By Marcelo Suarez-Orozco
A world amassing of major students, policymakers, and educators takes on the most tricky and debatable problems with our time during this groundbreaking exploration of ways globalization is affecting schooling worldwide. The individuals, drawing from leading edge examine in either the social sciences and the neurosciences, research the demanding situations and possibilities now dealing with faculties due to titanic migration flows, new financial realities, new applied sciences, and the transforming into cultural range of the world's significant towns. Writing for a large viewers, they deal with such questions as: How can we train all adolescence to enhance the abilities and sensibilities essential to thrive in globally associated, technologically interconnected economies? What can colleges do to satisfy the pressing have to train starting to be numbers of migrant early life liable to failure in societies already divided by means of inequality? What are the boundaries of cultural tolerance as tensions over gender, faith, and race threaten social solidarity in faculties and neighborhoods alike? Bringing jointly students with deep adventure in Africa, the Americas, Asia, Europe, and the center East, this paintings, grounded in wealthy examples from way of life, is extremely correct not just to students and policymakers but additionally to all stakeholders chargeable for the day by day workings of faculties in towns around the globe.
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Additional info for Learning in the Global Era: International Perspectives on Globalization and Education
M . S UÁ R E Z - O RO Z C O & C . SAT T I N emotional and social responses in simulated real-life situations. It advances our understanding of how the age at which brain damage occurs may affect cognition and the brain systems needed to support social knowledge and skills. ” The work of the Damasios in the field of mind, brain, and education demonstrates the power of brain science to influence both educational and social policy making. It also emphasizes the immense need for continued research to better understand the link between neurobiology and education, and to create classrooms that best serve all students’ diverse learning needs and styles.
One of the lessons of this experience is that schools do not need to reinvent the wheel: innovation can sometimes travel across oceans, languages, and cultures. An ambitious new Ross-Tensta program of collaboration had begun three years prior to our visit. Over the course of those three years, teachers and administrators from the Ross School worked closely with their counterparts in Tensta to introduce a series of curricular, pedagogical, and architectural innovations designed to enhance student engagement.
Is teaching the glories of the Gallo-Roman period to students in the Paris suburbs, most of whom originated in the former colonies of the Maghreb, the best way to engage them? Might there be more agile ways to engage immigrant students, many of whom are deeply alienated, are leaving schools without the tools to function in postindustrial France, and are increasingly gravitating to the underground economy or a life of petty crime? Maurice Crul and Rita Süssmuth (this volume) offer important insights into Europe’s uneven record of managing the education of new immigrants and the transition of their children to the labor market.
Learning in the Global Era: International Perspectives on Globalization and Education by Marcelo Suarez-Orozco