Education for Social Change: Perspectives on Global Learning, by Douglas Bourn

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education As Change Pub Date : 2022-12-05 DOI:10.25159/1947-9417/12140

Yi Liu, Shide Zhou, Yang Yajun

引用次数: 0

Abstract

Education has played a vital part historically in attempts at achieving an equitable and sustainable world. In Education for Social Change: Perspectives on Global Learning, Douglas Bourn adopts the social cartography method to comprehend the impact of global forces and provides a rigorous curriculum and instruction to prepare students for social change. By organising and summarising, analysing, and interpreting evidence from various regions, groups, and agents in natural settings, researchers develop trustworthy and comprehensive results. The form of education Bourn advocates is called a “pedagogy for global social justice”. The book intends to introduce the reader to the ways in which education for social change can be comprehended, interpreted, and implemented. Bourn’s mapping serves as an inspiration for the creation of various maps of social change through education.

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社会变革教育：全球学习的视角，Douglas Bourn著

历史上，教育在实现公平和可持续世界的努力中发挥了至关重要的作用。在《社会变革教育：全球学习视角》一书中，Douglas Bourn采用社会制图方法来理解全球力量的影响，并提供严格的课程和指导，为学生应对社会变革做好准备。通过在自然环境中组织和总结、分析和解释来自不同地区、群体和代理人的证据，研究人员得出了值得信赖和全面的结果。伯恩倡导的教育形式被称为“全球社会正义的教育学”。这本书旨在向读者介绍如何理解、解释和实施社会变革教育。伯恩的地图为通过教育创建各种社会变革地图提供了灵感。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Education As Change EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.40

自引率

0.00%

发文量

审稿时长

24 weeks

期刊介绍： Education as Change is an accredited, peer reviewed scholarly online journal that publishes original articles reflecting critically on issues of equality in education and on the ways in which educational practices contribute to transformation in non-formal, formal and informal contexts. Critique, mainly understood in the tradition of critical pedagogies, is a constructive process which contributes towards a better world. Contributions from and about marginalised communities and from different knowledge traditions are encouraged. The articles could draw on any rigorous research methodology, as well as transdisciplinary approaches. Research of a very specialised or technical nature should be framed within relevant discourses. While specialised kinds of research are encouraged, authors are expected to write for a broader audience of educational researchers and practitioners without losing conceptual and theoretical depth and rigour. All sectors of education are covered in the journal. These include primary, secondary and tertiary education, adult education, worker education, educational policy and teacher education.