Transnational Perspectives on Democracy, Citizenship, Human Rights and Peace Education
Mary Drinkwater · Fazal Rizvi · Karen Edge
ກ.ພ. 2019 · Bloomsbury Publishing
ປຶ້ມອີບຸກ
312
ໜ້າ
reportບໍ່ໄດ້ຢັ້ງຢືນການຈັດອັນດັບ ແລະ ຄຳຕິຊົມ ສຶກສາເພີ່ມເຕີມ
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Transnational Perspectives on Democracy, Citizenship, Human Rights, and Peace Education considers ways in which national systems of education could work together, across borders, to determine the meaning and significance of the principles of democracy, human rights and peace education, in ways that are comparative and relational. The contributors and editors (Mary Drinkwater, Fazal Rizvi and Karen Edge) argue that in an era of globalization, collaborative investigations are crucial for developing an understanding of rights, democracy and peace that is transnationally inflected, and through which national systems of education hold each other accountable. The chapters address issues such as citizenship, identity, language, conflict and peace-building, global educational policy, and democratic approaches to policy and education issues of democracy, human rights and peace education through analyses of case studies, research findings and policy initiatives drawn from countries in the global north and south.
ກ່ຽວກັບຜູ້ຂຽນ
Mary Drinkwater is a Lecturer at Ontario Institute for Studies in Education (OISE), University of Toronto, Canada.
Fazal Rizvi is Professor of Global Studies of Education at the University of Melbourne, Australia, and Emeritus Professor at the University of Illinois at Urbana-Champaign, USA.
Karen Edge is Pro-Vice Provost (International) at University College London and an academic at the IOE, UCL's Faculty of Education and Society, University College London, UK.
Fazal Rizvi is Professor of Global Studies of Education at the University of Melbourne, Australia, and Emeritus Professor at the University of Illinois at Urbana-Champaign, USA.
Karen Edge is Pro-Vice Provost (International) at University College London and an academic at the IOE, UCL's Faculty of Education and Society, University College London, UK.
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