scholarly journals ‘Is It That We Do Not Want Them to Have Washing Machines?’: Ethical Global Issues Pedagogy in Swedish Classrooms

2018 ◽  
Vol 10 (10) ◽  
pp. 3552
Author(s):  
Louise Sund ◽  
Karen Pashby
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Global Citizenship ◽  
Global Dimension ◽  
Critical Approach ◽  
Global Issues ◽  
Teachers And Students ◽  
Approach To Teaching ◽  
Collaborative Praxis ◽  
Support Students

According to sustainable development target 4.7, by 2030, all signatory nations must ensure learners are provided with education for sustainable development and global citizenship. While many national curricula provide a policy imperative to provide a global dimension in curriculum and teaching, mainstreaming an approach to teaching about sustainable development through pressing global issues requires strong attention to what happens between students and teachers in the classroom. In this article, we aim to help teachers think through an ongoing reflexive approach to teaching by bridging important theoretical and empirical scholarship with the day-to-day pedagogies of global educators. This collaborative praxis offers an actionable approach to engaging with values, conflicts and ethical consequences towards bringing global issues into teaching and learning in a critical and fruitful way. Our results show that teachers and students can both experience discomfort and experience a sense of significance and worthiness of engaging in a more critical approach. In addition, if we critically reflect and support students in doing so, as these teachers have done, we open up possibilities for approaches to global issues pedagogy that come much closer to addressing the pressing issues of our deeply unequal world.

Cultural Pedagogy and Transformative Learning: Reflections on Teaching in a Māori Environment in Aotearoa/New Zealand

2019 ◽  
Vol 18 (1) ◽  
pp. 59-77
Author(s):  
Ksenija Napan ◽  
Helene Connor ◽  
Lynda Toki
Keyword(s):  
Transformative Learning ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Physical Space ◽  
Inquiry Based Learning ◽  
Transformative Teaching ◽  
Aotearoa New Zealand ◽  
Cultural Pedagogy ◽  
Teachers And Students ◽  
Approach To Teaching

This article explores a synergy of inquiry-based learning and a cultural pedagogy within a Māori environment, the marae (communal meeting place) while using Academic Co-Creative Inquiry (ACCI), an innovative approach to teaching and learning which enables teachers and students to cocreate the content and the process of the course through personalized inquiries. Three areas form the focus of this article: an exploration of cultural pedagogy within a marae space, an ACCI process, and the culturally responsive Māori pedagogy of ako (teaching and learning). These three areas created a context for transformative learning. Authors reflect on how three academic women, two Māori and one Pākehā (person of European descent) each explored how the physical space of Ngākau Māhaki (name of the carved meeting house, meaning respectful heart) at Te Noho Kotahitanga Marae (name of the marae complex) contributed to transformative teaching and learning processes.

scholarly journals An Analysis of Transformation of Teaching and Learning of Japanese Schools that Significantly Addressed Education for Sustainable Development

2017 ◽  
Vol 19 (2) ◽  
pp. 36-50 ◽  
Author(s):  
Tomonori Ichinose
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Local Community ◽  
Local Environment ◽  
Education For Sustainable Development ◽  
Head Teachers ◽  
Local Society ◽  
School Activities ◽  
Educational Backgrounds ◽  
Teachers And Students

AbstractEducation for Sustainable Development (ESD) requires learner-centred and interactive teaching strategies such as critical thinking, participatory decision-making, value-based learning, and multi-method approaches, all of which to some degree contrast traditional lecture-based teaching practices. As there is very little evidence providing international comparison across different educational backgrounds, the research digs deeper into the effects of a pluralistic ESD approach to teaching in the context of Japanese primary and secondary education. Based on answers from a questionnaire administered by head teachers in 469 ESD schools, the present research shows that teachers recognise that at least in relation to the local environment, community welfare, and depopulation of communities, the students are increasingly aware of their role and the need to act ambitiously to create a sustainable society. In these teacher comments about ESD methods, the main emphases were on the whole system, for example, the use of integrated studies (referred to 37 times), cross-curriculum development (13), and the ESD calendar (12). The fact that ESD is learner-centred (26), learning in the society (23) focused on collaboration with local community, and based on active learning (20) also frequently appeared. The research also reveals that by using local resource materials and conducting experiential activities, studentsí awareness of their local district deepens, and students then start to tackle with difficulties of local society such as declining population, protection of natural environment, and preservation of traditional culture by themselves. However, it cannot be said that teachers clearly understand their role as coaches and change agents, and there were no reported cases of teachers and students collaboratively designing school activities. Thus, there is still space for more profound teaching and learning growth in ESD in Japan.

