Environmental Engineering for the 21st Century: Increasing Diversity and Community Participation to Achieve Environmental and Social Justice

Responding to the conflicting public perspectives about pedagogical approaches to, and purposes for, language teaching and learning, the authors suggest ways to reconceptualize foreign language (FL) teaching and learning as a springboard toward multicultural citizenship and social justice. The authors propose an approach to FL teaching that aims to develop learners’ information, media, and technology literacies as well as life and career skills, which are vital to succeed in a 21st-century global environment, and to empower them to become engaged citizens and agents of social change in their communities. By reframing FL and culture instruction within a social justice perspective, we devise new and creative ways to make the teaching of FL relevant to collegiate education and at the core of the university mission.

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New Development Patterns in Asia — Securing Economic Growth, Social Justice, Healthy Environment, Sustainable Human Development and Good Governance in the 21st Century

Environment in the 21st Century and New Development Patterns - Institute for Global Environmental Strategies ◽

10.1007/978-94-015-9670-1_14 ◽

2001 ◽

pp. 291-300

Author(s):

Ryokichi Hirono

Keyword(s):

Economic Growth ◽

Social Justice ◽

Human Development ◽

21St Century ◽

Good Governance ◽

Development Patterns ◽

Healthy Environment ◽

Sustainable Human Development ◽

New Development

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21st Century Educational Leadership

Comprehensive Problem-Solving and Skill Development for Next-Generation Leaders - Advances in Business Strategy and Competitive Advantage ◽

10.4018/978-1-5225-1968-3.ch015 ◽

2017 ◽

pp. 313-332

Author(s):

Edward E. Leonard

Keyword(s):

Social Justice ◽

21St Century ◽

Interpersonal Skills ◽

Educational Leaders ◽

Instructional Delivery ◽

Technology In Education ◽

Modern Life ◽

Managing Change ◽

The World ◽

Knowledge Communication

The future awaits and is a virtual unknown except for what can be predicted based on what is now known and speculation about potential changes based on that knowledge. This chapter puts forth predictions about major issues educational leaders may face as the 21st century unfolds. Those issues include: the rapidly burgeoning and ever expanding inclusion of technology in education and modern life; balancing the demands of various educational constituencies, the imperatives concomitant with managing soft interpersonal skills; dealing with diversity and plurality; giving credence to equity and social justice; developing and incorporating new modes of instruction and instructional delivery; defining and incorporating new basic skills; globalization of knowledge, communication and education; and managing change. The 21st century will be about educating individuals and the world as a whole. Educational leaders who grasp that concept and act on it will succeed.

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