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BNELIT - Datenbank zu Bildung für nachhaltige Entwicklung: wissenschaftliche Literatur und Materialien
Bildung für nachhaltige Entwicklung: wiss. Literatur und Materialien (BNELIT)
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1. Herausgeberwerk
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Global learning.
1. publ.
Book summary:

The need for Global Learning has arisen from the accelerating processes of "globalisation". Despite the spatial unevenness created by the new technologies of human interaction, borders are not being transcended, but are being reinscribed. Global Learning is interested in exploring real world conflicts over resources, powers and representations and investigating political processes that might deliver creative resolutions to concerns about powerlessness, violence, poverty and marginalisation.

This book argues the need to reconsider issues of ethnicity, gender and class in efforts to reinvent a version of multiculturalism that can contribute to global learning.

The ideas examined in this book include:
* The discriminatory labour market and limited access to citizen rights afforded to Arabic-Australians;
* The under-representations of female students in positions of leadership and masulinist learning strategies which predominate in higher education classrooms;
* The need for teaching and learning practises to make links with the multi-ethnic, multicultural and multilingual dimensions of contemporary society;
* Critical pedagogy as a necessary yet insufficient condition for revolutionising global learning;
* The urgent need to develop a new multiculturalist paradigm that addresses, and redresses the ongoing critique of multiculturalism from the Right;
* The ways in which different resources and tactics can be brought to bear on reworking curriculum resources, classroom pedagogies, the use of new technologies and assesment;
* What is intelligence?
* Who owns intelligence?
* How should we measure intelligence?
* How do we account for the variety of human abilities that are valued differently in communities around the world?

Global Learning argues that the politics of nostalgia and ignorance cannot be a substitute for the thinking and learning required to engage the contemporary material and structural concerns of a dynamic world of transnational identities. [via]