Education Across Borders
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| Author | : María Teresa de la Piedra |
| Publisher | : University of Arizona Press |
| Total Pages | : 233 |
| Release | : 2018-11-20 |
| Genre | : Education |
| ISBN | : 0816538476 |
Educating Across Borders is an ethnography of the learning experiences of transfronterizxs, border-crossing students who live on the U.S.-Mexico border, their lives spanning two countries and two languages. Authors María Teresa de la Piedra, Blanca Araujo, and Alberto Esquinca examine language practices and funds of knowledge these students use as learning resources to navigate through their binational, dual language school experiences. The authors, who themselves live and work on the border, question artificially created cultural and linguistic borders. To explore this issue, they employed participant-observation, focus groups, and individual interviews with teachers, administrators, and staff members to construct rich understandings of the experiences of transfronterizx students. These ethnographic accounts of their daily lives counter entrenched deficit perspectives about transnational learners. Drawing on border theory, immigration and border studies, funds of knowledge, and multimodal literacies, Educating Across Borders is a critical contribution toward the formation of a theory of physical and metaphorical border crossings that ethnic minoritized students in U.S. schools must make as they traverse the educational system.
| Author | : Yong Zhao |
| Publisher | : Corwin Press |
| Total Pages | : 117 |
| Release | : 2021-06-30 |
| Genre | : Education |
| ISBN | : 1506377386 |
The future of education centers empowered students in a global learning ecosystem. Despite decades of reform, the traditional borders of education—graduation, curriculum, classrooms, schools—have failed to deliver on the goals of excellence and equity. Despite massive societal changes, education remains controlled by an old mindset. It is time to change that limiting mindset and, more importantly, the ineffective practices in education. To truly serve all learners, future classrooms must remove the boundaries of learning and become student-centered, culturally responsive, and personalized—supportive and equitable environments where each student can direct their own learning and seek multiple pathways to skills and knowledge in a global learning ecosystem. This compelling call for transformative change offers all involved in education Evidence-based arguments that reveal the need to break the traditional borders that limit learning Strategies to personalize learning and remove the confinement of traditional pathways Examples from around the world to create equitable and student-centric learning environments Resources for creating a school learning environment that expands opportunities for personalized learning into the global learning ecosystem It is time to now imagine a different kind of learning, without borders, and to begin the shifts in practice that will result in personalized learning for all students.
| Author | : Uttam Gaulee |
| Publisher | : Springer |
| Total Pages | : 330 |
| Release | : 2021-02-15 |
| Genre | : Education |
| ISBN | : 9789811524011 |
This book focuses on critical issues and perspectives concerning globally mobile students, aspects that have grown in importance thanks to major geopolitical, economic, and technological changes around the globe (i.e., in and across major origins and destinations of international students). Over the past few decades, the field of international higher education and scholarship has developed robust areas of research that guide current policy, programs, and pedagogy. However, many of the established narratives and wisdoms that dominate research agendas, scope, and foci have become somewhat ossified and are unable to reflect recent political upheavals and other changes (e.g. the Brexit, Trump era, and Belt and Road Initiative) that have disrupted a number of areas including mobility patterns and recruitment practices, understanding and supporting students, engagement of global mobile students with their local counterparts, and the political economy of international education at large. By re-assessing established issues and perspectives in light of the emerging global/local situations, the contributing authors – all experts on international education – share insights on policies and practices that can help adapt to emerging challenges and opportunities for institutions, scholars, and other stakeholders in international higher education. Including theoretical, empirical, and practitioner-based methods and perspectives provided by scholars from around the world, the book offers a unique and intriguing resource.
| Author | : James Fegan |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 248 |
| Release | : 2009-02-21 |
| Genre | : Education |
| ISBN | : 1402094116 |
The Universal Declaration of Human Rights endorsed in 1948 by member states of the United Nations continues to remain very much valid as it provides the solid foundation for most actions and activities that are aimed at guaranteeing the rights of everybody. The rights enunciated in the Declaration are comprehensive and two that are relevant to the content of this book are the right to education and the right to learn. The right to education and the right to learn are known to have been hotly debated by politicians, policy makers, and implementers. Sometimes, the rights in question here have found their way into political parties’ manifestoes, and advocates oftherighttoeducation andtherighttolearnhavebeenquicktobringintojudgment politicians who have not lived up to their promises. Even at that, many member states of the United Nations have taken steps to ensure that access to learning is jealously guarded. For education and lifelong learning remain among the primary forces that can guarantee individual, community and national development, as they had always been from time immemorial. Globally, there has been ample evidence of efforts made by governments to p- mote the widening of access to participation in learning activities. Even so, the literature on the subject of access and participation has not captured suf ciently what has happened across the world in terms of providing access outside national boundaries in the context of globalization and the rapid creation of the knowled- based economies of the 21st century.
| Author | : Tatyana Kleyn |
| Publisher | : Routledge |
| Total Pages | : 254 |
| Release | : 2021-09-30 |
| Genre | : Education |
| ISBN | : 1000442527 |
Addressing the roles of education, language, and identity in cyclical migration, this book highlights the voices and experiences of transborder students in Mexico who were born or raised in the US. The stories develop a portrait of the lived realities, joys, and challenges that young people face across elementary, secondary, and tertiary levels. The book not only discusses migration and education policies and pedagogies grounded in the fluid lives of these young people, but its photography also presents their experiences in a visual dimension that words alone cannot capture. This in-depth, multimodal study examines the interplay of language, power, and schooling as they affect students and their families to provide insights for educators to develop meaningful pedagogies that are responsive to students’ border crossing experiences. Living, Learning, and Languaging Across Borders is a vital resource for pre- and in-service teachers, teacher educators, graduate students and scholars in bilingual and multilingual education, literacy and language policy, and immigration and education in the US, Mexico, and beyond. It offers important insights into the complex landscapes transborder students navigate, and considers policy and pedagogy implications that reject problematic assumptions and humanize approaches to the education and migration experiences of transborder students.
