Global Education Project Research Articles

Can the Pandemic Build a Bridge Spanning the Theory-Practice Divide in Comparative and International Education?

Humanity has come to look up to education to take on any challenge encountered on its way. Consequently, a massive education expansion project commenced some seventy years ago. By 2020, however, this project had still been far from complete and far from being perfect. Deficiencies and shortcomings are salient on all three fronts of access to education, equality of education, and quality education. The ravages caused by the Covid-19 pandemic have also aggravated deficiencies in education worldwide and made it urgent to address shortcomings in education. The task’s urgency to rebuild education to its rightful place in the post-pandemic world means there is no room for experimentation. Nations should be learning from one another regarding their experience with education. The thesis of this study is that the scholarly field of comparative and international education is ideally suited to guide this exercise, but in order to live up to its potential, one major challenge that has beset the field for most of its history, namely the theoretical-practical divide, needs to be overcome. If the pandemic can succeed in effecting such a change, it will be to the benefit of both the field and education. In using comparative and international education to guide the post-pandemic education project, education in the BRICS countries has a pivotal role. If the articles in this volume can assist in developing a vision for a post-pandemic global education project, it will be, also as a starting point to get comparativists to enter the realm of education praxis, worth the endeavour.

Roadmap for the future of global education project: designers' objectives and potential risks

The article carries out a teleological analysis of the structure and content of the map-scheme of the project of global education “The Future of Global Education”, which formed the basis of the National Project “Education”, the implementation of which was approved by the Ministry of Education in 2020 as a model of the desired future of global education and Russian education as an integral part of it until 2035. The analysis revealed the Roadmap (hereinafter referred to as “RM”) of the “Future of Global Education” project developed by ASI (Agency for Strategic Initiatives under the President of the Russian Federation), NRU HSE, Moscow School of Management Skolkovo, Sberinvest Management Company, Cisco, etc.; revealed its dystopian nature, and generalised the critical remarks of the pedagogic, educational and scientific communities regarding the structure, content and risks associated with the implementation of important events reflected by the designers in the “RM”.

COVID-19, the global education project and technology: Disrupting priorities towards rethinking education

This paper argues that the arrival of the COVID-19 pandemic created a space to reconceptualise education and rethink priorities. Although no one will deny the devastating impact of the pandemic, humans have been able to continue with various projects, including the global education project, largely made possible through unprecedented technology advancement, as well as the uptake of technologies that advanced pre-COVID-19. In many ways, the clear distinction between human and technological (being non-human) practices has blurred to a point where the mere nature of human projects such as the global education project has become post-human. While different schools of thought on the nature of “post-human” exist, we use it to refer to what we are becoming together, a comprehension and awareness of the connectedness between humans and their natural and technological environment and the ethical concerns that come with it. COVID-19 provides an opportunity to reconsider the connectedness, complexities and dynamics of the world, and what we (humans, nature, Earth, technology) are becoming. Based on a literature survey and critical refection on the state of the global education expansion project at the time of the onset of the COVID-19 pandemic, we suggest the following changes to the ways quantity, quality and equality in education are conceptualised. The employment of technology should be added in the conceptualisation of input quality. Flexibility, support and connectedness should be built into the process quality equation. Most importantly, ecology should also be added as a product of education, and not merely a contextual influence in education.

Rethinking the African space in a global education project : a representational reflection in the context of nationalism

Rethinking the African space in a global education project : a representational reflection in the context of nationalism

Neo-liberalism and the human rights creed: Conflicting forces vying for control of the global education agenda

The aim of this article is to explicate and critically assess the roles and impact of the two major societal forces currently driving the global education expansion project, namely the neoliberal economic revolution and the creed of human rights. The article provides a framework for the collection of articles following in this special issue in that it focuses on aspects of education (both as praxis and as field of scholarly pursuit) as it is being impacted by the neoliberal economic revolution. It discusses the societal antecedents and the main tenets of this revolution and then does the same with respect to the impact of the creed of human rights. Special attention is devoted to how these two forces have been affecting the global education expansion project. The examination reveals that these two forces tend to be in opposition to each other in that they pursue quite different and occasionally conflicting agendas. A number of caveats need to be kept in mind if the global education project is to succeed in combining the advantages of both. It is also suggested that policymakers harness these two forces in tandem in countering the rising spectre of post-truth. The rest of the contributions to this special issue should be read against the backdrop of this critical interrogation of the two major forces that have been shaping twenty-first-century education. Keywords: education; human rights; information and technology revolution; neoliberal economic revolution; post-truth; twenty-first century

On the Need of Ethical Foundations for Global Education

The concept of global education is based on the recognition of the world as a network of interdependencies and on realizing the fact that the current direction of the development of civilization is leading to environmental and humanitarian disaster. On the other hand, there is a belief that there is still a chance to change this state of affairs by means of education. The purpose of education is recognized as not only a transfer of knowledge, but also as a transfer of morals that are able to generate a shift in attitudes. In order to strengthen the impact of the global education project, it is necessary to provide a coherent description and axiological analysis of the values behind it. In the paper, we argue that ethicists should work on building philosophical arguments for the development and implementation of global education programs. We argue further that such a philosophical framework should be based on the ideas of new humanism (proposed by Aurelio Peccei) and global responsibility (formulated by Hans Jonas).

