Elementary Education: Global Perspectives, Challenges and Issues of the 21st Century

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Series: Education in a Competitive and Globalizing World
BISAC: EDU001020

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.
(Imprint: Nova)

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Table of Contents

Table of Contents

Preface

Chapter 1. Peeling the Apple to Find a Globe: The Inquiry into Elementary Education
(Erik Jon Byker, PhD, and Akesha Horton, PhD, Department of Reading and Elementary Education, University of North Carolina at Charlotte, Charlotte, North Carolina, US, and others)

Chapter 2. The Paradox of Elementary Education in India: A Critical Analysis
(Ritimoni Bordoloi, PhD, Assistant Professor, Education Department, K. K. Handiqui State Open University, Guwahati, Assam, India)

Chapter 3. The Central Role of School Vision to Strategize the Change in Elementary Schools in Indonesia
(Ferry Doringin, Primary Teacher Education Department, Bina Nusantara University, Jakarta, Indonesia)

Chapter 4. Education in Mexico: Proposals to Improve Educational Achievement at the Primary Level through a Quantitative Model
(C. Muñoz-Ibáñez, B. Alfaro-Ponce, S. Gayosso-Mexia, T. M. Olvera and A. Cruz-Pérez, Higher Education School Tizayuca, Autonomous University of the State of Hidalgo, Hidalgo, México, and others)

Chapter 5. Emotions of Elementary School Students: Comparative Analysis between Different School Subjects
(Guadalupe Martínez-Borreguero, PhD, Milagros Mateos-Núñez and Francisco Luis Naranjo-Correa, PhD, Department of Didactics of Experimental Sciences, University of Extremadura, Badajoz, Spain)

Chapter 6. Examining Preservice Teachers’ Education for Gender Equality Using a Gender Sensitive Scale: A Case from Spain
(Cristina Miralles-Cardona, University Institute for Research on Gender Studies (IUIEG), University of Alicante, Alicante, Spain)

Chapter 7. Critical Water Literacy: Engaging the Global Water Crisis with Service Learning
(Erik Jon Byker, PhD, Vicki Thomas, PhD, and Patty Hall, Department of Reading and Elementary Education, University of North Carolina at Charlotte, Charlotte, North Carolina, US, and others)

Chapter 8. Taking Action to Rewrite the World: Connecting an Ubuntu of Consciousness with Global Competencies
(Erik Jon Byker, PhD, Natalia Mejia and Maria Cruzat, Department of Reading and Elementary Education, University of North Carolina at Charlotte, Charlotte, North Carolina, US, and others)

Chapter 9. The Importance of Critical Reflection in Teacher Education to Support Effective Promotion of Culturally Relevant Pedagogy
(Anna Sanczyk, PhD, and Joseph W. Allen, PhD, Curriculum and Instruction, University of North Carolina at Charlotte, Charlotte, North Carolina, US)

Chapter 10. Integrating the History of Mathematics into Elementary Mathematics Education: Theory and Applied Examples
(Konstantinos Nikolantonakis, Matthaios Anastasiadis, Vasiliki Tsiapou, Apostolos Popotis and Triantafyllos Deligiannidis, Department of Primary Education, University of Western Macedonia, Greece, and others)

Chapter 11. Analysis of the Emotions in Primary Education Nature Science Classes
(Irene del Rosal, María L. Bermejo, María A. Dávila and Florentina Cañada, Department of Science and Mathematics Education, University of Extremadrua, Badajoz, Spain)

Chapter 12. Working on What Students Think about Chemical Reactions: A Didactic Intervention on Prior Ideas at Primary School Level
(Jesús Sánchez-Martín, Julio Gallego-Méndez, Miriam A. Hernández and Florentina Cañada, Department of Science and Mathematics Education, University of Extremadrua, Badajoz, Spain)

Chapter 13. Connecting Elementary Education to an Interconnected World: A Conclusion
(Akesha Horton, PhD, Erik Jon Byker, PhD, Department of Information, Indiana University, Bloomington, Indian, and others)

Index

Audience

This book is written for K-12 preservice and inservice teachers, educational researchers, and educational policymakers. This organization might be interested: https://www.thersa.org, as it addresses some of the topics they focus on with a global perspective. They might allow me to write a blog post about it.

Keywords

comparative and international perspectives, Critical Cosmopolitan Theory, elementary education, global education, Universal Declaration of Human Rights

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