Home education is the fastest growing educational movement in the world, yet the research remains limited on why and how it has become so popular. As more and more families seek to homeschool, it is imperative that further studies are undertaken to understand how students’ lives are impacted, as well as the challenges and opportunities that arise from this method of schooling. Global Perspectives on Home Education in the 21st Century is an edited collection that focuses on the major factors behind the global rise of the home education movement and explores many of the current issues faced in relation to homeschooling. The book examines key themes that include parents’ and children’s experiences of home education, how and why families choose to home educate, and what happens to home educated children once they are finished. Including topics such as unschooling, self-directed learning, willed learning, and holistic education, this book is primarily intended for home educators, school administrators, policymakers, researchers, academicians, and students.

Bilingual Education in the 21st Century examines languages and bilingualism as individual and societal phenomena, presents program types, variables, and policies in bilingual education, and concludes by looking at practices, especially pedagogies and assessments. This thought-provoking work is an ideal textbook for future teachers as well as providing a fresh view of the subject for school administrators and policy makers. Provides an overview of bilingual education theories and practices throughout the world Extends traditional conceptions of bilingualism and bilingual education to include global and local concerns in the 21st century Questions assumptions regarding language, bilingualism and bilingual education, and proposes a new theoretical framework and alternative views of teaching and assessment practices Reviews international bilingual education policies, with separate chapters dedicated to US and EU language policy in education Gives reasons why bilingual education is good for all children throughout the world, and presents cases of how this is being carried out

Elementary education provides the foundation for a learned and literate global citizenry. Article 26 of the Universal Declaration of Human Rights affirms that everyone has the right to education. Likewise, the document states that elementary education should be free, compulsory, and universally accessible to all children. Parents, leaders, and policymakers recognize the importance of education in developing basic skills. Yet, the purpose of education goes beyond just skill building; the purpose of education, as Paulo Freire asserts, is for emancipation and the development of independent thought and critical awareness. Education is freedom. It is as Nelson Mandela once declared "the most powerful weapon to change the world." Again, elementary education provides the roots for the world and for our future. Yet, each society situates their systems of elementary education based on their society's cultural values, economic goals, political whims, and socio-historical context. To understand the larger goals of elementary education it is important to have a comparative and international lens, which is provided in this new NOVA Science book titled Elementary Education: Global Perspectives, Challenges and Issues of the 21st Century. The book is co-edited Dr. Erik Jon Byker and Dr. Akesha Horton, both editors are long-time global educators committed to social justice. The purpose of this book is to describe and explain the perspectives, challenges, and issues related to elementary education in this current, twenty-first century global age. The book's authors and the content of the book's chapters represent several countries across the globe including India, Indonesia, Greece, Mexico, the Philippines, South Africa, Spain, and the United States of America. The book is organized into three sections: (1) context, (2) competencies, and (3) content. The context section examines the historical and current context for elementary education from international perspectives. The competencies section focuses on the skills and dispositions necessary for pre-service and in-service teachers to navigate the contours of elementary education in a global age. The content section explores elementary education subject matter-largely in the field of Science, Technology, Engineering, and Mathematics (STEM)-that will continue to eminent throughout the twenty-first century. Elementary Education: Global Perspectives, Challenges and Issues of the 21st Century is a timely book for internationally-minded educators, government leaders, parents, practitioners, and policymakers for gaining deeper insight into the critical role of elementary education in preparing children for our dynamic, interconnected, and globalized world.

All over the world, governments, policymakers, and educators are advocating the need to educate students for the 21st first century. This book provides insights into what this means and the ways 21st century education is theorized and implemented in practice. The first part, “Perspectives: Mapping our futures-in-the-making,” uncovers the contradictions, tensions and processes that shape 21st century education discourses. The second part, “Policies: Constructing the future through policymaking,” discusses how 21st century education is translated into policies and the resulting tensions that emerge from top-down, state sanctioned policies and bottom-up initiatives. The third part, “Practices: Enacting the Future in Local Contexts,” discusses on-the-ground initiatives that schools in various countries around the world enact to educate their students for the 21st century. This volume includes contributions from leading scholars in the field as well as educators from schools and those working with schools.

Offering a sociocultural approach to education and learning, this fascinating exploration of childhood provides an in-depth understanding of how children make sense of the world and the people in it. Examining the ways in which children express their thoughts, feelings and actively generate meaning through experience and interaction, this fully revised and updated new edition is illustrated throughout by extensive case studies and covers a diverse range of topics, including: socio-historical and global child development over time and place; the child as meaning-maker and active learner; learning in the context of family, culture, group, society; representing and re-representing the world; understanding roles, identity, race and gender; making sense of science and technology; the implications of neuroscience. Taking a clearly articulated and engaging perspective, Sandra Smidt draws upon multiple sources and ideas to illustrate many of the facets of the developing child in a contemporary context. She depicts children as symbol users, role-players, investigators and creative thinkers, and follows children's progress in forming their understanding of their environment, asking questions about it, and expressing it through music, dance, art and constructive play. Highly accessible, and with points for reflection concluding each chapter, The Developing Child is essential reading for teachers, lecturers and students taking courses in early childhood, psychology or sociology.

