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TABLE OF CONTENTS; ACKNOWLEDGEMENTS; INTRODUCTION: INTERPRETING GLOBAL EDUCATION; Definitions; Key themes and ideas; REFERENCES; SECTION 1: TEMPORAL AND SPATIAL VIEWS OF GLOBAL EDUCATION; 1. RE-IMAGINING GLOBAL EDUCATION IN THENEOLIBERAL AGE: Challenges and Opportunities; INTRODUCTION; GLOBAL EDUCATION AND INTERNATIONAL EDUCATION: RESPONSES TO GLOBALISATION; THE IMPACTS OF NEOLIBERALISM; Global education; International education; RE-IMAGINING GLOBAL EDUCATION: THE NEED FOR PRAGMATIC ALTRUISM; MAPPING THE MOTIVATIONS FOR GLOBAL AND INTERNATIONAL EDUCATION: AN ANALYTICAL MATRIX; NOTES
INCLUDING GLOBAL PERSPECTIVES IN THE LITERATURE OF GLOBAL CITIZENSHIPA RESOLUTION TO THE TENSIONS OF GLOBAL CITIZENSHIP AND A WAY FORWARD; REFERENCES; SECTION 2: TELLING NATIONAL STORIES OF GLOBAL EDUCATION; 4. THE SIGNIFICANCE OF SCHOOLING, TEACHING AND EDUCATION: A South African Perspective; INTRODUCTION; SOUTH AFRICAN EDUCATION SYSTEM MAKES UP FOR LOST TIME; Teaching; Schooling; Education; CONCLUSION; REFERENCES; 5. EDUCATING DIVERSE TEACHERS IN A DIVERSE COUNTRY: An Issue of Connectivity; INTRODUCTION; INDONESIA AS A DIVERSE COUNTRY; PEOPLES' CONNECTIVITY IN INDONESIA
ICT as a tool to enhance connectivityBorder areas
Issues for connectivity; DISTANCE EDUCATION AS AN INSTRUMENT TO CONNECT THE DIVERSE POPULATION TO QUALITY EDUCATION; CONCLUSION; REFERENCES; 6. THE NEGLECT OF POLITICS AND POWER ANALYSIS IN DEVELOPMENT EDUCATION; INTRODUCTION; BRIEF HISTORY OF DEVELOPMENT EDUCATION IN IRELAND; SOFT DEVELOPMENT EDUCATION EMPHASISES THE HUMAN AND SOCIAL ASPECTS; LACK OF POLITICS LEADS TO DEVELOPMENT-AS-CHARITY AND INDIVIDUALISED ACTIVISM; CONCLUSION; NOTES; REFERENCES
7. the implications for secondary teacher training of large-scale polish immigration into englandintroduction; research objectives; reviewing the literature; the rationale for global education; global education in the uk; training the teachers; research method; results; discussion
building for the future; references; section 3: empowering citizens for global education; 8. democratising schools; introduction; collective mind in school organisation; teachers' 'sense making'; democratising schools assists in enhancing institutional interdependencies; partnerships in action; conclusion
INCLUDING GLOBAL PERSPECTIVES IN THE LITERATURE OF GLOBAL CITIZENSHIPA RESOLUTION TO THE TENSIONS OF GLOBAL CITIZENSHIP AND A WAY FORWARD; REFERENCES; SECTION 2: TELLING NATIONAL STORIES OF GLOBAL EDUCATION; 4. THE SIGNIFICANCE OF SCHOOLING, TEACHING AND EDUCATION: A South African Perspective; INTRODUCTION; SOUTH AFRICAN EDUCATION SYSTEM MAKES UP FOR LOST TIME; Teaching; Schooling; Education; CONCLUSION; REFERENCES; 5. EDUCATING DIVERSE TEACHERS IN A DIVERSE COUNTRY: An Issue of Connectivity; INTRODUCTION; INDONESIA AS A DIVERSE COUNTRY; PEOPLES' CONNECTIVITY IN INDONESIA
ICT as a tool to enhance connectivityBorder areas
Issues for connectivity; DISTANCE EDUCATION AS AN INSTRUMENT TO CONNECT THE DIVERSE POPULATION TO QUALITY EDUCATION; CONCLUSION; REFERENCES; 6. THE NEGLECT OF POLITICS AND POWER ANALYSIS IN DEVELOPMENT EDUCATION; INTRODUCTION; BRIEF HISTORY OF DEVELOPMENT EDUCATION IN IRELAND; SOFT DEVELOPMENT EDUCATION EMPHASISES THE HUMAN AND SOCIAL ASPECTS; LACK OF POLITICS LEADS TO DEVELOPMENT-AS-CHARITY AND INDIVIDUALISED ACTIVISM; CONCLUSION; NOTES; REFERENCES
7. the implications for secondary teacher training of large-scale polish immigration into englandintroduction; research objectives; reviewing the literature; the rationale for global education; global education in the uk; training the teachers; research method; results; discussion
building for the future; references; section 3: empowering citizens for global education; 8. democratising schools; introduction; collective mind in school organisation; teachers' 'sense making'; democratising schools assists in enhancing institutional interdependencies; partnerships in action; conclusion