By Suzanne Choo, Deb Sawch, Alison Villanueva, Ruth Vinz
All over the realm, governments, policymakers, and educators are advocating the necessity to teach scholars for the twenty first first century. This e-book presents insights into what this suggests and the methods twenty first century schooling is theorized and carried out in perform. the 1st half, “Perspectives: Mapping our futures-in-the-making,” uncovers the contradictions, tensions and techniques that form twenty first century schooling discourses. the second one half, “Policies: developing the long run via policymaking,” discusses how twenty first century schooling is translated into guidelines and the ensuing tensions that emerge from top-down, nation sanctioned guidelines and bottom-up projects. The 3rd half, “Practices: Enacting the long run in neighborhood Contexts,” discusses on-the-ground tasks that faculties in numerous international locations worldwide enact to coach their scholars for the twenty first century. This quantity contains contributions from best students within the box in addition to educators from colleges and people operating with schools.
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Additional info for Educating for the 21st Century: Perspectives, Policies and Practices from Around the World
The caricatures tread a fine line between joviality and sinister parodies of historical emblems the school is long associated with. At other times, Facebook pages open up treasure troves with pictures of RC students mingling with alumni during Founders’ Day celebrations or images from festivals like “Utopia 2014” with breathtaking scenes of fashion shows, floral rangolis,2 t-shirt painting and culinary contests, face paintings, antaksharis,3 nukkad nataks,4 dance competitions, sport competitions etc (See Fig.
We specifically illustrate how the legacies of colonialism continue to flourish and are morphed into the school cultures represented online, offering a thick description of how identity is being made and contested in the digital domain. To better understand the process of digitizing tradition, we offer rich and nuanced description of the ways in which elite schools in the contemporary postcolonial and global context are navigating and repurposing narratives of British tradition, heritage, and cultural embeddedness in their online representations.
Sanya • C. Lin University of Illinois, Urbana-Champaign, 815 W. edu H. edu © Springer Science+Business Media Singapore 2017 S. Choo et al. 1007/978-981-10-1673-8_2 25 26 C. McCarthy et al. to the realm of epiphenomena of securely linear school chronologies. Instead, drawing on Walter Benjamin’s “Theses,” we look at the way in which postcolonial school histories are “active in the present” and the way in which schools in India and Barbados are adroitly and selectively managing their school identities in the light of globalization.
Educating for the 21st Century: Perspectives, Policies and Practices from Around the World by Suzanne Choo, Deb Sawch, Alison Villanueva, Ruth Vinz