MyDispense: Lessons from Global Collaboration in Developing a Pharmacy Educational Simulation Tool

The current focus on global workforce development in pharmacy provides a perfect stage for continued and extended collaboration between educators, researchers, and practitioners. One such global educational project is the MyDispense Project, which is a collaborative journey that started with an educational need. MyDispense is an online pharmacy simulation tool that teaches dispensing skills to students. Development of the tool began as a need for Australian pharmacy students, but has been customized for other parts of the world as well. Since the project’s launch in 2010, the ongoing use and development of the tool is a compelling story of success for global collaboration in pharmacy education. Lessons can be learned from this collaborative endeavour.
 
 Type: Commentary

MyDispense: Lessons from Global Collaboration in Developing a Pharmacy Educational Simulation Tool

The current focus on global workforce development in pharmacy provides a perfect stage for continued and extended collaboration between educators, researchers, and practitioners. One such global educational project is the MyDispense Project, which is a collaborative journey that started with an educational need. MyDispense is an online pharmacy simulation tool that teaches dispensing skills to students. Development of the tool began as a need for Australian pharmacy students, but has been customized for other parts of the world as well. Since the project’s launch in 2010, the ongoing use and development of the tool is a compelling story of success for global collaboration in pharmacy education. Lessons can be learned from this collaborative endeavour. Type: Commentary

La renovación pedagógica en España: Un movimiento social más allá del didactismo /The educational reform in Spain : A social movement beyond the didacticism

The “Institucion Libre de Ensenanza, the Modern School of Ferrer Guardia, the Nueva Escuela and the Educational Renewal Movements have been refreshing and innovative teaching methods, in school organizational proposals and alternatives to the current educational system in each historical moment. They have transcended as a social movement because its ideological principles and teaching practices. Education had sought a transformative society beyond the didacticism. The article describes the features that meet the social movements and it is established that the mentioned educational reform movements have these hallmarks. Besides that coincidence and interest in social, among them there are some common characteristics in terms of: global educational project, criticism of traditional school, the teacher, the ideological sources that are sustained, secularism, coeducation, the defense of a democratic and civic school and its influence in changing the ruling educational policy.

Psoriasis and Psoriatic Arthritis Educational Initiatives: An Update from the 2014 GRAPPA Annual Meeting

At the 2014 annual meeting of the Group for Research and Assessment of Psoriasis and Psoriatic Arthritis (GRAPPA), members were updated on Internet-based and continuing education programs in psoriasis and psoriatic arthritis (PsA). The psoriasis and PsA GRAPPA video project, started in 2010, now comprises a set of 15 online videos that provide standardized psoriatic disease endpoint training and proficiency testing for clinicians and researchers. The GRAPPA Global Education Project, started in 2012, comprises several continuing medical education (CME) and non-CME initiatives to educate dermatologists, rheumatologists, and trainees about PsA and psoriasis.

Desarrollo de capacidades y formación en competencias ambientales en el profesorado de ciencias

Este artículo de reflexión derivado de la línea de investigación del die-ud: “Inclusión de la Dimensión Ambiental en la Educación en Ciencias”, muestra que la educación en ciencias ha sido convocada a una transformación que permita mejorar sus vínculos con el mundo de la vida de los estudiantes y, particularmente, con la sustentabilidad del planeta, para lo cual la formación ambiental del profesorado de ciencias es fundamental. Luego de preguntarse por el sentido de las competencias en el marco de un proyecto educativo global hegemónico para el desarrollo económico, se toma postura en favor de reconceptualizar las competencias científicas básicas, en un contexto cultural amplio que dé cabida al diálogo de saberes, para enfrentar la complejidad de los problemas ambientales. Sustentados en la revisión de varias propuestas de competencias en la educación para la sustentabilidad, se propone un listado de competencias ambientales clave, que podría tener gran potencial facilitar el desarrollo de estrategias didácticas sustentadas en cuestiones socialmente vivas, y sobre las cuales es fundamental formar al estudiantado. Por último, se argumenta que la formación ambiental del profesorado de ciencias se puede abordar desde una visión compleja del conocimiento didáctico del contenido ( cdc) en el que se cuestionen las desconfianzas y tensiones entre las prácticas docentes en educación en ciencias ( ec) y la educación ambiental (ea).

