Global Education is an area of policy, practice, research and educational advocacy. An umbrella term that encompasses a variety of educational commitments; it has become increasingly integrated into the thinking of relevant institutions. But it is not uncontested. With this book, GENE - Global Education Network Europe - marks ten years of work. The book explores key contemporary issues in Global Education: issues of national strategy and structure development, of engagement with education systems. It outlines challenges in research, practice, policy and conceptual development, through detailed accounts and analysis of national and international case studies. The book will be of use to policymakers, educationalists, researchers, and practitioners in the fields of education, international development, human rights and sustainability. GENE intends it as a contribution to the ongoing dialogue in this field, towards the day when all people in Europe - in partnership with all people globally - might have access to quality Global Education.

Global Education is an area of policy, practice, research and educational advocacy. It is an umbrella term that encompasses a variety of areas with differing terminologies: development education, human rights education, education for sustainable development, education for global citizenship. Global Education has become increasingly central to education policy and practice. With this book GENE - Global Education Network Europe - marks 15 years of its work, networking policymakers for increased and improved Global Education in Europe. The book explores key issues in contemporary Global Education in Europe: issues of national strategy, of structure development, of policy learning and engagement within education systems. It outlines challenges in research, practice, policy and conceptual development, through detailed analysis of national and international case studies. The book will be of use to policymakers, educationalists, researchers, and practitioners in the fields of education, international development, human rights and sustainability. GENE intends it as a contribution to the ongoing dialogue in this field, towards the day when all people in Europe - in solidarity with peoples globally - might have access to quality Global Education.

This unique handbook offers an analytical review of the education systems of all European countries, following common analytical guidelines, and highlighting the paradox that education simultaneously pursues a universal value as well as a national character. Coverage includes international student performance studies, and a comparison of education dynamics in Eastern "new Europe" with "older" western EU members. The book provides a differentiated analytical data base, and offers suggestions for further research.

This volume addresses the need for an international perspective on global education, and provides alternate voices to the theme of global education. The editors asked international educators in different contexts to indicate how their own experience of global education addresses the broad and contested concepts associated with this notion. Following the lead of the internationally acknowledged authors from North America, Europe, Africa, Australia, and Asia, perspectives were provided on a wide variety of contexts including tertiary education, and teacher education; various pedagogies for global education, including digital pedagogies; and curriculum development at school, tertiary and community levels. Contesting and Constructing International Perspectives in Global Education explores the tensions inherent in discussions of global education from a number of facets including spatial, pedagogical, temporal, social and cultural; and provides critical, descriptive and values-laden interpretations. The book is divided into five sections, “Temporal and Spatial Views of Global Education”; “Telling National Stories of Global Education”; “Empowering Citizens for Global Education”; “Deconstructing Global Education”; and “Transforming Curricula for Global Education”. It is envisaged as a starting point for a stronger international conception of global education and a way to build a conversation for the future of global education in a neo-liberal and less internationally confident time.

This book addresses the recent impact of the ‘knowledge-based economy’ as an economic ‘imaginary’ and as a set of real economic developments on education, and especially higher education in Europe, including educational strategies and policies such as those of the Bologna process on a European scale.

In this open access volume, the editors identify the trajectories and patterns displayed by education systems and investigate the causes of change from a global and historical perspective. The contributors argue that the emergence and development of education systems can be traced back to inherent national factors, as well as to the international diffusion of ideas. The research presented in this volume is a wide-ranging analysis and explanation of the dynamics of emergence, diffusion, and change in relation to state education systems. The chapters offer an empirical investigation into whether the global diffusion of Western-rational educational content and organizational forms occurs as expected by neoinstitutionalist theory, or whether culturally specific developmental paths dominate in different parts of the world. The book will be of interest to students and researchers in various social science disciplines, including social policy, education, sociology, political science, international relations, organizational theory, and economics.

This volume offers a remarkable collection of theoretically and practically grounded conversations with internationally recognized scholars, who share their perspectives on Global Citizenship Education (GCE) in relation to university research, teaching, and learning. Conversations on Global Citizenship Education brings together the narratives of a diverse array of educators who share their unique experiences of navigating GCE in the modern university. Conversations focus on why and how educators’ theoretical and empirical perspectives on GCE are essential for achieving an all-embracing GCE curriculum which underpins global peace. Drawing on the Freirean concept of "conscientization", GCE is presented as an educational imperative to combat growing inequality, seeping nationalism, and post-truth politics. This timely volume will be of interest to educators who are seeking to develop their theoretical understanding of GCE into teaching practice, researchers and students who are new to GCE and who seek dynamic starting points for their research, and general audience who are interested in learning more about the history, philosophy, and practice of GCE.