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Educação global: perspetivas de alunos e professores de uma escola europeia
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Relatório de estágio para obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
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Scuola e alfabetizzazione in Italia. Caratteri e limiti di una correlazione spuria ...
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Roots and Shoots: Building Bridges between Schools and Their Communities
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In: Sustainability ; Volume 13 ; Issue 22 (2021)
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Empowering International Students as Global Citizens: Promising Praxis for Virtual Global Learning
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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Scuola e alfabetizzazione in Italia. Caratteri e limiti di una correlazione spuria
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In: Lingue e Linguaggi; Volume 41 (2021) - Special Issue; 29-48 (2021)
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Global Citizenship Education and Heritage Preservation of Host National Students in GCC International Bilingual Schools
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In: The Organizational Improvement Plan at Western University (2021)
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Abstract:
International private schools adopt Eurocentric accreditation and curriculum standards that aim at developing global citizens. However, global citizenship education is a problematic construct based on a colonial instrumentalist framework. Contextualized in Type C international schools for GCC host national students, the problem of practice is GIBS’s unmitigated adoption of international GCE accreditation and curriculum standards in a manner that erodes the students’ culture and heritage. Grounded in a transformative worldview, GIBS’s accreditation and curriculum coordinator is in a unique position to lead organizational improvement that restructures school systems in a way that prioritizes GCC host national students’ heritage while empowering teachers to enact equitable instructional change. To address the problem of practice, a framework of change was developed by integrating ISA’s (2017) accreditation framework with Schein’s (2017) model of change management and Cawsey et al.’s (2016) change path model while using transformative, instructional, and servant leadership approaches. Culturally responsive learning’s three dimensions of culturally responsive care, culturally responsive instruction, and curriculum indigenization and decolonization were identified as the key to solving the problem of practice. To monitor and evaluate GIBS’s embedding of CRL into formal school systems, organizational change management takes place at the macro and micro levels using the API Model and PDCA cycle respectively. Synchronous alignment of GIBS’s accreditation phases and strategic improvement cycle with the OIP’s change implementation plan leverages the school’s pre-existing systems to achieve successful transformation.
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Keyword:
culturally responsive learning; curriculum indigenization and decolonization; Education; Educational Leadership; global citizenship education; Higher Education; host national student; transformative; Type C school
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URL: https://ir.lib.uwo.ca/oip/244 https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1280&context=oip
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Aprender cidadania na escola: estudo sobre as abordagens à identidade de género trabalhadas em contexto escolar
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Greetings from Nanning and Qinzhou!: Student reflections on an Australian university study tour to China as an experience of critical interculturality
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In: Danaher, MJ, (2020). Greetings from Nanning and Qinzhou!: Student reflections on an Australian university study tour to China as an experience of critical interculturality. Mulligan, DL, Danaher, PA (Eds.), Researching within the education margins: Strategies for communicating and articulating voices, p. 179-193 Cham, Switzerland: Palgrave Macmillan http://dx.doi.org/10.1007/978-3-030-48845-1_11 (2020)
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Troubling and Re-Imagining Citizenship: Narrative Inquiries into Immigrant Teachers’ Positionalities and Citizenship Education
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Multiple Lives: A Narrative Autoethnography Exploring Women’s Migration Experience ...
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English for 21st-Century Global Citizenship: An Investigation of an Introductory Online Professional Development Course ...
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The Acquisition of Attitudes and Professional Skills for Global Citizenship throughSecond Language Learning at a Bilingual Education Provider in Thailand ...
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Demokratie lernen in der Schule. Politische Bildung als Aufgabe für alle Unterrichtsfächer
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In: Münster ; New York : Waxmann 2020, 234 S. - (Salzburger Beiträge zur Lehrer/innen/bildung; 9) (2020)
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Formen der (Re-)Präsentation fachlichen Wissens. Ansätze und Methoden für die Lehrerinnen- und Lehrerbildung in den Fachdidaktiken und den Bildungswissenschaften
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Interdisziplinäre Tagung "Formen der (Re-)Präsentation Fachlichen Wissens - Ansätze und Methoden für die Lehrerbildung in den Fachdidaktiken und den Bildungswissenschaften" (2018 : Kiel). - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Münster ; New York : Waxmann 2020, 262 S. (2020)
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Troubling and Re-Imagining Citizenship: Narrative Inquiries into Immigrant Teachers’ Positionalities and Citizenship Education ...
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Language, Identity, and Citizenship: Politics of Education in Madawaska, 1842-1920
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In: Electronic Theses and Dissertations (2020)
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A Phenomenological Study: Exploring Parents’ Lived Experience and Motivation for Enrolling Their Elementary-Aged Children in a Weekend Language Program to Learn Chinese in the United States ...
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MULTICULTURALISM AS A CULTURAL AND LINGUISTIC PHENOMENON OF THE BRITISH SOCIETY ; ПОЛІКУЛЬТУРНІСТЬ ЯК КУЛЬТУРНО-МОВНЕ ЯВИЩЕ БРИТАНСЬКОГО СОЦІУМУ
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In: Collection of Scientific Papers of Uman State Pedagogical University; № 2 (2020): ; 162-169 ; Збірник наукових праць Уманського державного педагогічного університету; № 2 (2020): (Частина 2); 162-169 ; 2307-4906 (2020)
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