Drawing on a critical conceptualisation of human rights education (HRE), this study investigates how human rights were presented in a set of textbooks which were used in Turkey from 1950 to 2020. Findings show that the textbooks avoid human rights issues, struggles, campaigns, and activists by sustaining a de-politicised and de-contextualised…

Educational institutions play a significant role in today's world, where the concepts of democracy and human rights gain more and more importance day by day. Every country aims to provide the qualifications that its citizens believe they should have via educational institutions. While doing this, it can reflect the current ideology of the period…

The gap between the levels of learning that education systems are providing and what children, communities and economies need, is growing. The breadth and depth of this learning crisis constitute the greatest global challenge to preparing children and adolescents for life, work and active citizenship. The lesson of the learning crisis is clear:…

Reviews and evaluates media products from a variety of disciplines which are intended to help students understand environmental problems from a global perspective. Products are organized into four topics: Our place in the universe, Our place in nature's system, When systems break down, and Restoring harmony in earth's systems. Rental and purchase…

Educational needs for the future are discussed, particularly in light of how members of the Association for Supervision and Curriculum Development (ASCD) can help students prepare for the future. The document is presented in six chapters. Chapter I presents an overview of ASCD's long range school and educational plans. Chapter II defines key…

A teacher who traveled to Japan on a Japan Institute for Social and Economic Affairs (JISEA) travel-study fellowship talks about the many problems facing Japan today, including resource scarcity and concern about global conflict. Characteristics of the Japanese people are also discussed. (RM)

Schools should dignify the study of television in the same way that they dignify the study of language or mathematics. Television can help students gain an understanding of human problems and the human experience, broaden their reference points, and increase their sense of efficacy and participation. (RM)

Explores the extent to which culture and school ethos with regard to the environment are influential factors in children's views of global and environmental problems. (Contains 43 references.) (DDR)

Reviews ideas, programs, and initiatives which presently characterize national and international environmental education. Discusses the international program which was developed as a result of United Nations meetings in Stockholm and Tbilisi, Soviet Union. (KC)

Change in the way social issues are addressed depends on our recognizing the value of using issues to improve thinking and decision-making skills and to develop historicalmindedness and a global perspective rather than learning the content of particular topics or the "right" answer about an issue. (Author/DCS)

According to National Council for the Social Studies and the Association for Supervision and Curriculum Development respondents, the issues deemed important--nuclear disarmament, pollution, worldwide wealth and poverty, and alternatives to the U.S. social-economic-political system--are not included in the social studies to the extent they should…

Teachers' scientific knowledge about societal science issues must be one of the prerequisites for the process of science teaching. Innovation in science teaching and its implications for students' scientific literacy depends on the understanding that teachers bring with them into the classroom. The purpose of this study was to investigate how…

Because the numbers responding to the National Council for the Social Studies (NCSS) social issues survey were so small, any generalizations about the views of the membership of NCSS policy directions must be made with extreme caution. With this limitation in mind, survey results are discussed. (RM)

Argues that teaching for social justice is a viable science-education goal. Claims that the issues and challenges among science educators in Western and non-Western cultures are more similar than different, and that it is incumbent upon all cultures to contribute in meaningful ways to the development and environmental sustainability of our global…