Teaching and learning for comprehensive citizenship: global perspectives on peace education

2021 ◽  
pp. 1-2
Author(s):  
Crystina Wyler
Keyword(s):  
Teaching And Learning ◽  
Peace Education ◽  
Global Perspectives

scholarly journals PENINGKATAN PROFESIONALITAS GURU MELALUI KARYA TULIS ILMIAH DAN KARYA TULIS POPULER BAGI KELOMPOK KERJA GURU KELAS GUGUS JOKO TINGKIR KOTA SALATIGA

2019 ◽  
Vol 25 (1) ◽  
pp. 54
Author(s):  
Joko Sulianto ◽  
Muryantobroto Muryantobroto ◽  
Mei Fita Asri Untari ◽  
M. Arief Budiman ◽  
M. Yusuf Setia Wardana
Keyword(s):  
Mass Media ◽  
Teaching And Learning ◽  
Peace Education ◽  
Value Added ◽  
Scientific Work ◽  
International Media ◽  
National Journal ◽  
Scientific Papers ◽  
Political Security ◽  
Lack Of Knowledge

Kelompok Kerja Guru Kelas (KKG kelas) gugus Jokotingkir merupakan wadah bagi guru-guru di Kota Salatiga yang mempunyai permasalahan berupa kurangnya pengetahuan tentang penulisan karya ilmiah dan karya populer. Para guru masih kesulitan menuangkan ide idenya maupun pengalamanya saat kegiatan belajar mengajar dalam bahasa tulis. Padahal dalam pembelajaran pastinya setiap guru pasti menemukan sebuah masalah sekaligus menemukan cara memecahkan permasalahan tersebut yang bisa dijadikan sebuah karya tulis baik ilmiah maupun populer. Permasalahan berikutnya adalah kurangnya pengetahuan tentang cara publikasi ke mediamasa dan penyedia journal nasional maupun internasional. Melaui kegiatan PKM ini, tim Pengabdi UPGRIS akan memberikan workshop tentang penulisan karya ilmiah dan karya populer sekaligus pendampingan dalam sudmit ke jornal nasional dan media masa. Luaran kegiatan PKM ini meliputi a) artikel ilmiah yang dipublikasikan melalui Jurnal ber ISSN atau prosiding dari seminar nasional; b) publikasi pada media masa cetak/online/repocitory PT; c) peningkatan daya saing (peningkatan kualitas, kuantitas, serta nilai tambah barang, jasa, diversifikasi produk, atau sumber daya lainnya sesuai dengan jenis kegiatan yang diusulkan); d) peningkatan penerapan iptek di masyarakat (mekanisasi, IT, dan manajemen) e) perbaikan tata nilai masyarakat (seni budaya, sosial, politik, keamanan, ketentraman, pendidikan, kesehatan).Kata kunci: KKG Kelas, Gugus Jokotingkir, Karya Ilmiah.AbstractThe Class Teacher Working Group (KKG class) Jokotingkir group is a place for teachers in Salatiga City who have problems in the form of lack of knowledge about writing scientific papers and popular works. The teachers are still having trouble expressing their ideas and experiences when teaching and learning activities in written language. In fact, in learning, certainly every teacher must find a problem and find a way to solve the problem that can be used as a scientific and popular writing. The next problem is the lack of knowledge about how to publish to national and international media and journal providers. Through this PKM activity, the UPGRIS Service Team will provide workshops on the writing of scientific works and popular works as well as assistance in submission to the national journal and mass media. Outcomes of PKM activities include a) scientific articles published through ISSN journals or proceedings from national seminars; b) publication in mass media / online / PT repository; c) increasing competitiveness (increasing the quality, quantity and value added of goods, services, diversifying products, or other resources according to the type of activity proposed); d) improvement in the application of science and technology in society (mechanization, IT, and management) e) improvement of community values (cultural, social, political, security, peace, education, health).Keywords: Class KKG, Jokotingkir Cluster, Scientific Work.

Study Abroad in Graduate Adult Learning Curriculum

2016 ◽  
pp. 215-232
Author(s):  
Robin Rimmer Hurst
Keyword(s):  
Adult Learning ◽  
Study Abroad ◽  
Transformative Learning ◽  
Teaching And Learning ◽  
Graduate Program ◽  
Learning Program ◽  
Global Perspectives ◽  
Virginia Commonwealth University ◽  
Changing Demographics ◽  
Study Abroad Program

This chapter illustrates how study abroad experiences can become a key component of an adult learning program. Adult learning educators may face many challenges in the ever changing demographics of the workforce today. Whether a corporate trainer, healthcare professional, literacy and/or English as a Second Language instructor, most adult educators find the need to have a greater understanding of the global environment. Graduate students benefit from international experiences which transform learning by expanding students global perspectives. This chapter explores an inaugural study abroad program in the Adult Learning Graduate Program in the Department of Teaching and Learning at Virginia Commonwealth University. The chapter describes both the challenges and reflections of students and faculty while abroad. Malcolm Knowles' Andragogical framework is the foundation of this study abroad experience. Experiential Learning (Kolbe 1984) and Transformative Learning (Mezirow, 1999) are also explored through students' reflections on the study abroad experience.

scholarly journals From Open Content to Open Course Models: Increasing Access and Enabling Global Participation in Higher Education

