Liles, Heather A. Linville, Beatrice N. Manyasi, Rose Mbewe, Rosalyn McKeown, Jill Newton, Andrew Petersen, JoAnn Phillion, Ken Pritchard, Lankeu M. Reson, Ilaria Salvadori, Bima Sapkota, Ingrid Schudel, Alina Slapac, Laura L. Stachowski, Amara Stuehling, Shepherd Urenje, Carla Rey Vasquez, Lihong Wang, Chudi Zhou, and Lili Zhou

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