scholarly journals Nurturing Global Citizenship through IB Learner Profile: A Malaysian Context

2020 ◽  
Vol 6 (1) ◽  
pp. 36-40
Author(s):  
Miftahuljanah Kamaruddin ◽  
Mohd Effendi @ Ewan Mohd Matore
Keyword(s):  
Sustainable Development ◽  
International Baccalaureate ◽  
Global Citizenship ◽  
Ministry Of Education ◽  
Middle Years ◽  
Global Issues ◽  
Learner Profile ◽  
Faculty Of Education ◽  
The Impact ◽  
Middle Years Programme

Nurturing Global Citizenship through IB Learner Profile: A Malaysian Context   Miftahuljanah Kamaruddin* Faculty of Education Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia Malaysia [email protected] Mohd Effendi @ Ewan Mohd Matore Faculty of Education Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia Malaysia [email protected]     The impact of globalization has caused the inevitable challenges which demands education to emphasis on developing students holistically in both cognitive and non-cognitive aspects of learning. The United Nations 2030 Agenda for Sustainable Development Goals (SDG) promotes the role of education in promoting sustainable development. Goal 4 in SDG: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and its corresponding targets. Target 4.7 in SDG 4 emphasis on values education to develop students to be responsible citizens locally and globally. Nurturing global citizenship among students is crucial to ensure students are well equipped with appropriate skills, and being responsible and responsive to the local and global issues. However, students show moderate level of students’ knowledge, skills, and attitudes on global citizenship. The Middle Years Programme International Baccalaureatte (MYPIB) was introduced by Ministry of Education Malaysia in 2013 to develop students holistically through the development of International Baccalaureatte Learner Profile. The implementation of the MYPIB in International Baccalauretae World (IB) School Kementerian Pendidikan Malaysia has succeeded in nurturing International Baccalaureate (IB) Learning Profile among IBWS KPM students, thus, simultaneously promoting global citizenship among them. Keywords: IB Learner Profile; Global Citizenship; Middle Years Programme International Baccalaureatte

scholarly journals Balancing the local and global: A review of teaching and learning literature from Colombia

2019 ◽  
Author(s):  
María Lucía Guerrero Farías ◽  
Alison Kay Reedy
Keyword(s):  
Teaching And Learning ◽  
Research Literature ◽  
Critical Approach ◽  
Education Development ◽  
Teaching Innovation ◽  
Learning And Teaching ◽  
Teaching And Learning Research ◽  
Private And Public ◽  
Approach To Teaching ◽  
Learning Research

This paper presents a systematic review of the extent and nature of teaching and learning research in Colombia. The study identified that teaching and learning research is growing but is unevenly spread amongst a small number of Colombian private and public universities. The quantity of learning and teaching research emerging from a small number of institutions is linked to the presence of education development centres that support the research and dissemination of teaching innovation. The dominance of research related to technology innovation reflects the purpose of these centres. The teaching and learning research literature emerging from these universities reflects global educational themes but contains little of the issues and challenges related to diversity, inequality, and other social, political and economic realities that situates higher education research within local contexts. This study concludes that a critical approach to teaching and learning research is needed to balance the local with the global in teaching and learning research in Colombia.

scholarly journals An exploration of how teachers’ attitudes to global learning can be used to inform primary science education

2020 ◽  
Vol 12 (2) ◽  
pp. 121-132
Author(s):  
Amy Strachan
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
Science Curriculum ◽  
Learning Approach ◽  
Primary Science ◽  
Global Learning ◽  
Primary Science Education ◽  
Global Issues

This article contends that in England, where the status of science as a core subject has been weakened due to a focus on high-stakes accountability testing, a global learning approach reignites science as a subject that can nurture active global citizens. It argues that teacher knowledge and teachers’ personal and professional commitment to global issues can inform a more relevant and purposeful primary science education, empowering both them and those they teach to become agents of change. It suggests that by exploring Sustainable Development Goals (SDGs) and their relation to the primary science curriculum in England, as well as developing a series of pedagogical strategies in line with global learning, teaching and learning in primary science can become more engaging and purposeful beyond fulfilling an assessment framework. A mixed-methods research design was used to explore and inform the Global Learning in Primary Science (GLPS) project. The findings suggest that while practitioners shared a positive attitude to a global learning approach, without being explicitly indicated in curriculum policy, its integration will continue to be left to chance. This global learning approach provides an opportunity for primary science education to become valued as dynamic process which supports sustainable development rather than remaining a static body of knowledge.

