Contextualizing Global Flows of Competency-Based Education
Editat de Kathryn Anderson-Levitt, Meg P. Gardinieren Limba Engleză Paperback – 30 ian 2025
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Specificații
ISBN-13: 9781032563824
ISBN-10: 1032563826
Pagini: 136
Dimensiuni: 174 x 246 mm
Greutate: 0.28 kg
Editura: Taylor & Francis Ltd.
ISBN-10: 1032563826
Pagini: 136
Dimensiuni: 174 x 246 mm
Greutate: 0.28 kg
Editura: Taylor & Francis Ltd.
Notă biografică
Kathryn Anderson-Levitt, Professor Emerita of Anthropology at the University of Michigan–Dearborn, USA, also taught in UCLA’s Department of Education 2011–2019. Her books include Teaching cultures (2002), and Local meanings, global schooling (2003).
Meg P. Gardinier is a global education policy researcher, instructor, and manager. She has published on issues such as education in post-communist Albania; teachers as agents of change; and the policy influence of the OECD. She is currently based in Washington DC.
Meg P. Gardinier is a global education policy researcher, instructor, and manager. She has published on issues such as education in post-communist Albania; teachers as agents of change; and the policy influence of the OECD. She is currently based in Washington DC.
Cuprins
Introduction— Contextualising global flows of competency-based education: polysemy, hybridity and silences 1. Transnational competence frameworks and national curriculum-making: the case of Sweden 2. The introduction of competence-based education into the compulsory school curriculum in France (2002–2017): hybridity and polysemy as conditions for change 3. Knowledge for the elites, competencies for the masses: political theatre of educational reforms in the Russian Federation 4. Curricular design for competencies in basic education in Uruguay: Positions and current debates (2008–2019) 5. Moral priority or skill priority: a comparative analysis of key competencies frameworks in China and the United States 6. 21st century skills in the United States: a late, partial and silent reform 7. What kind of citizens? Constructing ‘Young Europeans’ through loud borrowing in curriculum policy-making in Kosovo 8. Imagining globally competent learners: experts and education policy-making beyond the nation-state