EDUCATION / Philosophy & Social Aspects

Renowned economists Robert Barro and Jong-Wha Lee examine and establish the critical role that education in economic growth, fertility, and democracy. Engaging and informative, Education Matters is a compelling read for students, scholars, and anyone with a passion for education

“This is a remarkable, much-needed book that fills a significant gap in the health and social care literature in the early decades of the 21st century—public, global, clinical, ecological. It is powerful, ambitious, comprehensive, and sweeping at the same time that it is visionary, focused, and deep. Its power and passion are about the potential of population health and well-being optimally applied around the globe to help in creating a world that is healthier, safer, more just, and more sustainable.” —Barbara K. Rimer, DrPH, Alumni Distinguished Professor and Dean UNC Gillings School of Global Public Health, University of North Carolina at Chapel Hill (From the Foreword) Drawing on current research and the expertise of world-recognized leaders in public, global, clinical, and social health in both developed and developing nations, this book delivers an evidence-based examination of 21st-century challenges in global population health and well-being. With special attention given to major initiatives of the United Nations, especially its Sustainable Development Goals (SDGs) 2016–2030, and the priorities of the World Health Organization (WHO) and the World Bank, Dr. Lueddeke articulates an imperative to adopt a “One World, One Health” view that recognizes the interdependence of humans, animals, plants, and the environment. The book/text promotes innovative and transformative paradigms for global public health practice, curricula, workforce training, and leadership. Intended for undergraduate and postgraduate courses in global public health, it will also be a welcome addition to the libraries of practitioners and policy-makers at all levels in the public/population/global health continuum. KEY CONTENT AREAS INCLUDE: The historical context of public health from early medicine to present day Exemplary educational initiatives: WHO education guidelines; curriculum commentaries from China, South Africa, and Cuba; a proposed Global Framework for Public Health Services and Functions; and case studies from South America (PAHO/ WHO), India (IPHF), and South Africa (PHASA) The changing roles and educational expectations of public and global health professionals in the early decades of the 21st century The complex interdependence of natural, socioeconomic, and political systems at local, national, regional, and global levels The causes of interstate conflicts and longer-term challenges Leading change in a new era, transforming mind-sets, and improving and sustaining the health and well-being of the planet and its people An epilogue on global health, governance, and education with contributions from a think tank of 35 practitioners from 27 nations Supplemental materials, including text aims and objectives and a guide to research and learning resources developed by experts in the United States, Brazil, and the Netherlands, are available as digital downloads ALSO HIGHLIGHTED: 65 profiles of leading global health (and health-related) organizations 15 profiles of highly recognized schools and institutes of public health

Educating for the Twenty-First Century is an engaging account of some of the most critical challenges for humanity, seen through the unique perspective of a school principal. A virtuoso performance of great imaginative force, the book takes the reader through philosophical reflections, humorous anecdotes, syntheses of cutting-edge research and examples of best practice, to answer fundamental questions about education and learning in the 21st century. Provocative, touching, accessible, but always profound, the book is a must-read for policy-makers, school and university leaders, parents and anyone passionate about education and the future of the planet. "A significant book, which makes it required reading for educators, public policy experts, indeed every thoughtful citizen of our time." - AC Grayling, Philosopher and Master of the New College of the Humanities "An essential book for all those who are interested in the future of their children, in other words, the very future of humanity." - Luc Ferry, Philosopher and former Minister of Education, France

Placing a student on the autism spectrum in a busy classroom with a pair of noise-cancelling headphones and an aide to deal with the inevitable meltdowns is often done in the name of 'inclusion', but this is integration and not inclusive. How can teachers and schools create genuinely inclusive classrooms that meet the needs of every student? Research evidence indicates the strategies that make schools inclusive for students with disability benefit all students. Yet many schools are still operating under twentieth-century models that disadvantage students, especially those with disability. Inclusive Education for the 21st Century provides a rigorous overview of the foundational principles of inclusive education, and the barriers to access and participation. It explores evidence-based strategies to support diverse learners, including specific changes in curriculum, pedagogy and assessment practices, and the use of data. It addresses the needs of children with physical, sensory and intellectual disabilities, as well as those with complex learning profiles, including mental health issues. With chapters from leading experts from Australia and the UK, Inclusive Education for the 21st Century addresses common issues in both primary and secondary schools. Underpinned throughout by research evidence, it is designed to assist educators to develop the deep knowledge required to make inclusive education a reality in all schools.