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These crises have created a unique challenge for STEM educators, given that STEM disciplinary knowledge and skills are often viewed as the panacea to the world’s economic and environmental problems. This popular view tends to focus narrowly, however, on students learning scientific, technological, engineering and mathematical concepts about the world out there, thereby ignoring the crucial role education must play in shaping students’ attitudes and values – their inner worlds – that drive moral agency to live and work in sustainable ways. It is moral agency that empowers socially and environmentally responsible citizens to tackle global crises.
In this timely book you will read inspiring stories of how professional educators in STEM-related fields have embraced transformative learning and arts education to develop and implement integrated STEAM education programs and practices that are preparing young people with special capabilities and values to actively contribute to the sustainable development of a world in crisis.
These crises have created a unique challenge for STEM educators, given that STEM disciplinary knowledge and skills are often viewed as the panacea to the world’s economic and environmental problems. This popular view tends to focus narrowly, however, on students learning scientific, technological, engineering and mathematical concepts about the world out there, thereby ignoring the crucial role education must play in shaping students’ attitudes and values – their inner worlds – that drive moral agency to live and work in sustainable ways. It is moral agency that empowers socially and environmentally responsible citizens to tackle global crises.
In this timely book you will read inspiring stories of how professional educators in STEM-related fields have embraced transformative learning and arts education to develop and implement integrated STEAM education programs and practices that are preparing young people with special capabilities and values to actively contribute to the sustainable development of a world in crisis.
Teaching in the Pandemic Era in Saudi Arabia presents to educators, parents, and other interested readers a variety of perspectives, challenges, and highlights of the teaching methods that could be useful in the era of COVID-19. Its purposes are to not only document an important time of human history, education, and the outbreak of unknown pandemics but also outline strategies to serve as insights into and predictions of the unknown future of humanity, diseases, and human learning.
Teaching in the Pandemic Era in Saudi Arabia presents to educators, parents, and other interested readers a variety of perspectives, challenges, and highlights of the teaching methods that could be useful in the era of COVID-19. Its purposes are to not only document an important time of human history, education, and the outbreak of unknown pandemics but also outline strategies to serve as insights into and predictions of the unknown future of humanity, diseases, and human learning.
While not an exhaustive or exclusive list, some of the areas that will be of interest for this book series include: Migration, immigration and displacement; Identity and power; Globalization, neoliberalism and cultural pluralism; Critical epistemology; Democracy and diversity; Social justice and environmental justice; Media analyses and studies; Macro-sociological studies; Political ecology; Cultural diversity; Educational change.
For more information about this series or contribution, contact the editors: Paul R. Carr (pcarr@gmail.com), Gina Thésée (ginathesee@hotmail.com) or Aquisitions Editor John Bennett.
If you are interested in submitting a proposal please submit the following: a 500-word summary of your book proposal, including the title; focus and research questions; the connection to the book series; the theoretical and/or conceptual framework; the major themes to be explored; a draft table of contents; type of book: single author, edited, etc.; 10 keywords; a 150-word biography for each author/editor; confirmation that the contents of the book have not been published elsewhere; also include your CV.v
Abstract
This article reviews collaborative partnerships in the field of education investigating four different models of partnership: (1) The School-Community Partnership Model; (2.) The Public-Private Partnership Model (ppp); (3) Transnational Strategic Collaborative Partnerships; and, (4) The Model of Partnership as Collaboration and Social Innovation in the new digital economy.
Abstract
International student education in China is an important aspect of the Belt and Road Initiative (bri) construction, as well as a beginning point for enhancing the internationalization level of education. China has become the world’s top ten recipients of international students, and its worldwide influence on education is increasing. This research investigates the factors that influence the scale of international students in China and the impact of the bri on education by employing the “Push-Pull Theory”. In particular, we find that joining the bri will significantly increase a country’s student scale in China, both for degree and non-degree education. This effect is especially noticeable in the African region, as well as in middle- and low-income countries. These empirical findings support policy implications for international student education in China.
Abstract
This paper is focused on a variety of approaches and paths to increase and advance international education partnerships. It studies methods in general considering their theoretical frameworks as well as their aspirations, goals, and outcomes. It also presents exemplary models currently used in Eastern and Western higher education that are largely applicable to most universities. The paper also notes areas of impact that international education partnerships can have on teaching, learning, and research because of national educational differences, multi-cultural perspectives, and global interconnectedness. In addition, it highlights two exemplary models of international education partnerships at Beijing Normal University. Throughout, the paper references essays included in this special issue as well as elsewhere. The underlying theme in this essay and the special issue is that universities contribute to the integrity of education as well as global peace by increasing, updating, and assessing international education partnerships that facilitate meaningful global interactions and shared learning among faculty, students, and universities.
Abstract
A humanistic approach to education has been central in the field of international education. China has positively responded to the international action of the United Nations plan in Education 2030 with a concrete strategic plan. Although challenges remain, China’s development of a modern lifelong learning system involving all levels of education in formal and non-formal education aims at ensuring the right of all people to an education; and it lays the foundation for educational equity. Traditional Chinese education philosophy and teaching/learning practice containing the spirit of humanism should be treasured both by China and the world. A humanistic approach to education reflects the convergence between China and the world, and modernity and tradition. Supporting the education of developing countries reflects a positive attitude and responsible action contributing to the common destiny of humanity.
Abstract
This article describes international educational partnerships developed in the intellectual tradition of John Dewey’s philosophies of pragmatism and progressive education. In his international work in China and Japan, Dewey sought what might be called “collective intelligence” via cross-cultural experiences fostering democracy through international understanding of the multiple “truths” endemic to different cultures. These partnerships provide models for consideration at a time of growing global unease in the wake of contemporary international tensions somewhat reminiscent of what was described in the United States after World War ii as the Cold War. If anything, current tensions are more complex, intractable, and dangerous because they are driven not only by “superpower” rivalries, but also by regional conflicts involving religious ideologies, mass human migrations, urgent environmental problems, and widespread terrorism and violence. Created primarily during the 1970s and 1980s, the described educational partnerships were intended to foster international understanding through exchanges that paralleled the citizen “people to people” movements of the time that provided critical popular support enabling leaders in the United States, Europe, and the Soviet Union to bring an end to the Cold War and, for a time, collaborate in the optimistic expectation of creating a new world order of cooperation, understanding, and stability.