Voting instruction typically provided to students is focused on educating for informed voting, but we believe it is essential that schools educate for informed and equitable voting. Indeed, in a well-functioning democratic society, participants need to be prepared to engage in critical, but civil, discourse with and about people who look and think…

This article aims to unpack global-local dynamics in education drawing on the cases of Education for Sustainable Development (ESD) and ASEAN Citizenship Education in Cambodia. By analysing recent education strategies and policies, curriculum framework, and textbooks, this paper unveils (a) to what extent have ESD and ASEAN citizenship been…

Educational discourse is becoming increasingly globalized. This trend is particularly pronounced in the area of assessment, where notions of accountability, comparability, and competition have become prevalent in many countries. Scholars have critiqued this trend. They contend that global assessment discourse provides educators with…

Glocalization is the local adaptation of global trends, and though it has been extensively studied in other fields, there has been a lower emphasis on it in pedagogy. Glocalization is especially relevant in education given that pedagogical approaches to language learning such as Content and Language Integrated Learning (CLIL) and English as a…

During an eight month period in 2019 the researchers conducted case study classroom-based observations and pursued conversations with ten study abroad participants from four Fulbright-Hays study abroad programs (India, South Korea, Israel, SeneGambia). Observing, documenting and reflecting on the translation of global to local and local to global…

Basic education in the Middle East and North Africa (MENA) seems to be characterized by lecture methods of instruction, a lack of interdisciplinary approaches and a disconnection with local community problems. During 2008, a "My Community, Our Earth" (MyCOE) workshop was organized in the MENA region and involved teachers of geography,…

The term "environment-based education" describes a form of school-based environmental education in which an instructor uses the local environment as a context for integrating subjects and a source of real world learning experiences. Despite the growing body of evidence that supports the educational efficacy of this instructional approach and its…

The role of environmental education in helping to understand and solve urban problems is examined. Local issue-centered curriculum and issue-based curriculum are cited as two possible strategies. Examples of each are given. (DC)

Suggests the study of local issues as an active approach to citizenship education in the elementary and secondary grades. Presents a model activity for high school civics students on investigating the impact of a new shopping mall. (SJL)

Stresses the importance of experiential educators being prepared to teach environmental education to students in specific contexts. A model for urban African American students includes the introduction and selection of a relevant local environmental issue; teaching strategies to investigate the issue; and techniques for initiating environmental…

Provides 11 guideposts for teachers and students planning constructive community action projects. These include avoid overanalysis at the beginning, write your original idea down before you modify it, ignore negativity, do your homework, build a core group, and recruit community allies. (MJP)

Sage Institute of Canada, Inc. measured the priorities for improving education that are held by professional staff, the boards, and the public in the Alberta counties of Newell, Vulcan, and Warner. Over 1,800 people participated in identifying issues, conditions, and suggestions for improvement. They then assisted in validating the information and…

The social studies unit involves students in learning about how their families and neighbors view their community. In addition, students identify community issues and problems, and explore their own attitudes about their community. It is designed for use in grade five through junior high school. There are four parts to the community study project.…