標(biāo)題: Titlebook: Global Teaching; Southern Perspective Carol Reid,Jae Major Book 2017 The Editor(s) (if applicable) and The Author(s) 2017 global teaching.s [打印本頁(yè)] 作者: 專家 時(shí)間: 2025-3-21 18:37
書(shū)目名稱Global Teaching影響因子(影響力)
作者: Blood-Clot 時(shí)間: 2025-3-21 22:00 作者: CHASM 時(shí)間: 2025-3-22 04:17 作者: FEIGN 時(shí)間: 2025-3-22 06:33
Introducing Global Teaching and Southern Perspectives,ulturally relevant/responsive teaching are discussed as common responses to diversity, and are problematized using Southern Theory. The aim is to prompt dialogue about equity and social justice from “below” in education, and the tensions, contradictions and complexities that lie at the heart of achieving this.作者: 破譯 時(shí)間: 2025-3-22 12:31
https://doi.org/10.1007/978-1-4614-2056-9, student participation, and parental and community engagement. James describes how this approach to schooling might better facilitate and provide a more effective culturally relevant and responsive teaching/learning.作者: 有權(quán) 時(shí)間: 2025-3-22 16:57 作者: 有權(quán) 時(shí)間: 2025-3-22 19:42
Joachim Krause (Stellvertretender Direktor)lities in the development of critical global teaching in the current climate. Her hope is in reflective teachers who are able to link the concept of meaningful education that builds on youngsters’ experiences with cultural diversity and identity development as a critical global citizen.作者: Visual-Field 時(shí)間: 2025-3-22 23:09 作者: 亂砍 時(shí)間: 2025-3-23 03:29
https://doi.org/10.1007/978-3-322-86706-3Zealand, the authors explore how higher education institutions practice diversity and how Pasifika peoples in higher education have attempted to bring their own epistemological understandings into the Eurocentric space.作者: 自作多情 時(shí)間: 2025-3-23 06:07 作者: fidelity 時(shí)間: 2025-3-23 09:44 作者: 敵手 時(shí)間: 2025-3-23 14:27
https://doi.org/10.1007/978-3-663-08128-9s of the country through Chinese and English. This chapter uses a "Southern" knowledge perspective to identify the factors influencing the choice of models of trilingual education in the schools and the challenges for the sustainability of the Mongolian language and identity.作者: 匍匐 時(shí)間: 2025-3-23 20:32 作者: flaunt 時(shí)間: 2025-3-24 01:33
https://doi.org/10.1007/978-3-322-87557-0 context. The concept of social imaginaries and their performance within shaping frames of identity, difference, temporality and spatiality, is used to consider the implications for preparing teacher educators for work in diverse contexts.作者: nostrum 時(shí)間: 2025-3-24 06:05
Grundlegendes zur Preisobergrenzenbestimmungowledge, and with the humility that positions them to "face the Other"—open to the continuous need to learn about the specificity of their students’ cultural and community ways of knowing, doing and thinking.作者: IRK 時(shí)間: 2025-3-24 07:36 作者: 支形吊燈 時(shí)間: 2025-3-24 13:13 作者: 儀式 時(shí)間: 2025-3-24 16:44
A Cartography of Higher Education: Attempts at Inclusion and Insights from Pasifika Scholarship in AZealand, the authors explore how higher education institutions practice diversity and how Pasifika peoples in higher education have attempted to bring their own epistemological understandings into the Eurocentric space.作者: 自作多情 時(shí)間: 2025-3-24 19:56 作者: LAVE 時(shí)間: 2025-3-25 00:02 作者: oracle 時(shí)間: 2025-3-25 06:24
Trilingual Education in the Inner Mongolia Autonomous Region: Challenges and Threats for Mongolian Is of the country through Chinese and English. This chapter uses a "Southern" knowledge perspective to identify the factors influencing the choice of models of trilingual education in the schools and the challenges for the sustainability of the Mongolian language and identity.作者: BILK 時(shí)間: 2025-3-25 08:31 作者: PACK 時(shí)間: 2025-3-25 15:24 作者: Ceramic 時(shí)間: 2025-3-25 16:42
Conclusion: Learning the Humility of Teaching ‘Others’—Preparing Teachers for Culturally Complex Claowledge, and with the humility that positions them to "face the Other"—open to the continuous need to learn about the specificity of their students’ cultural and community ways of knowing, doing and thinking.作者: 六邊形 時(shí)間: 2025-3-25 20:29
2730-7891 sponding to population mobility.Explores changes in relevantAt a time when social, cultural and linguistic diversity has become a characteristic of education systems around the world, this timely text considers how teacher education is responding to these developments in the context of increased mob作者: fructose 時(shí)間: 2025-3-26 02:51
https://doi.org/10.1007/978-3-030-63359-2ulturally relevant/responsive teaching are discussed as common responses to diversity, and are problematized using Southern Theory. The aim is to prompt dialogue about equity and social justice from “below” in education, and the tensions, contradictions and complexities that lie at the heart of achieving this.作者: pessimism 時(shí)間: 2025-3-26 08:09 作者: backdrop 時(shí)間: 2025-3-26 10:46
Global Teaching978-1-137-52526-0Series ISSN 2730-7891 Series E-ISSN 2730-7905 作者: 人工制品 時(shí)間: 2025-3-26 15:42
Carol Reid,Jae MajorAddresses the key issue of knowledge exchange and diversity across South/North boundaries.Considers how educational systems worldwide are responding to population mobility.Explores changes in relevant作者: vascular 時(shí)間: 2025-3-26 20:25
https://doi.org/10.1057/978-1-137-52526-0global teaching; southern theory; indigenous education; immigrant students; cosmopolitanism; language eco作者: 凈禮 時(shí)間: 2025-3-26 21:16 作者: Inertia 時(shí)間: 2025-3-27 03:50
Joachim Krause (Stellvertretender Direktor)mobilities across national boundaries. She describes the move away from multiculturalism in Europe and how this is reflected in education. Leeman describes how intercultural education was replaced by citizenship education in the Netherlands, and the marginalization of knowledge about critical approa作者: 越自我 時(shí)間: 2025-3-27 06:38 作者: Prologue 時(shí)間: 2025-3-27 09:48 作者: 莎草 時(shí)間: 2025-3-27 17:00 作者: 停止償付 時(shí)間: 2025-3-27 18:09
Kostenanalyse und Kostenspaltunglienating, dispiriting, and inequitable. Culturally responsive practice by teachers and school leaders has been posited as a promising pedagogical framework for creating positive learning contexts to mitigate these challenges. In this chapter, the authors draw together sociocultural theory and Indig作者: 踉蹌 時(shí)間: 2025-3-28 01:14
Berechnung der Durchschnittskostencent manifestations of this process in the form of cultural essentialism. It discusses how Australian Aboriginal groups have been continuously transformed through long-established practices of trade, intermarriage, and, more recently, colonization. The argument is that cosmopolitan theory is able to作者: coagulate 時(shí)間: 2025-3-28 02:53
https://doi.org/10.1007/978-3-663-08128-9ms. Without careful sustenance, local identity can suffer under the hegemony of powerful languages and cultures. This chapter analyzes the models of trilingual education implemented in three primary schools in the Inner Mongolian Autonomous Region (IMAR) in the People’s Republic of China. These scho作者: 四溢 時(shí)間: 2025-3-28 09:44 作者: CAND 時(shí)間: 2025-3-28 13:16 作者: 系列 時(shí)間: 2025-3-28 15:57 作者: aesthetician 時(shí)間: 2025-3-28 21:06 作者: 受傷 時(shí)間: 2025-3-29 00:18
