UID:
almahu_9949925076102882
Umfang:
1 online resource (172 pages)
Ausgabe:
1st ed.
ISBN:
9781837977734
,
1837977739
Inhalt:
The ebook edition of this title is Open Access and freely available to read online Examining the relationship between education and international sustainable development, this book explores how education can adapt, respond, and contribute to positive change in the face of crises.
Anmerkung:
Intro -- Halftitle Page -- Title Page -- Copyright Page -- Dedication Page -- Contents -- List of Tables and Figures -- List of Abbreviations and Acronyms -- About the Editors -- About the Contributors -- Acknowledgements -- Part I -- Chapter 1: Introduction -- 1.1 Background -- 1.2 The Focus of This Book -- 1.3 Book Structure -- References -- Chapter 2: Conceptualising the International Phenomenon of Crises -- 2.1. Introduction -- 2.2. Defining Crises -- 2.3. Glocalisation and Crises -- 2.4. Recent Crises Around the World and Their Impact on Sustainable Development -- 2.5. The Role of Education in International Sustainable Development in the Ever-Existing Context of Crises -- 2.6. Conclusion -- References -- Part II -- Chapter 3: Assessing the Social Impact of an American Liberal Arts University: Implications and Challenges in the Post-conflict Society of Iraqi Kurdistan -- 3.1 Introduction -- 3.2 An Overview: AUIS -- 3.3 Literature Review: The Social Role of Universities -- 3.4 Conceptual Framework -- 3.5 Methodology -- 3.6 Organisational Affiliates of AUIS -- 3.7 Findings and Discussion -- 3.7.1 Communication Challenges -- 3.7.2 Unclear Institutional Vision and Inconsistent Strategies -- 3.7.3 Limited Funding -- 3.7.4 Individual and Personal Efforts for Community Betterment -- 3.7.5 Kurdish Community's Hesitancy to Accept Liberal Values -- 3.8 Conclusion -- References -- Chapter 4: Leading the Policy Landscape of Somali Private Education System in a Conflict Zone: Views of Somali Headteachers -- 4.1 Introduction -- 4.2 Benadir Regional Administration -- 4.3 Conceptualising Leadership -- 4.4 School Leadership in a Conflict-Affected Environment -- 4.5 Methodology -- 4.6 Findings -- 4.7 Discussion and Conclusion -- 4.8 Recommendations -- References -- Chapter 5: Towards a Sustainable and Balanced Development of Higher Education in South Korea.
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5.1 Introduction -- 5.2 Higher Education in South Korea -- 5.2.1 Historical Background -- 5.2.2 COVID-19 and Its Impact on Higher Education Institutions in South Korea -- 5.2.3 SDGs and ESG Management -- 5.2.3.1 ESG Management of Universities -- 5.2.3.2 Operation of ESG Committee and Efforts to Spread ESG Culture -- 5.2.3.3 Disclosure and Dissemination of ESG Information By Universities -- 5.2.3.4 ESG University Cluster -- 5.2.4 Regional Cooperations Between Universities and Local Government -- 5.2.5 Change in Participation and Perception -- 5.3 Discussion and Conclusion -- References -- Part III -- Chapter 6: Migration in Education Research: A Synthesis to Support Sustainable Development -- 6.1. Introduction -- 6.2. Conceptual Considerations and Literature Review -- 6.2.1. Migration in Education -- 6.2.2. Educational Migration for Sustainable Development -- 6.3. Methodological Considerations -- 6.3.1. Research Design -- 6.3.2. Identification of the Scholarly Sources -- 6.3.3. Analysis of Identified Data Sources -- 6.4. Results -- 6.4.1. Characteristics of Migration Studies in Education -- 6.4.2. Collaboration Trends in Migration Studies in Education -- 6.4.3. Conceptual Structure of Migration Studies in Education -- 6.5. Discussion -- 6.5.1. Discourse and Politics of International Student Mobility -- 6.5.2. Trans / national Academic Mobilities and International Study -- 6.5.3. Regional Dynamics and Neo-Nationalism in Educational Mobility -- 6.5.4. Factors Shaping International Student Mobility -- 6.5.5. Cultural Adaptation and Internationalisation in Higher Education -- 6.5.6. Capital Accumulation in Education Mobility -- 6.5.7. Motivational Factors for International Students -- 6.6. Concluding Remarks -- 6.7. Implications and Future Directions -- References -- Part IV.
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Chapter 7: The Potential of Teacher-Student Communicative Action to Overcome the Repercussions of Global Crises -- 7.1 Education for Global Citizenship: A Brief Background -- 7.2 Applying Habermas' Theory of Communicative Action to Address a Gap in Educating for Global Citizenship -- 7.3 Methodology -- 7.4 The Impact of the Lifeworld on Student Self-Directedness and Independence -- 7.5 Student Self-Directedness and Independence -- 7.6 Withstanding the Threat of System Colonisation -- 7.7 Conclusion -- References -- Chapter 8: The Inner Development Goals: Changing Educational Systems to Meet the Challenge of Human-Generated Global Crises -- 8.1 Introduction -- 8.2 Humans, Systems and the Nature of Crises -- 8.3 The SDGs and Education for Sustainability: Creating a Positive Reaction to Global Crises? -- 8.4 The IDGs - An Agentic Supplement? -- 8.5 Final Reflections -- References -- Chapter 9: Conclusion -- References -- Index.
Weitere Ausg.:
ISBN 9781837977765
Weitere Ausg.:
ISBN 1837977763
Sprache:
Englisch
Schlagwort(e):
Electronic books.
;
Electronic books.
URL:
Click here to view book
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