| Author | : Patrick Sylvain |
| Publisher | : Beacon Press |
| Total Pages | : 146 |
| Release | : 2022-02-22 |
| Genre | : Education |
| ISBN | : 0807052817 |
A critical resource for K-12 educators that serve BIPOC and first-generation students that explores why inclusive and culturally relevant pedagogy is necessary to ensure the success of their students The practices and values in the US educational system position linguistically, culturally, and socioeconomically diverse children and families at a disadvantage. BIPOC dropout rates and levels of stress and anxiety have linked with non-inclusive school environments. In this collection, 3 educators tell and will draw on their experiences as immigrants and educators to address racial inequity in the classroom and provide a thorough analysis of different strategies that create an inclusive classroom environment. White educators that serve BIPOC students will benefit from these reflections on incorporating culturally relevant pedagogies that value the diverse experiences of their students. With a focus on Haitian and Dominican students in the US, the authors will reveal the challenges that immigrant and first-generation students face. They’ll also offer insights about topics such as: • How do language policies and social justice intersect? • How can educators use culturally relevant teaching and community funds of knowledge to enrich school curriculum? • How can educators center the needs of the student within the classroom? • How can educators support Haitian Creole-speaking students?
| Author | : Uttam Gaulee |
| Publisher | : Springer Nature |
| Total Pages | : 324 |
| Release | : 2020-02-14 |
| Genre | : Education |
| ISBN | : 9811523991 |
This book focuses on critical issues and perspectives concerning globally mobile students, aspects that have grown in importance thanks to major geopolitical, economic, and technological changes around the globe (i.e., in and across major origins and destinations of international students). Over the past few decades, the field of international higher education and scholarship has developed robust areas of research that guide current policy, programs, and pedagogy. However, many of the established narratives and wisdoms that dominate research agendas, scope, and foci have become somewhat ossified and are unable to reflect recent political upheavals and other changes (e.g. the Brexit, Trump era, and Belt and Road Initiative) that have disrupted a number of areas including mobility patterns and recruitment practices, understanding and supporting students, engagement of global mobile students with their local counterparts, and the political economy of international education at large. By re-assessing established issues and perspectives in light of the emerging global/local situations, the contributing authors – all experts on international education – share insights on policies and practices that can help adapt to emerging challenges and opportunities for institutions, scholars, and other stakeholders in international higher education. Including theoretical, empirical, and practitioner-based methods and perspectives provided by scholars from around the world, the book offers a unique and intriguing resource.
| Author | : DR. TARUN PAL |
| Publisher | : TARUN PAL |
| Total Pages | : 172 |
| Release | : 2024-11-05 |
| Genre | : Education |
| ISBN | : 933415697X |
Education Without Borders: Enhancing International Development Through Cross-Border Teaching and Learning is a comprehensive exploration of borderless education and its significant impact on global development. Written by Prof. Dr. Muhammad Omolaja and Prof. Dr. Tarun Pal, both esteemed academicians from British American University, Florida, this book sheds light on the transformative potential of cross-border education in enhancing educational accessibility, institutional growth, and intercultural understanding across nations. With the rapid globalization of education, the concept of teaching and learning beyond national boundaries has become an essential mechanism for bridging educational gaps, especially at the postgraduate level. This book covers key topics, including the nature, challenges, and quality issues in cross-border education. It highlights the regulatory landscape, examining different countries’ approaches, from China and Malaysia to the United States and the United Kingdom. By detailing the nature of education and development, it draws connections between educational practices and broader social and economic progress at both national and international levels. The authors offer a multi-dimensional look at both the positive and critical perspectives of transnational education, using Ethiopia as a case study to illustrate the local implications of borderless teaching methods. They emphasize the role of education as a catalyst for international development and encourage readers—educators, policymakers, and students alike—to reflect on their choices, teaching practices, and the far-reaching impact these decisions have on global progress. Structured in nine insightful chapters, this book provides a balanced analysis that is well-suited to university academics, educational administrators, and the general public interested in expanding their knowledge on the global dimensions of education. The inclusion of end-of-chapter review questions and past examination questions adds to its utility as both a research reference and a practical guide, making Education Without Borders a vital resource for anyone invested in advancing education and development across the globe.
| Author | : Malcolm H. Field |
| Publisher | : |
| Total Pages | : 354 |
| Release | : 2005 |
| Genre | : Comparative education |
| ISBN | : |
| Author | : Dara R. Fisher |
| Publisher | : MIT Press |
| Total Pages | : 269 |
| Release | : 2020-08-11 |
| Genre | : Education |
| ISBN | : 0262358689 |
The chronicle of a ten-year partnership between MIT and Singapore's Education Ministry that shows cross-border collaboration in higher education in action. In this book, Dara Fisher chronicles the decade-long collaboration between MIT and Singapore's Education Ministry to establish the Singapore University of Technology and Design (SUTD). Fisher shows how what began as an effort by MIT to export its vision and practices to Singapore became an exercise in adaptation by actors on the ground. As cross-border higher education partnerships become more widespread, Fisher's account of one such collaboration in theory and practice is especially timely.