Patterns in Mathematics Classroom Interaction

2021 ◽  
Author(s):  
Jenni Ingram
Keyword(s):  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Classroom Interaction ◽  
Mathematics Students ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Teachers And Students ◽  
Nature Of Mathematics ◽  
Everyday Classroom ◽  
Support Students

Classroom interaction has a significant influence on teaching and learning mathematics. It is through interaction that we solve problems, build ideas, make connections, and develop our understanding. This book aims to describe, exemplify, and consider the implications of patterns and structures of mathematics classroom interaction. Drawing on a Conversation Analytic approach, the book examines how the structures of interactions between teachers and students influence, enable, and constrain the mathematics that students are experiencing and learning in school. In particular, the book considers the handling of difficulties or errors and the consequences on both the mathematics students are learning, and the learning of this mathematics. The various roles of silence and the treatment of knowledge and understanding within everyday classroom interactions also reveal the nature of mathematics as it is taught in different classrooms. The book also draws on examples of students explaining, reasoning, and justifying as they interact to examine how the structures of classroom interaction support students to develop these discursive practices. Understanding how these patterns and structures affect students’ experiences in the classroom enables us to use and develop practices that can support students’ learning. This reflexive relationship between these structures of interactions and student actions and learning is central to the issues explored in this book, alongside the implications these may have for teachers’ practice, and students’ learning.

Achievement in Mathematics in Grades 9 and 11 in Limpopo Province of South Africa: Introduction of a Problem-Based Approach

2005 ◽  
Vol 97 (3) ◽  
pp. 732-736
Author(s):  
Jacobus G. Maree ◽  
Jacob M. Molepo
Keyword(s):  
South Africa ◽  
Teaching And Learning ◽  
Limpopo Province ◽  
Study Orientation ◽  
Teachers And Students ◽  
Approach To Teaching ◽  
Achievement In Mathematics ◽  
Teachers Training ◽  
Pearson Correlations ◽  
Grade 11

800 students in Grades 9 and 11 of schools in the Central Region of the Limpopo Province of South Africa completed the Study Orientation Questionnaire in Mathematics. Mean age in Grade 11 was 17.5 yr. ( SD = 1.4) and in Grade 9 15.1 yr. ( SD = 1.2). Intervention was aimed at teachers and students in this group. Teachers in the trained group received training in a problem-based approach to teaching and learning in mathematics and introduced these principles into their classes. Analysis of variance on the differences between post- and pretest scores of the six subscales and the marks in mathematics and English yielded no effects for grade, sex, or grade after 6 mo. Pearson correlations for students in Grade 11 were positive between study orientation and achievement in mathematics. Improving teachers' training and expertise, transforming disadvantaged learning environments, and developing necessary formal and informal mathematical knowledge seem both essential and difficult.

scholarly journals A Framework of Professional Transferable Competences for System Innovation: Enabling Leadership and Agency for Sustainable Development

2021 ◽  
Vol 13 (4) ◽  
pp. 1737
Author(s):  
José M. Peiró ◽  
Vicente Martínez-Tur ◽  
Nanja Nagorny-Koring ◽  
Christoph Auch
Keyword(s):  
Sustainable Development ◽  
Human Capital ◽  
Professional Competence ◽  
System Thinking ◽  
System Innovation ◽  
Collective Actions ◽  
Critical Approach ◽  
Certification Procedure ◽  
Competence Framework ◽  
Human And Social Capital

System Innovation (SI) is a critical approach in driving individual and collective actions towards sustainable development (SD). This article presents the validation process of the Climate-KIC Professional Competence Framework (CF) for SI. This framework is based on principles of system thinking and the need for human capital to deal with challenges related to long-term sustainability. It comprises twenty competences grouped into five stages that describe contexts where professionals implement transformations: Exploring, Framing, Designing, Implementing and Strengthening. The stages are not linear or strictly sequential because overlapping and loops are frequent in transformational and disruptive changes. The CF fulfils several functions in the development of human and social capital: competences’ assessment, their development and training, and their certification to make them more interpretable in the labour market. The methodology for assessing professionals’ competences and the certification procedure are described. Overall, the CF aims to promote the development and visibility of human capital in a critical area for sustainability.

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