Educational Leadership and Globalization: Literacy for a Glocal Perspective

Brooks, Jeffrey S.; Normore, Anthony H.

doi:10.1177/0895904809354070

Cited by 134 publications

(81 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…All students in the first year on the Bachelor of Applied Technology programme completed this project before progressing to the second year of study. With the foundations for sustainability laid out in this year 1 course, Glocalisation implies the "meaningful integration of local and global forces" [10]. It refers to the adaptation of local conditions and the response of education locally, to the the later courses then give students an opportunity to further build on sustainability skills.…”

Section: Teaching Practice In Actionmentioning

confidence: 99%

Creating Social Change: The Ultimate Goal of Education for Sustainability

Sharma¹,

Monteiro²

2016

IJSSH

View full text Add to dashboard Cite

Abstract-Education is the vital link that brings about social change and generates synergies to address the interconnectedness between sustainability, society and the environment. Education empowers society to assume responsibility for sustainable living. This implies that educational processes and systems can transform perspectives and behaviour patterns, which in turn inculcates sustainable practices in all aspects of human life. Education is a precursor of change therefore educators are responsible for transforming communities and initiating social change. Developing and encouraging an awareness of sustainability in local communities further establishes patterns globally in communities' worldwide. Consequently 'glocal' synergies are created that ensure future graduates become citizens of the world with an ingrained consciousness of guardianship of the finite world. Contemporary education ought to embed core principles of sustainability which incorporates environmental, economic as well as social literacy into the curriculum. Through education, learners are creatively and critically stimulated into exploring the role of sustainable practice in all areas of human activity in society. This paper expounds the current sustainability strategy developed within a course at an institute of technology based in New Zealand. The course is designed to introduce the concepts and application of sustainability at entry level for a Bachelor's degree. In this paper an attempt is made to showcase the effectiveness of education in re-orienting student thinking to engage and instigate social change for our globalized world.Index Terms-Education for sustainability, project based learning, social change, transformative learning.

show abstract

Section: Teaching Practice In Actionmentioning

confidence: 99%

Creating Social Change: The Ultimate Goal of Education for Sustainability

Sharma¹,

Monteiro²

2016

IJSSH

View full text Add to dashboard Cite

show abstract

“…Instead, we suggest that several cultures and sub-cultures flow into and out of the school at all times, we draw attention to the concept of propriespect (an anthropological term for individual rather than collective culture), and we explain the importance of being aware of cultural vantage points when practicing school leadership (Brooks & Normore, 2010;Wolcott, 1991). Further, we partially reject the notion that culture can be shaped to suit administrative purposes and suggest that schools and communities, considered as a whole, are more properly characterized as a protean constellation of individuals and groups to be understood and respected for what they can teach and learn rather than as some malleable substance that can (and should) be changed.…”

mentioning

confidence: 99%

Toward a Theory of Culturally Relevant Leadership for School-Community Culture

Fraise¹,

Brooks

2015

IJME

Self Cite

View full text Add to dashboard Cite

The purpose of this article is to explore concepts related to culturally relevant pedagogy and connect them to nascent theoretical work in the field of educational leadership. The article begins with a review of literature on educational leadership and culture and then suggests shortcomings in the way these concepts are currently conceptualized. This is followed by a critique of literature on culturally relevant pedagogy. The article concludes with a discussion of meaningful conceptual overlap and with suggestions for further exploration and development along conceptual and empirical lines.

show abstract

“…But how glocaliozation can be put into practice? In this regard, Brooks & Normore (2010), acknowledging the role of glocalization in enhancing pedagogy, have recommended educational leaders to implement policies for developing global literacy in nine dynamic and interconnected domains of political literacy, economic literacy, cultural literacy, moral literacy, pedagogical literacy, information literacy, organizational literacy, spiritual and religious literacy, and temporal literacy. This view is in accord with a pedagogy of multiliteracies recommended for enhancing education including ELT.…”

Section: Resultsmentioning

confidence: 99%

Language Curriculum Planning for the Third Millennium: A Future Perspective

Maftoon¹,

Taie²

2016

IJEL

View full text Add to dashboard Cite

The evolution of language knowledge continues, as does the inquisitive nature of human beings. But the explosive growth of knowledge in the third millennium seems to herald a new era in language teaching. Deepened insights into philosophy have betrayed the poverty of structuralism to account for language learning. The shift from structuralism to poststructuralism has brought about inevitable, though controversial, trends, e.g., the World Englishes and standards movements. Media proliferation of the "mass-age" (McLuhan & Fiore, 2001) of the globalized era has led to a context where appealing terms such as computer-assisted and Internet-assisted language teaching might get blurred sooner in view of more sophisticated advances. Could the future witness virtual reality or expert systems-based language teaching? Language curriculum development in the third millennium should accommodate a recognition of the interdisciplinary knowledge and dynamicity and multimodality of concepts. Starting with the educational philosophy and moving on to related topics, this paper aims at envisaging the putative future of language curriculum development. Each topic in this article has been investigated followed by its effects on its succeeding topic attempting to provide a coherent framework. Glocalization has been introduced as the lost piece of puzzle linking topics coherently.

show abstract

Educational Leadership and Globalization: Literacy for a Glocal Perspective

Cited by 134 publications

References 41 publications

Creating Social Change: The Ultimate Goal of Education for Sustainability

Creating Social Change: The Ultimate Goal of Education for Sustainability

Toward a Theory of Culturally Relevant Leadership for School-Community Culture

Language Curriculum Planning for the Third Millennium: A Future Perspective

Contact Info

Product

Resources

About