Produktbild: Educational Response, Inclusion and Empowerment for SDGs in Emerging Economies

Educational Response, Inclusion and Empowerment for SDGs in Emerging Economies How do education systems contribute to raising global citizens?

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Beschreibung

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

24.08.2023

Herausgeber

Mustafa Öztürk

Verlag

Springer

Seitenzahl

258

Maße (L/B/H)

25.4/17.8/1.6 cm

Gewicht

554 g

Auflage

1st ed. 2022

Sprache

Englisch

ISBN

978-3-030-98964-4

Beschreibung

Portrait

Dr. Mustafa Öztürk  is an Associate Professor of Curriculum and Instruction and an EFL Instructor at Hacettepe University, Ankara, Turkey. He is also an international research fellow at the Centre for Sustainable Futures at Teachers College of Columbia University, New York, USA and a Peace Fellow at Chulalongkorn University, Thailand as a recipient of 2021 Rotary Peace Fellowship. He holds a M.Sc. and a Ph.D. in Curriculum and Instruction from Middle East Technical University, Turkey. He completed a non-degree postgraduate study in Learning, Learning Environments and Educational Systems at University of Turku, Finland. He conducted his postdoctoral research at Teachers College of Columbia University on empowering ESD (Education for Sustainable Development) competencies in teacher education. With his research initiatives on ESD, he was awarded the Human Development Research Award by Koç University UNESCO Chair, Turkey. In 2019, he was given the title of AssociateProfessor by Turkish Council of Higher Education owing to his publications and research activities.

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

24.08.2023

Herausgeber

Mustafa Öztürk

Verlag

Springer

Seitenzahl

258

Maße (L/B/H)

25.4/17.8/1.6 cm

Gewicht

554 g

Auflage

1st ed. 2022

Sprache

Englisch

ISBN

978-3-030-98964-4

Herstelleradresse

Springer-Verlag GmbH
Tiergartenstr. 17
69121 Heidelberg
DE

Email: ProductSafety@springernature.com

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  • Produktbild: Educational Response, Inclusion and Empowerment for SDGs in Emerging Economies
  • SectionI. Policy.- Chapter1. Key Elements of Education for Sustainable Development in Turkey’s Education: An Analysis of Policy Documents.- Chapter2. Reimagining Education for Climate Action and Resilience: A Multidimensional and Locally-grounded Approach in Mexican States of Chiapas and Yucatán.- Chapter3. Developing a Monitoring and Evaluation Framework for Education Systems in view of Sustainable Development Goals: A Case from Kenya.- Chapter4. Egypt’s 2030 Vision: Priority Areas for Egyptian Education for Global Citizenship.- SectionII. Curriculum.- Chapter5. Looking for a Better Future or ‘Global Washing’? Reconstruction of Global Citizenship and Sustainable Development in Polish National Curriculum.- Chapter6. Education for Sustainable Development through Curricular Themes of Environmental Knowledge: An Analysis on Vietnam’s Biology Curriculum.- Chapter7. Global Citizenship in a National Curriculum: The Case of Pakistan’s Single National Curriculum.- Chapter8. Integrating Education for Sustainable Development into a Local Formal Kindergarten Curriculum: A Curricular Practice from China.- SectionIII. Practice.- Chapter9. Creating a safe, free and equal world for our children: Think Equal - a Holistic Early Years Programme.- Chapter10. Building Global Competence in Pre-school Settings: One World - a Global Citizenship Education Program in Guerrero, Mexico.- Chapter11. A Rational View on Irrational Outcomes: Influence of an Intercultural Collaborative Program on Indian Students’ Perspectives.- Chapter12. Environmental Education Networks for Social Empowerment and Global Citizenship: A Case of Non-formal Education from Mexico.- Chapter13. Incorporating Education for Sustainable Development into Teachers’ Continuous Professional Development through Critical Environmental Agency.- SectionIV. Perspectives.- Chapter14. Hungarian secondary school teachers’ views on global competence development in EFL (English as a Foreign Language) classrooms.- Chapter15. Promoting and Sustaining Global Citizenship Through Culturally Relevant Pedagogy and Cultural Liberation Pedagogy.