Massimiliano Tarozzi – författare

What is Grounded Theory? provides a compelling account of an approach that has come to be one of the most widely used qualitative research methods across a wide range of subject areas and in the disciplines of nursing, health sciences, computer science, marketing, social psychology and education, among others. Drawing on two decades of research practice and teaching, Tarozzi explains what Grounded Theory (GT) is, exploring its historical context, the many and sometimes antithetical approaches that have emerged of it and the epistemological implications of its application to different disciplines. With chapter summaries, further reading lists and a wealth of practical examples, the author shows how to do GT, accompanying the reader through the various phases of the research project. Using GT in research is an adventurous journey: one can only understand what GT is by doing it.

What is Grounded Theory? provides a compelling account of an approach that has come to be one of the most widely used qualitative research methods across a wide range of subject areas and in the disciplines of nursing, health sciences, computer science, marketing, social psychology and education, among others. Drawing on two decades of research practice and teaching, Tarozzi explains what Grounded Theory (GT) is, exploring its historical context, the many and sometimes antithetical approaches that have emerged of it and the epistemological implications of its application to different disciplines. With chapter summaries, further reading lists and a wealth of practical examples, the author shows how to do GT, accompanying the reader through the various phases of the research project. Using GT in research is an adventurous journey: one can only understand what GT is by doing it.

What is Grounded Theory? provides a compelling account of an approach that has come to be one of the most widely used qualitative research methods across a wide range of subject areas and in the disciplines of nursing, health sciences, computer science, marketing, social psychology and education, among others. Drawing on two decades of research practice and teaching, Tarozzi explains what Grounded Theory (GT) is, exploring its historical context, the many and sometimes antithetical approaches that have emerged of it and the epistemological implications of its application to different disciplines. With chapter summaries, further reading lists and a wealth of practical examples, the author shows how to do GT, accompanying the reader through the various phases of the research project. Using GT in research is an adventurous journey: one can only understand what GT is by doing it.

What is Grounded Theory? provides a compelling account of an approach that has come to be one of the most widely used qualitative research methods across a wide range of subject areas and in the disciplines of nursing, health sciences, computer science, marketing, social psychology and education, among others. Drawing on two decades of research practice and teaching, Tarozzi explains what Grounded Theory (GT) is, exploring its historical context, the many and sometimes antithetical approaches that have emerged of it and the epistemological implications of its application to different disciplines. With chapter summaries, further reading lists and a wealth of practical examples, the author shows how to do GT, accompanying the reader through the various phases of the research project. Using GT in research is an adventurous journey: one can only understand what GT is by doing it.

Following Paulo Freire and his concept of pedagogy of hope, this open access book explores the educational role of hope as an approach to learning about global issues in different areas of the world. Climate change, racism, and the COVID-19 pandemic have shown more than ever the need for a global shift in education policy and practice. This book provides a conceptual framework of global education and learning and the role it can play in addressing these social and environmental challenges. Written by scholars based in Australia, Brazil, Canada, China, Ghana, India, Italy, Portugal South Africa, Spain, the UK and the USA, the book addresses a range of local and global issues from global citizenship education in Latin America to training teachers in global education.The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Knowledge Unlatched.

Following Paulo Freire and his concept of pedagogy of hope, this open access book explores the educational role of hope as an approach to learning about global issues in different areas of the world. Climate change, racism, and the COVID-19 pandemic have shown more than ever the need for a global shift in education policy and practice. This book provides a conceptual framework of global education and learning and the role it can play in addressing these social and environmental challenges. Written by scholars based in Australia, Brazil, Canada, China, Ghana, India, Italy, Portugal South Africa, Spain, the UK and the USA, the book addresses a range of local and global issues from global citizenship education in Latin America to training teachers in global education.The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Knowledge Unlatched.

This book argues that global education has largely been silent on the key issues driving inequality and injustice, reflecting a creeping deradicalisation of the field and an abandonment of its radical origins, particularly the Freirean pedagogy of reflective action toward positive social change.McCloskey suggests that global education is too detached from the social movements such as Schools’ Strike for Climate, Black Lives Matter, Indigenous land rights, and the Tax Justice Network. He shows how and why global education can engage more with climate justice, the rise of the far-right and racialized violence, neoliberalism, class conflict, extreme poverty and political disconnection by connecting with wider social movements, arguing that a pedagogy of renewal is needed to position the sector in the urgent debates that are central to our future and go beyond the sustainable development goals. The book includes chapters on topics and crises including the conflict in Gaza, climate change, class, decolonization, race, migration and neoliberalism. By applying global education’s radical pedagogy to the causes of democratic drift and creating new civil society partnerships with movements that share our values and aims, the sector can renew itself.

The notion of global citizenship education (GCE) has emerged in the international education discourse in the context of the United Nations Education First Initiative that cites developing global citizens as one of its goals. In this book, the authors argue that GCE offers a new educational perspective for making sense of the existing dilemmas of multiculturalism and national citizenship deficits in diverse societies, taking into account equality, human rights and social justice.The authors explore how teaching and research may be implemented relating to the notion of global citizenship and discuss the intersections between the framework of GCE and multiculturalism. They address the three main topics which affect education in multicultural societies and in a globalized world, and which represent unsolved dilemmas: the issue of diversity in relation to creating citizens, the issue of equality and social justice in democratic societies, and the tension between the global and the local in a globalized world.Through a comparative study of the two prevailing approaches – intercultural education within the European Union and multicultural education in the United States – the authors seek what can be learned from each model. Global Citizenship Education and the Crises of Multiculturalism offers not only a unifying theoretical framework but also a set of policy recommendations aiming to link the two approaches.

The notion of global citizenship education (GCE) has emerged in the international education discourse in the context of the United Nations Education First Initiative that cites developing global citizens as one of its goals. In this book, the authors argue that GCE offers a new educational perspective for making sense of the existing dilemmas of multiculturalism and national citizenship deficits in diverse societies, taking into account equality, human rights and social justice.The authors explore how teaching and research may be implemented relating to the notion of global citizenship and discuss the intersections between the framework of GCE and multiculturalism. They address the three main topics which affect education in multicultural societies and in a globalized world, and which represent unsolved dilemmas: the issue of diversity in relation to creating citizens, the issue of equality and social justice in democratic societies, and the tension between the global and the local in a globalized world.Through a comparative study of the two prevailing approaches – intercultural education within the European Union and multicultural education in the United States – the authors seek what can be learned from each model. Global Citizenship Education and the Crises of Multiculturalism offers not only a unifying theoretical framework but also a set of policy recommendations aiming to link the two approaches.

The notion of global citizenship education (GCE) has emerged in the international education discourse in the context of the United Nations Education First Initiative that cites developing global citizens as one of its goals. In this book, the authors argue that GCE offers a new educational perspective for making sense of the existing dilemmas of multiculturalism and national citizenship deficits in diverse societies, taking into account equality, human rights and social justice. The authors explore how teaching and research may be implemented relating to the notion of global citizenship and discuss the intersections between the framework of GCE and multiculturalism. They address the three main topics which affect education in multicultural societies and in a globalized world, and which represent unsolved dilemmas: the issue of diversity in relation to creating citizens, the issue of equality and social justice in democratic societies, and the tension between the global and the local in a globalized world. Through a comparative study of the two prevailing approaches – intercultural education within the European Union and multicultural education in the United States – the authors seek what can be learned from each model. Global Citizenship Education and the Crises of Multiculturalism offers not only a unifying theoretical framework but also a set of policy recommendations aiming to link the two approaches.