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 global networking promoted by technology, globalization and migration that are occurring at a large scale, requires school systems that develop in the students new types of skills, based on the ability to understand the world and its problems and instill a sense of responsibility and cooperation to enhance the resolution of the great problems of mankind. Rethinking education is essential in a global, transcultural, changing and communicated world. Throughout the book Rethinking Education for a Global, Transcultural World is argued and analyzed how to build relationships between the school and society, and the possibilities of transcending the barriers in different national contexts: Chile, Israel, Mexico, Morocco, Poland, and Spain. The main goal we want to achieve with the contributions made in the book is to know how education systems and schools in different countries respond to the social changes caused by globalization, migration and new communication technologies. The authors are professors of different scientific disciplines and different faiths, cultures and points of view, living the realities described in the chapters and thinking from these realities how to improve and how should be the education in a global, challenging and ever-changing world. We stress the importance of this book and its implications in the education of children and youth and in the preparation of teachers. For this reason, this is a book designed for teachers of primary and secondary schools, parents, principals, supervisors, university teachers who prepare school teachers, university students and those who want to know and think about education in a global and intercultural world and new forms of communication to face learning, whether at local or at world level. The mission of all is continue building education, and to facilitate this work in this book are presented contributions and recommendations of professionals around the world that will allow the reader to know, analyze, understand and appreciate the importance of education to prepare students to function with open and critical thinking in a global world. The chapters do not offer a panacea, but offer many ideas on how, through education, prepare citizens for a global and transcultural society.

The aim of this Handbook is to present a global overview of developments in education and policy change during the last decade. It has the objective of providing both a strategic education policy statement on recent shifts in education and policy research globally and offers new approaches to further exploration, development and improvement of education and policy making. The Handbook attempts to address some of the above issues and problems confronting educators and policy makers globally. Different articles seek to conceptualize the on-going problems of education policy formulation and implementation, and provide a useful synthesis of the education policy research conducted in different countries, and practical implications. The Handbook, by focusing on such issues as - the OECD (2001) model of the knowledge society, and associated strategic challenge and 'deliverable goals' (OECD 2001:139) - UNESCO-driven lifelong learning paradigm, and its relevance to education policy makers, globally - different models of policy planning, and equity questions that are raised by centralization/decentralization, diversity/uniformity and curriculum standardization issues - the 'crises' of educational quality, the debate of standards and excellence, and good and effective teaching. - will contribute to a better and more holistic understanding of the education policy and research nexus; offering possible strategies for the effective and pragmatic policy planning and implementation at the local, regional and national levels.

Bringing together a group of international authors, this book attempts to examine the effects of globalization on educational policies and practices under the following themes: (1) the roles of educational research in the era of globalization and how comparative education can contribute to such investigation; (2) the relationships between the development of higher education and globalization in different countries; and (3) the impacts of globalization on school education and how schools can respond to the challenges ahead.

Though certainly not a new idea, citizenship education manifests in unique and often unpredictable ways in our contemporary neoliberal era. The question of what it means to be a productive and recognized citizen must now be understood simultaneously along both global and local lines. This edited volume offers an international perspective on citizenship education enacted in specific socio-political contexts. Each chapter includes a pointed conceptualization of citizenship education—a philosophical framework—that is then applied to specific national cases across Europe, Asia, Canada and more. Chapters emphasize how such frameworks are implemented within local contexts, encouraging particular pedagogical/curricular practices even as they constrain others. Chapters conclude with suggestions for productive change and how educators might usefully engage contemporary contexts through citizenship education.

El Dr. Omar Gavotto en este ensayo plantea el problema de lo oculto y lo manifiesto de la educación formal, reflexiona sobre cómo la educación se ha convertido en un estandarte del discurso político y lastimosamente se ha encriptado lo esencial del proyecto educativo; actuando de modo contrario a los principios pedagógicos. Se develan así las principales contradicciones del sistema educativo, que por sus efectos ha obstaculizado la educación integral de la sociedad. Quedan al descubierto las grandes paradojas de la educación formal, a través de un análisis profundo del manejo actual de los principales conceptos de la educación y sus prácticas educativas. El autor analiza con un enfoque crítico la educación de nuestro tiempo, invitando a revisar el discurso utópico y demagógico que encontramos en la gran mayoría de los congresos y libros educativos que promueven estrategias para lograr la eficacia de un sistema educativo que no forma integralmente, dando líneas de acción para administrar con calidad un proyecto educativo diseñado de origen para ser ineficaz. Se torna urgente la transformación del sistema educativo, para justificar su existencia. Es evidente la inexistencia de un modelo educativo nacional que de solución a los problemas sociales actuales, proponiendo a los docentes iniciar con la transformación para redirigir a nuestra sociedad hacia otro destino.

A global citizen is an individual who believes in a public responsibility for their local community to grow and interconnect amongst the world’s diverse people and things. Global citizenship education is a fast-moving process that continues to intertwine communities all over the world. As we move toward a more global world, the improvement in education, health, poverty rates, and standard of living should come with it. This global world must be a place where people are aware of what is going on and can have an impact as well. The Handbook of Research on Promoting Global Citizenship Education explores various ways to empower educators to design and implement a curriculum that incorporates global citizen education. Covering a range of topics such as global issues and academic migration, this major reference work is ideal for academicians, industry professionals, policymakers, researchers, scholars, instructors, and students.