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Nearly sixty years after the Universal Declaration of Human Rights, in spite of progress on some fronts, we are in many cases as far away as ever from achieving an inclusive citizenship and human rights for all. While human rights violations continue to affect millions across the world, there are also ongoing contestations regarding citizenship. In response to these and related issues, the contributors to this book critique both historical and current practices and suggest several pragmatic options, highlighting the role of education in attaining these noble yet unachieved objectives. This book represents a welcome addition to the human rights and global citizenship literature and provides ideas for new platforms that are human rights friendly and expansively attuned toward global citizenship. Book jacket.
In a very comprehensible and entertaining way explores the main findings of the first academic research on world scouting, the largest young movement on the planet. The work revisits scouting's origins, analyzing its structure and recognition policy, its role in developing ideas of global citizenship and belonging, and the spirit of scouting.
This innovative introduction to international and global studies, updated and revised in a new edition, offers instructors in the social sciences and humanities a core textbook for teaching undergraduates in this rapidly growing field. Encompassing the latest scholarship in what is a markedly interdisciplinary endeavor, Shawn Smallman and Kimberley Brown introduce key concepts, themes, and issues and then examine each in lively chapters on essential topics that include the history of globalization; economic, political, and cultural globalization; security, energy, and development; health; agriculture and food; and the environment. Within these topics, the authors explore such timely and pressing subjects as commodity chains, labor (including present-day slavery), human rights, multinational corporations, and the connections among them. New to this edition: * The latest research on debates over privacy rights and surveillance since Edward Snowden's disclosures * Updates on significant political and economic developments throughout the world, including a new case study of European Union, Icelandic, and Greek responses to the 2008 fiscal crisis * The newest information about the rise of fracking, the Fukushima nuclear disaster, the decline of the Peak Oil movement, and climate change, including the latter's effects on the Arctic and Antarctica * A dedicated website with authors' blog and a teaching tab with syllabi, class activities, and well-designed, classroom-tested resources * An updated teacher's manual available online, including sample examination questions, additional resources for each chapter, and special assistance for teaching ESL students * Updated career advice for international studies majors
GRADES TEN TO TWELVE
How Drama Activates Learning: Contemporary Research and Practice draws together leaders in drama education and applied theatre from across the globe, including authors from Europe, North America and Australasia. It explores how learning can be activated when drama pedagogies and philosophies are applied across diverse contexts and for varied purposes. The areas explored include: · history · literacy, oracy and listening · health and human relationships education · science · democracy, social justice and global citizenship education · bullying and conflict management · criticality · digital technologies · additional language learning Drawing on a range of theoretical perspectives, the contributors present case studies of drama and applied theatre work in school and community settings, providing rich descriptions of practice accompanied by detailed analysis underpinned by the theoretical perspectives of key thinkers from both within and beyond the field of drama.
The last decade has witnessed substantial increases in US university study abroad programming. Related, there has been a demonstrable spike in university administrators and faculty members suggesting that their institutions prepare students for global citizenship. Yet few institutions have offered a clear conceptualization of what global citizenship is, how they educate for it, or how they measure their progress in that effort. This dissertation addresses the relative dearth of applicable theoretical constructs by offering one such construct, suggesting the specific educative process by which it may be encouraged, and discussing initial efforts evaluating its success. Its three primary contributions are: (1) a particular articulation of global citizenship that draws on existing theoretical approaches while insisting on integration with or development of strong mechanisms for application, (2) clarification of the educative process by which that articulation and practice of global citizenship may be encouraged, and (3) the development and testing of a quantitative instrument for better understanding and evaluating global citizenship and civic engagement. A pre- and post-survey is employed to develop an index of global civic engagement and awareness measures among students (1) not participating in global service-learning, (2) participating in global service-learning without a deliberate global citizenship education component, and (3) participating in global service-learning with clear attention to the integration of a global citizenship curriculum. The findings, buttressed by analysis of related qualitative data, suggest that integration of a carefully developed and articulated theoretical and practical approach to global citizenship education is essential if universities are to be successful in their efforts to create global citizens. Perhaps less intuitive and more alarming, the findings indicate that exposure to study abroad programming absent deliberate global citizenship education efforts may serve to merely reinforce stereotypes, create situations where severe cultural shock and withdrawal are likely experiences, and otherwise serve to cause young US citizens to shrink from rather than engage with the world. Taken as a whole, the analysis suggests the outcomes of many efforts to globalize campuses and create global citizens are unclear at best and that clearer conceptualizations, educative processes, and evaluation efforts are needed.
In a very comprehensible and entertaining way explores the main findings of the first academic research on world scouting, the largest young movement on the planet. The work revisits scouting's origins, analyzing its structure and recognition policy, its role in developing ideas of global citizenship and belonging, and the spirit of scouting.

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