The ShanghAI Lectures: A Global Education Project on Artificial Intelligence

The ShanghAI Lectures: A Global Education Project on Artificial Intelligence

The ShanghAI Lectures: A global education project on artificial intelligence

We present a global education project in Artificial Intelligence (AI) called the Lectures: A lecture series held annually via videoconference among 15 to 20 universities around the globe. The lectures are complemented by a novel three-dimensional collaborative virtual environment for international student teamwork, and a web-based resource designed as a knowledge base and for community building. This paper summarizes the lessons learned from the first edition of the ShanghAI Lectures, which may guide future global teaching and learning projects of this kind.

ELI goes from strength to strength: Update on this global educational project

ELI goes from strength to strength: Update on this global educational project

A Chicken in Every Pot; One Laptop per Child: The Trouble with Global Campaign Promises

The object of this article is to analyse the possible viability of the global education project One Laptop per Child (OLPC), and to trace some of the recent events impacting the project. The XO laptop, a unique machine, has itself become an iconic symbol. Its impact as a cultural product in a global market that targets the transformation of primary education in the developing world is examined. This article also looks at the larger issue of information and communication technology and its use in development (ICT4D). Intellectual property rights in the global context, the workings of global governance structures, the future of Net neutrality, and the use of open source software vs. proprietary software could each have a lasting impact on this project. This article also takes a view of the project from an educational policy perspective, looking at issues of global convergence of policies and practice.

The Knowers Ark Global Education Project, Earth: A Graphic Look at the State of the World

The Knowers Ark Global Education Project, <i>Earth: A Graphic Look at the State of the World</i>

USING THE TEAM APPROACH OF ANSELM STRAUSS IN ACTION RESEARCH: CONSULTING ON A PROJECT IN GLOBAL EDUCATION

This article presents the use of Anselm Strauss's approach to generating theory in an action-research project. A of classroom teachers introducing global education in eleven public schools asked me to be their sociological consultant. I assisted them as they developed a grounded theory of globalization in schools, and they introduced me to global education. My consultant role was a logical extension of the analysis strategies employed by Anselm Strauss as a research leader and teacher. Such strategies not only get the job of analysis done , but they serve to develop the and its members. Strauss encouraged interdisciplinary inquiry, having himself worked with nurses, social workers, and policy makers. The interactionist team approach is one of Anselm Strauss's contributions to sociology and a significant contribution to successful consulting strategies in action research projects. In the late 1980s the faculty of the Center for Human Interdependence at Chapman University School of Education invited me to serve as a consultant on a global education project. They were engaged in an innovative venture to introduce global education in eleven public schools and needed to establish a method for data collection, analysis, participant feedback, and project evaluation. The project was a success and continued to yield positive results in school classrooms in succeeding years (Tye 1999; Tye and Tye 1992). Many elementary and secondary school teachers who were influenced by the project introduced global perspectives to their students and in subsequent years participated in global education conferences at the university. Illustrative of true interactionist activity, working with pioneers in global education influenced my professional self (Reinharz 1997) and my sociological work in global education (Lessor 2000; Lessor, Reeves, and Andrade 1997). Using grounded theory methods in the practice of consulting results in the unique outcome of opening up new territory for both client and con* Direct all correspondence to: Roberta Lessor, Department of Sociology, Chapman University, Orange, CA 92866; e-mail : lessor@chapman.edu. Sociological Perspectives, Volume 43, Number 4, pages S133-S147. Copyright © 2000 by Pacific Sociological Association. All rights reserved. Send requests for permission to reprint to: Rights and Permissions, University of California Press, Journals Division, 2000 Center St., Ste. 303, Berkeley, CA 94704-1223.

Critical Literacy Strategies for Environmental Educators

Summary This paper seeks to extend the range of critical literacy strategies that environmental educators might use in their engagement with curriculum policies. The paper focuses on a recent curriculum and professional development project from Australia as the context to illuminate and explicate particular critical reading strategies. Specifically, the paper introduces several critical reading strategies by applying them to an evaluation of the Global Education Project's review of global perspectives in curriculum policies from around Australia.

Washington Watch: Global education project gears up for Earth Day

Washington Watch: Global education project gears up for Earth Day

Self and community in a fourth-grade global education project: Necessary conditions for the emancipatory agenda

This naturalistic study focuses on a global education project in a fourth-grade class. The concepts of self, community, generalized other, and intersubjectivity are elaborated on and connected to the data. The analysis suggests that by understanding the dynamics of these concepts within classroom acts, both teachers and students have the potential to resist values of the dominant ideology, such as negative competition and individualism. In conclusion, a counterhegemonic platform is proposed that incorporates these concepts as a challenge to mainstream consciousness.