Knowledge that Counts in a Global Community explores the potential contribution of curriculum integration in a context where school curricula are typically segregated by discipline. It offers curriculum integration as a powerful tool for educating young citizens so that they can understand and respond to global concerns. It argues for an informed citizenry who can think broadly across disciplines, and contribute sensibly and pragmatically to local problems with an eye on how this translates to making a global difference. In its examination of the twin themes of global knowledge and curriculum integration, the book explores:
the nature of curriculum integration
the nature of knowledge
the nature of learning
The authors reflect on these issues from perspectives gained by more than a decade of research in the area. Their in-depth, scholarly exploration and critical analysis of current approaches to curriculum, introduces educators and academics to contemporary ways of conceptualizing the complexities of, and relationships among curriculum integration, knowledge and learning. Throughout the book, the authors emphasize the central curriculum question, what kinds of outcomes do we want for students of the twenty-first century?
This book will provide a valuable resource for academic educators, researchers, teachers and others interested in educational policy reform.
It is the first book on the market that deals specifically with postmodern approaches to research in the field of science education and is a tightly edited volume that provides a coherent treatment of the issues.
The book is divided into three parts, reflecting a multi-layered approach to teacher learning:
* Personal initiatives in teacher learning, focusing on individual teachers;
* Collegial initiatives in teacher learning, focusing on groups of teachers;
* Systemic initiatives for teacher learning, focusing on system-wide issues.
Student teachers and practising teachers will find the text highly valuable as they consider and review the challenges of teaching practice and ways of working with colleagues, while school leaders and policymakers will benefit from the book's insight into system-wide issues of professional development.