Además disponible en inglés: Rethinking Education for a Global, Transcultural World Repensar la educación es esencial en un mundo, global, transcultural, cambiante y comunicado. A través del libro Repensar la Educación para un Mundo global, Transcultural se argumenta y se analiza cómo construir relaciones entre la escuela y la sociedad, y las posibilidades de trascender las barreras en diferentes contextos nacionales: Chile, Israel, México, Marruecos, Polonia y España. El principal objetivo que queremos conseguir con las aportaciones realizadas en el libro, es conocer cómo los Sistemas Educativos y las escuelas de diferentes países responden a los cambios sociales causados por la globalización, las migraciones y las tecnologías de la comunicación. Los autores son profesores de diferentes disciplinas científicas y de diferentes religiones, culturas y puntos de vista que viven las realidades descritas en los capítulos y piensan desde estas realidades cómo mejorar y cómo debe ser la educación en un mundo global, desafiante y cambiante. Hacemos hincapié en la importancia de este libro y sus implicaciones en la educación de niños y jóvenes, y en la formación de los maestros. Por esta razón, este es un libro diseñado para profesores de escuelas primarias y secundarias, padres, directores, supervisores, profesores universitarios que forman a los maestros, para los estudiantes de la universidad y para todos los que quieren saber y pensar acerca de la educación en un mundo global e intercultural y las nuevas formas de comunicación para hacer frente al aprendizaje, ya sea a nivel local o a nivel mundial. La misión de todos es continuar construyendo la educación, y para ello en este libro se presentan las contribuciones y recomendaciones de los profesionales de diferentes partes del mundo que permitirán al lector conocer, analizar, comprender y apreciar la importancia de la educación para preparar a los estudiantes en un pensamiento abierto y crítico en un mundo global. Los capítulos no ofrecen una panacea, pero ofrecen muchas ideas sobre cómo, a través de la educación, preparar a los ciudadanos para una sociedad global y transcultural.

The present publication is brought about by the joined researchers efforts to share common concerns and scientific analysis to the global current pandemic Covid-19, which discussions were held abridged during the International Online Congress “Critical Dialogues on Pandemic Perspectives: Global Justice, Rule of Law and Human Rights” comprising professional and theoretical reflections and synergy to promote international academic and scientific exchanging cooperation on the current global pandemic context on reflecting, thinking and scrutinizing government’s, public policies and decision-making process and innovation in the fighting against direct and collateral damages caused by the Covid- 19’s social and institutional impacts, considering transnational implications to the political, economic and the rule of law systems from a Global Justice approach and, locally to human rights’ protection. The Sustainable Development Goals achievements cannot ignore the technological challenges of The Industrial Revolution 4.0, the precariousness of labor relations, the growing of an economic inequality, and a return to extremist nationalism. Yet, the pandemic context, after two years, forces us to think about the ascendancy of intramural violence, since social distance ends up challenging everyone, however, with outstanding, material, and dissimilar conditions since it tends to the social elimination of the socially vulnerable. Despite the needed corporate and public adopted strategies, disenfranchisement and excessive administrative measures have been settled, reframing, and mitigating international relations pulling geopolitical, economic, and technological strings in the multipolar world. For those finding facts, we are invited to discuss the new challenges and outcomes from a pandemic perspective to the Global Justice, Rule of Law, and Human Rights questioning if and how human rights can be ensured and mainstreamed in the taken prevention and recovery measures in democratic societies. The International Congress was organized to celebrate the tenth anniversary of the Research Group Culture, Law and Society ((DGP CNPQ UFMA), and was upheld by The Graduate Law Program of the Universidade Federal do Maranhão (PPGDIR/UFMA), together with the Graduate Law Program of the Faculdade de Direito de Vitória (PPGD/FDV), the Chinese Study Center of the Instituto de Relaciones Internacionales of the Universidad Nacional de la Plata, and the Institute for International Legal Studies of the National Research Council of Italy, by each representative, we are pleased to WELCOME you to the Critical Dialogues on Pandemic Perspectives, discussing Human Rights, Democracy and Pandemic Perspectives. ISBN 978-65-00-40218-6

Illuminates the multiple barriers that plague the education system and shows the way toward enlightened and inclusive educational policy and policymaking This book showcases new scholarship in the broad field of education policy and governance. Authored by some of the field’s foremost scholars, as well as new and up-and-coming academics, this definitive handbook offers a range of cultural, economic, and political perspectives on the state of education policy today. It addresses historic, current, and future education policy—incorporating changing social landscapes of education, economy, and policy. The Wiley Handbook of Educational Policy covers the role of politics in education governance; the politics of philanthropy and for-profits; the culture and economy of professional organizations; the governance of technology integration; and future political realities to global citizenry. Themes and topics range not only across early childhood, K-12, and tertiary forms of schooling, but also across the policy questions and concerns that transcend these distinctions. Each chapter features key words, key questions, conclusions, and thought-provoking ideas that provoke readers to think about ways to improve the current conditions under which educational policy-makers work. Provides a traditional understanding of educational policy Shows how educational policy has changed due to the boom of private funding Explores the changing demographics in education populations over the last 40 years Discusses policies and the ethics of using and overseeing technology in teaching and learning environments Looks at future trends from contemporary political origins The Wiley Handbook of Educational Policy is an important book that should be read by every administrator, policy maker, and educator working in the education system.

Education for Refugees and Forced (Im)Migrants Across Time and Context follows the journey of refugee and forced (im)migrant youths as their educational needs and opportunities vary according to resettlement communities’ immigration policies, dominant culture and language, geography, and other key factors.

Advocating for the importance of promoting openness in trade, this book highlights China and Peru’s unique relationship to prioritise fair and equitable growth for all.

In this tumultuous world, characterized by unprecedented migratory movements, societal evolution intersects with an increasing diversity that presents profound challenges. The global landscape is marked by 33 armed conflicts in 2022 alone, resulting in forced displacement and an exceeding count of 100 million displaced individuals worldwide. The traditional understanding of migration as a response to individualized prosecution has expanded to encompass "survival migration," incorporating environmental change and livelihood collapse. This paradigm shift necessitates a reevaluation of human rights and a compelling call for transformative global and intercultural education to address the vulnerabilities, inequities, and discrimination faced by displaced and native youth. Transformative Intercultural Global Education is a project aimed at shedding light on educational inequalities stemming from race, migration, forced displacement, and cultural factors. Through innovative empirical results, theoretical frameworks, and educational practices, this book seeks to contribute to quality education and, subsequently, a more sustainable society. The objective is to provide educators with proposals that strengthen educational policies and programs aligned with global citizenship, fostering sensitivity, critical thinking, and commitment towards respectful and tolerant coexistence. The research outcomes are designed to encourage actions that promote equity, social justice, and the sustainable development of a global society.

Collating case studies that exemplify effective practices for accommodating students and academics in exile, this volume is a timely examination of a critical challenge and all it promises to overcome.