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ERIC Number: ED557964
Record Type: Non-Journal
Publication Date: 2014-Nov
Pages: 8
Abstractor: As Provided
Reference Count: 6
ISBN: 978-81-931058-3-2
International Curriculum of White Education through Teacher's Education for the 21st Century
Moradi Sheykhjan, Tohid; Rajeswari, K.
Online Submission, Paper presented at the National Seminar on Reconceiving Teacher Education for Meeting the Challenges of the Knowledge Society (Thycaud, Thiruvananthapuram, Kerala, India, Nov 27-28th, 2014)
This article explores theoretical and practical issues related to white education for international curriculum through teacher's education for 21st century. The theory of "White Education" will be a message for development of globalization, information technology, based on knowledge, human rights education, environmental education, international education, conflict resolution education, and development education as well as the desire for peace, changes are rapidly changing the goals, policies, curricula, contents and methods of education. The need to differentiate and re-thinking education and learning, both within and outside the school system, is gaining increased attention among education researchers, policy-makers. In the beginning of 21st century, we need a global perspective, multidimensional citizenship, new issues of mankind, innovative philosophy of individualistic, academic skills, zest for living, open school to society, teacher as learner, as researcher and as curriculum developer, learner as critical thinker, manager as leadership, parent as participator, and policy-maker as practitioners. We have to develop an alternative vision to policy of education, curriculum development, school leadership, teaching and learning environment, teachers' quality and evaluating of children. For develop this kind of vision we need to learn from each other, exchange experiences and enhance collaborative research.
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A