Maria Guajardo – författare

Offering a pivotal reference point and a wide range of global perspectives of teaching experiences on value-creating education (VCE), this book is a timely spotlight on contemporary issues of globalisation that many educational institutions around the world may encounter. It contributes to the originality of constructing new knowledge in the field of VCE, a forward-looking framework, and an ethical and educational imperative that can be understood in different ways, from diverse theoretical orientations. The chapters written by experienced international educators explore the following questions:How do educators understand the role of VCE?What pedagogical approaches to VCE do educators employ in their classes?How do educators support the values and knowledge of VCE in all curricular areas?What do educators see as the key essential values and knowledge that students should develop through VCE?It offers valuable insights and applied pedagogical practices for postgraduate students, researchers, educational policy makers, curriculum developers, and decision-makers in higher education institutions and non-governmental organizations (e.g., UNESCO, OXFAM).

Offering a pivotal reference point and a wide range of global perspectives of teaching experiences on value-creating education (VCE), this book is a timely spotlight on contemporary issues of globalisation that many educational institutions around the world may encounter. It contributes to the originality of constructing new knowledge in the field of VCE, a forward-looking framework, and an ethical and educational imperative that can be understood in different ways, from diverse theoretical orientations. The chapters written by experienced international educators explore the following questions:How do educators understand the role of VCE?What pedagogical approaches to VCE do educators employ in their classes?How do educators support the values and knowledge of VCE in all curricular areas?What do educators see as the key essential values and knowledge that students should develop through VCE?It offers valuable insights and applied pedagogical practices for postgraduate students, researchers, educational policy makers, curriculum developers, and decision-makers in higher education institutions and non-governmental organizations (e.g., UNESCO, OXFAM).

A novel contribution for those interested in understanding the significance and impact of global educational leadership, this edited volume examines and maps educational leadership strategies and theories that foster equity, inclusion, resilience, and sustainability in various geopolitical, cultural, and linguistic contexts.Underpinned by theories and case studies focusing on aspects of global leadership, the book discusses the impact of global migration, health crises, geopolitical conflicts, artificial intelligence, and climate change on education and leadership praxis. The chapters present a wealth of truly international perspectives, with contributions from countries such as China, Finland, Greece, Guatemala, Japan, Nepal, Nicaragua, Sweden, Taiwan, Türkiye, the UK, and the US, as well as from indigenous communities such as those based in Ecuador and Canada. The book further delves into contemporary challenges and opportunities that are presented to global leaders from various lenses, including migration, artificial intelligence, disability, feminist perspectives, and mentor-youth relationships.This book will be of relevance to scholars, postgraduate students, and researchers in the fields of educational leadership strategy, international and comparative education, and social justice education. Policymakers and practitioners in international organization may also benefit from this volume.

Global Public Leadership for an Inclusive and Innovative Future analyzes the role leadership plays in balancing the competing forces of economic and social integration and the potential threats to sovereignty and cultural identity that result from globalization.This book argues that the current globalization moment is better understood not through the contested and often oversimplified notion of “deglobalization”, but as Globalization 4.1, a phase characterized by resistance to, and recalibration of, some of the negative consequences of global interconnection and interdependence. As the authors note, public skepticism toward major technological transformations is not new; each prior phase of globalization has its own forms of pushback. What distinguishes the present moment is that the very technological advances associated with Globalization 4.0, along with the social, economic, and political disruptions they have produced, have equipped critics with powerful tools to mobilize growingsegments of the population. Across diverse national contexts, more people are questioning the benefits of deepening global integration and expressing concern over perceived losses of sovereignty, cultural identity, and community cohesion. Organizational leaders must be aware of these trends affecting the macro contexts of leadership as they seek opportunities for economic prosperity, collective well-being, and environmental viability. These multifaceted and complex global issues affect all individuals, organizations, and societies. Therefore, public leaders need global competency to improve policies, programs, and services for greater inclusion, justice, and sustainability in local and global communities.This book will be of great interest to students and scholars of political science, organizational innovation, globalization, sociology, and public governance.