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- Snyder, Karolyn, et al.
(författare)
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Living on the edge of chaos: Leading schools into the global age
- 2008. - 2nd
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Life today is global on many levels and the 21st century will be earmarked as the first age of global living for the masses. Educators need a new mindset to lead them to a new paradigm of schooling, with a new curriculum called life. as in the first edition of this book, the authors argue that schools can adapt better to emergin global working and living conditions when they are set free of bureaucratic thinking and instead hold systemic thinking as a mindset. In this second edition, the authors have now added how a much sharper focus is needed: developing schools as global learning centers that prepare students now to be competent and caring global citizens.It is within the global context of living that the mission of schools needs to change course so that students, at every age, can become citizens who are both knowledgeable and skillful and who care about the human community and its sustainability.
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| 3. |
- Holmgren, Carina, et al.
(författare)
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Entrepreneurship Education: Salvation or Damnation?
- 2005
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Ingår i: Journal of Entrepreneurship Education. - 1098-8394 .- 1528-2651. ; 8, s. 7-19
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Tidskriftsartikel (refereegranskat)abstract
- Many researchers, and policy makers, across Europe emphasise entrepreneurship education as the way to a future new welfare society. Why? The aim of this article is to discuss critically entrepreneurship education, starting in contemporary European research on entrepreneurship. Earlier research defines entrepreneurship as a temporary process of innovation, only possible in capitalistic societies. In more recent research entrepreneurship is located within the entrepreneur, to a limited number of traits typical for the entrepreneurial personality despite its surroundings. Environmental or cultural factors are treated as either to promote or inhibit entrepreneurial behaviour/personality. The locus to specific traits of the individual is the logic behind the, normative and quite naïve, favouring of entrepreneurship education. Entrepreneurship education, characterised by learning by doing, practice-orientation, and so on, is viewed as the way to foster the right kind of individuals; individuals with the specific traits who form a kind of inner resources that can be profitable on the global market. In this perspective, entrepreneurship education seems to be a part of the ongoing neo liberal oriented restructuring process, which is sweeping through Europe, and the writings on entrepreneurship education can be understood as a specific political/ideological activity. I
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| 7. |
- Snyder, Kristen, et al.
(författare)
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Global citizenship: what does it mean for schools and social roles in the 21st century
- 2008
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Konferensbidrag (refereegranskat)abstract
- Out ongoing research regarding school development internationally, as well as other research suggest that there is little match between the existing theories about what is global citizenship and what schools focus on to prepare youth for life and work in the 21st century. In this exploratory study we are interested in examining the concept in relation to school development. more specifdically we are interested in understanding how the concept is used in the school to inform pedagogical developmentand to expand the purpose and application of interational partnerships for youth preparation. Specifically we examine what is is a global citizen for educators and students and to what extent are the definintions similar and different across nations. similarly, in what ways are schools working with the concept of the global citizen to inform the schools pedagogical and curriculum development.
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| 8. |
- Snyder, Kristen
(författare)
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Global emancipation through educational social networks : Shaping a new dialogue of action through community.
- 2007
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Ingår i: Linköping Electronic Conference Proceedings. - 1650-3740. ; 21, s. 1-6
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This paper underscores the importance of social networks to give voice and action to the role of education in shaping a global ethic of care for humanity and the environment. The flattening of the world with developments in digital technologies, gives rise to a new opportunity for educators to develop a pedagogy that engages youth in social learning networks, and uses global trends and conditions as the classroom. With the devastating consequences of globalization on the environment, humanity, and world peace, education as the practice of freedom and social development is ever more important for global transformation.
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