MARC record from Internet Archive

LEADER: 05102cam 2200409 i 4500
001 9925175808001661
005 20150423154433.0
008 140310s2014 enk b 001 0 eng
010 $a 2013048892
019 $a872704546
020 $a9780415723503
020 $a0415723507 (hardback)
020 $z9781315857725 (ebook)
020 $z1315857723 (ebook)
035 $a(OCoLC)866856988$z(OCoLC)872704546
035 $a(OCoLC)ocn866856988
040 $aDLC$erda$beng$cDLC$dYDX$dYDXCP$dBTCTA$dOCLCO$dUKMGB
042 $apcc
050 00 $aLC1099$b.C37 2014
082 00 $a370.116$223
100 1 $aCasinader, Niranjan,$eauthor.
245 10 $aCulture, transnational education and thinking :$bcase studies in global schooling /$cNiranjan Casinader.
264 1 $aAbingdon, Oxon ;$aNew York :$bRoutledge,$c2014.
300 $axix, 227 pages ;$c24 cm.
336 $atext$2rdacontent
337 $aunmediated$2rdamedia
338 $avolume$2rdacarrier
490 1 $aRoutledge research in international and comparative education
504 $aIncludes bibliographical references and index.
520 $a"The notion of thinking skills as a key component of a 21st century school education is now firmly entrenched in educational policy and curriculum frameworks in many parts of the world. However, there has been relatively little questioning of the manner in which educational globalisation has facilitated this diffusion of thinking skills, curriculum and pedagogy in a cultural context. This book will help to redress such an imbalance in its critical assessment of the cross-cultural validity of transplanting thinking skills programs from one educational system to another on an international scale.Culture, Transnational Education and Thinking provides an international comparative study of the intersection of three educational concepts: culture, education and thinking. Drawing on case studies from Malaysia, South Africa and Australia/USA for the purposes of comparative analysis, the book employs the context of an international school program in the teaching of thinking skills, Future Problem Solving Program International. The book explores the associations between Future Problem Solving educators, their cultural background, and their approaches to thinking, evaluating the relevance of transferring thinking skills programs derived in one cultural framework into another. The book also discusses the wider implications of these cross-cultural comparisons to curriculum and pedagogy within schools and higher education, with a particular emphasis on the teaching of multicultural school-based classes and cross-cultural understandings in teacher education and professional development. This book will be of relevance to academics and higher education students who have an interest in the fields of cross-cultural and intercultural understanding, comparative studies in education, and theories and practices of cognition, as well as the development of tertiary and secondary curricula and associated pedagogies that specifically acknowledge the cultural diversities of both teacher and learner"--$cProvided by publisher.
520 $a"The notion of thinking skills as a key component of a 21st century school education is now firmly entrenched in educational policy and curriculum frameworks in many parts of the world. However, there has been relatively little questioning of the manner in which educational globalisation has facilitated this diffusion of thinking skills, curriculum and pedagogy in a cultural context. This book will help to redress such an imbalance in its critical assessment of the cross-cultural validity of transplanting thinking skills programs from one educational system to another on an international scale. Culture, Transnational Education and Thinking provides an international comparative study of the intersection of three educational concepts: culture, education and thinking. Drawing on case studies from Malaysia, South Africa and Australia/USA for the purposes of comparative analysis, the book employs the context of an international school program in the teaching of thinking skills, Future Problem Solving Program International. The book explores the associations between Future Problem Solving educators, their cultural background, and their approaches to thinking, evaluating the relevance of transferring thinking skills programs derived in one cultural framework into another. The book also discusses the wider implications of these cross-cultural comparisons to curriculum and pedagogy within schools and higher education, with a particular emphasis on the teaching of multicultural school-based classes and cross-cultural understandings in teacher education and professional development"--$cProvided by publisher.
650 0 $aMulticultural education.
650 0 $aCritical thinking$xStudy and teaching.
650 0 $aTransnational education.
830 0 $aRoutledge research in international and comparative education.
947 $cBOOK$fBOOK-SOE-K12$g140.00$hCIRCSTACKS$iBK/CN$lNULS$o20140928$q1
980 $a99959991829