2009 ◽  
Vol 10 (5) ◽  
Author(s):  
Tannis Morgan ◽  
Stephen Carey
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Academic Literacy ◽  
Access To Higher Education ◽  
Professional Programs ◽  
Face To Face ◽  
Global Perspectives ◽  
Working Together ◽  
Open Content

Two of the major challenges to international students’ right of access to higher education are geographical/economic isolation and academic literacy in English (Carey, 1999, Hamel, 2007). The authors propose that adopting open course models in traditional universities, through blended or online delivery, can offer benefits to the institutions and to the open education movement itself, in particular with non-Anglophone students. This paper describes the model and an implementation with undergraduate students in Canada, Mexico, and Russia. The implementation of the model was examined in three studies, which relied on data collected from student interviews, instructor observations and reflections, instructor interviews, course documents, and discussion forum transcripts. The authors note that the main benefit of an open course model is the development of academic literacy for students of English as an Other Language (EOL). Other benefits include 1) international course transfers, 2) breadth of professorial exposure for the students, 3) flexibility in professors’ employment and professional development, and 4) course credits for students. Some of the challenges include 1) varying levels of Internet access, 2) coordination of the participation of the instructors, and 3) different teaching and learning practices. The authors conclude that an open course model might be applied in various contexts, such as in disciplines where global perspectives are important, in applied/professional programs, and in distance or face-to-face courses. Also, the model is useful for students working together on research, case studies, or joint projects, and it could be applied within an institution to enhance inter-disciplinary content and approaches

TOWARDS UTILIZING NEW DIGITAL MEDIA TECHNOLOGIES FOR THE PROMOTION OF PEACE EDUCATION IN NIGERIA

1969 ◽  
Vol 2 (1) ◽  
Author(s):  
James Okolie-Osemene
Keyword(s):  
Digital Media ◽  
Teaching And Learning ◽  
Peace Education ◽  
National Project ◽  
Tertiary Institutions ◽  
Media Technologies ◽  
Secondary Sources ◽  
Sense Of Security

Recent events in Nigeria have shown that the country cannot move forward without considering peace education in primary, secondary and tertiary institutions. To make this realistic, it is crucial, if a wider audience is to be reached, that new digital media technologies are utilized in the processes of peace education teaching and learning. This article examines the possibilities of utilizing digital media technologies in promoting peace education in Nigeria based on primary and secondary sources of literature relevant to the issues. With the help of new digital media technologies, peace education will improve the public’s sense of security in Nigeria. The study advocates for immediate use of new digital media in peace education teaching and learning. The argument this article presents is that using new digital media in peace education must be seen as a core national project and therefore taken seriously by stakeholders because peace is synonymous with development.

BUILD PEACE EDUCATION IN PRIMARY SCHOOLS IN THE CENTRAL HIGHLANDS OF PAPUA, INDONESIA

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Agustinus Hermino
Keyword(s):  
Learning Process ◽  
Government Policy ◽  
Child Protection ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Peace Education ◽  
School Curriculum ◽  
Peace Building ◽  
Social Empowerment ◽  
Local Leaders

The purpose of this research is to describe about: peace building and child protection mainstreaming at the primary schools. This case will be examined regarding developing school curriculum that integrates values and principal of local wisdom as part of daily teaching and learning process; social empowerment to develop peace building and child protection. The main goal is to raise awareness of local leaders about the importance of safe and peaceful environment for the child development and growth; and improvement of government policy to foster peace and child protection. The result is expected to improve the capacity and commitment of local government to support and promote peace and child protection through regional law

scholarly journals Beyond ‘(non) native-speakerism’: Being or becoming a native-speaker teacher of English

2019 ◽  
Vol 10 (4) ◽  
pp. 677-703 ◽  
Author(s):  
Josie Leonard
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Native Speakers ◽  
Native Speaker ◽  
Language Teaching ◽  
Actor Network Theory ◽  
English Language Teaching ◽  
Global Perspectives ◽  
Native Speaker Teacher ◽  
The Ideal

AbstractThe labelling of teachers of English as either ‘native’ or ‘non-native’ speakers in the field of English Language Teaching continues to promote ideals of ‘native-speakers’ that impact negatively on the teaching lives of those teachers using English as another language. In this paper, I explore constructs of ‘native-speakerism’ (Holliday, Adrian. 2015. Native-speakerism: Taking the Concept Forward and Achieving Cultural Belief. In Anne Swan, Pamela Aboshiha & Adrian. Hollliday (eds.),Encountering Native-speakerism: Global perspectives, 11–25. Basingstoke: Palgrave Macmillan) by examining them as networks or assemblages formed through interactions of people, technologies, discourses and other material objects integral to teaching and learning environments. Drawing on ‘Actor-network theory’, I analyse unique influences of ‘native’ and ‘non-native’ networks as experienced by individual teachers of English from different contexts. The data collected in this qualitative study shows how ‘native-speaker’ networks form and exert power to reinforce the ideal of ‘native-speaker’ teachers, and restrict the agency of those who are classed as ‘non-native’. By unravelling these networks, I challenge the notions on which they are constructed, and show how the categorising of teachers in this way undermines the legitimacy of those classed as ‘non-native’, and limits their professional development. I therefore argue that moving beyond these labels is an essential step for English Language Teaching to move forward as a profession.

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