Integrating traditional literature, social media, online collaborative and content-curating tools allows teachers to meet the challenges of currency and student engagement in examining today’s democracy movements in MENA.
This International Studies Programme combines character education and service learning in a unique global classroom. West Island College Students travel around the world learning about sustainable development through service learning.
Teaching students that the rule of law is the foundation for all democratic ideals will ensure an engaged citizenry that values equity, social justice and opportunity for all people.
In 2012, 15 students spent two months on a State Department-funded study abroad project in Ethiopia learning about history, cultures and language. The presentation will describe this experience with educators.
Learn how simulations promote democracy education. Participants will role-play countries in a simulation of the UN Democracy Fund, debating how to best promote grassroots democracy initiatives in the Near East.
Global history taught as a basic building block promoting tolerance, understanding, & diminishing ethnocentrism, among nations and cultures by presenting original sources and issues as 'mysteries' solved through shared discovery.
This study explores the experiential perceptions of a Malagasy immigrant and the challenges he and others, e.g., North Africans, faced as nonEuropean immigrants in French schooling systems.
Explore a method of using folktales from around the world to teach democracy by emphasizing binary opposites, holistic perspectives, and focusing on the characters and events of the story
A university curriculum to help students negotiate conflicting ethical concerns in personal, professional, and civiic life is presented, and attendees consider how ethical decision making can strengthen democracy education.
The Possibilities and Limits of Inquiry-Based Curriculum in Civics Classes in Arab High Schools in IsraelSubmitted by TimDaly on Thu, 01/10/2013 - 4:23pm
In this ethnographic study I examined the perspectives and understandings of civic teachers, policy makers, community members, about the implementation of community-based curriculum in one Arab city in Israel.