The notion of thinking skills as a key component of a 21st century school education is now firmly entrenched in educational policy and curriculum frameworks in many parts of the world. However, there has been relatively little questioning of the manner in which educational globalisation has facilitated this diffusion of thinking skills, curriculum and pedagogy in a cultural context. This book will help to redress such an imbalance in its critical assessment of the cross-cultural validity of transplanting thinking skills programs from one educational system to another on an international scale.
Culture, Transnational Education and Thinking provides an international comparative study of the intersection of three educational concepts: culture, education and thinking. Drawing on case studies from Malaysia, South Africa and Australia/USA for the purposes of comparative analysis, the book employs the context of an international school program in the teaching of thinking skills, Future Problem Solving Program International. The book explores the associations between Future Problem Solving educators, their cultural background, and their approaches to thinking, evaluating the relevance of transferring thinking skills programs derived in one cultural framework into another. The book also discusses the wider implications of these cross-cultural comparisons to curriculum and pedagogy within schools and higher education, with a particular emphasis on the teaching of multicultural school-based classes and cross-cultural understandings in teacher education and professional development.
This book will be of relevance to academics and higher education students who have an interest in the fields of cross-cultural and intercultural understanding, comparative studies in education, and theories and practices of cognition, as well as the development of tertiary and secondary curricula and associated pedagogies that specifically acknowledge the cultural diversities of both teacher and learner.
'In many ways, this book engages with age-old questions such as how can we make new curricular interventions ‘teacher proof’ – and presents an excellent picture of how educators (and students) transformed the original intentions of the thinking skills programme to emphasise the aspects which fitted best with their context. I suspect that the book will become ever more relevant, as we grapple with the challenges of more diversity in our classrooms in the years to come. Its value will be in providing alternative analytical tools and lenses for comparing our assumptions about thinking, education and culture – rather than providing a blueprint for future educational systems.' - Anna Robinson-Pant, University of East Anglia
'In a way that is both distinctive and accessible, Casinader's book is a major contribution to the debates about how education might enhance their global futures.' - Fazal Rizvi, Professor in Global Studies of Education, University of Melbourne, Australia
1. Exploring the ‘Other’ in Thinking 2. Culture, Education, Thinking and Transnationalism 3. The New Globalisers of Thinking Education 4. A Question of Balance: The Researching of Cross-Culturalism 5. Ways of the World: Nest of Thinking Cultures 6. Cultural Dispositions of Thinking 7. The Trinity of Culture-Thinking-Education: Implications for Global Schooling 8. Cultural Metaphors of Thinking: Can You Tell Me Where My Country Lies?
This is a series that offers a global platform to engage scholars in continuous academic debate on key challenges and the latest thinking on issues in the fast growing field of International and Comparative Education.