Twenty-first-century competencies have been identified as vital thinking and working skills for the 21st century. Students could contribute to social change by using information and communication technology (ICT) while developing 21st-century competencies, but this type of experience is not frequent at schools. The purpose of this qualitative case study was to examine the experiences of 2 middle-school teachers and their 6th-grade students as they used critical literacy strategies and ICT to promote 21st-century competencies and critical democracy in a Midwestern public school. This case study was guided by the critical democracy, critical pedagogy, and competency-based education theories. The research questions asked what the experiences of the teachers and the students were, what were the reflections of the teachers about their teaching practices, and what were the students’ reflections about their learning experiences. Data were gathered through interviews, students’ online discussion forums, and artifacts. An adapted analytic induction process was used to analyze the data and explain the phenomenon. The key findings generally supported the framework developed by the Partnership for 21st Century Learning (P21), which is a coalition of businesses, education leaders, and policymakers whose goal is to promote 21st-century competencies in schools. However, the findings indicated that when applying the P21 Framework for social change purposes, an international human rights perspective needs to be added. This study demonstrated how students can develop 21st-century competencies through the implementation of ICT to address injustice and inequity in society and contribute to positive social change.

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Klimatförändringarna är troligen den största utmaningen mänskligheten står inför. För den överskådliga framtiden, nuvarande och kommande generationer kommer att tvingas relatera till den genom hela sina liv. Det finns ett behov av att förbereda dem för de utmaningar klimatförändringarna innebär. Det här examensarbetet kommer att undersöka hur skolor kan förbereda elever för de utmaningar klimatförändringarna kommer innebära, både i form av anpassning till, och begränsning av klimatförändringarna. För att besvara frågeställningen presenteras de huvudsakliga konsekvenserna av klimatförändringarna, och analysen går sedan in i de mest relevanta aspekterna och frågar vad skolor kan göra för att förbereda elever för dessa aspekter. Analysen finner att skolor kan förbereda elever på en mängd olika sätt. Erfarenheterna från Lärande för hållbar utveckling, Undervisning för Globalt Medborgarskap och Fredsundervisning kan vara värdefulla i att stärka elever, underlätta internationellt samarbete, minska riskerna för konflikter, nära hållbara tankesätt och omorientera samhället mot hållbara lösningar. Att undervisa om de politiska aspekterna av klimatförändringarna, med ett särskilt fokus på frågorna om rättvisa i de globala klimatförhandlingarna, befinns vara viktiga i att stärka elever till att kunna influera de beslut som kommer forma deras framtid. Skolor kan även hjälpa till att förbereda elever för livsstilsförändringar och flera olika utmaningar kopplade till anpassningar till klimatförändringarna. Dessa resultat diskuteras sedan och frågan om vad som bör göras lyfts. / Climate change is arguably the greatest challenge facing humanity. For the foreseeable future, current and coming generations will be forced to relate to it throughout their lives. There is a need to prepare pupils for the challenges climate change poses. This thesis investigates how schools can prepare pupils for the challenges of climate change, both in terms of adaptation and mitigation. To answer this, the main consequences of climate change are presented and then the analysis delves into the most relevant aspects and asks what schools can do to prepare pupils for these aspects. The analysis finds that schools can prepare pupils in a wide variety of ways. Notably, the experiences of Education for Sustainable Development, Global Citizenship Education and Peace Education can be useful in empowering pupils, facilitating international cooperation, reducing risks of conflict, fostering sustainable thinking and reorienting society towards sustainable solutions. Teaching about the political aspects of climate change, with a specific focus on the issues of equity in the global climate negotiations, is found to be important in empowering pupils to be able to influence decisions that will shape their future. Schools can also help prepare pupils for lifestyle changes and various challenges of adaptation consequences. These results are then discussed where the question of what ought to be done is raised.

Em uma época em que o excesso de informações, técnicas e padrões parecem sufocar o indivíduo; e ao mesmo tempo, incitá-lo a questionar a si próprio e ao próximo diante de situações a serem resolvidas; torna-se imprescindível pensar nas possibilidades de compreensão e simplificação de sua rotina, isso sem causar a perda da essência do que é de fato ser humano. Surgem daí questões fundamentais para investigar a sobrevivência e o convívio harmônico da espécie, ou seja, buscar princípios correspondentes ao anseio de viver juntos e em paz. Posto dessa maneira, a pesquisa em questão tem como objetivo dialogar sobre esses assuntos por meio da educação de novas metodologias frente à aprendizagem de diversos saberes nos quais envolvam o mundo, seus objetos e, por fim, suas relações. Desse modo, a fim de entender melhor as necessidades humanas no processo de aprendizagem, realizei um estudo sobre a teoria da mente, que foi seguido de uma pesquisa de campo cuja base foi observar as novas pedagogias postas em ação, especificamente, em duas escolas: a EMEF Desembargador Amorim Lima e Escola Waldorf. Ao cumprir essa demanda, entrevistei alguns professores para analisar quais motivos que levaram à adoção dessa nova diretriz em suas práticas de ensino. Opção tomada na busca de subsidiar a formação de seus alunos, no sentido de torná-los adultos capazes de criticar e refletir sobre a sua própria realidade, permitindo, assim, a criação de mecanismos de interação com o mundo ao seu redor. / In an age where the sheer breadth of information, techniques and patterns appear to stifle the individual, but at the same time, encourage him/her to question oneself and others in situations that need a resolution, it is important to try and understand and simplify ones approach so as not to lose the essence of what it is to maintain ones \"humanity\". This leads to fundamental questions regarding the survival and harmonious coexistence of the species, i.e., in the effort to find ways and principles that lead to living together in peace. As such, this research intends to address these issues through the promotion (and via education) of newer methodologies and current knowledge (as opposed to outdated knowledge and materials) of the world, its objects and, their complex relationships using the modern marvels of technology, art and other mechanisms heretofor not considered. In the effort to better understand human needs in the learning process, I conducted a study on the theory of the mind, followed by a field study/examination, the purpose of which was to observe how new teaching methods put into action, specifically in two schools: EMEF Desembargador Amorim Lima and Waldorf Schools. Accordingly, I interviewed several teachers to learn their motivations for the adoption of this new direction in their teaching practices, after they graduated from the traditional educational system. I found that their approach took into consideration subsidizing the education of their students in order to give them the opportunity to grow into thinking adults who are able to criticize and reflect on their own reality, thus allowing the creation of mechanisms of interaction with the world around them.

Cette thèse s'intéresse au programme et aux activités d'éducation à la paix menées par le gouvernement Kenyan analysés grâce à un cas d'étude qualitatif et une ethnographie "multi-site". Les violences postélectorales de 2007-2008 ont été le point de départ de considérable programme et activités œuvrant à la construction de la paix. Notre analyse débute à l'indépendance, en 1963; en effet, ce fut un point charnière de l'histoire nationale car le Kenya a été rendu aux Kenyans mais aussi car la violence structurelle du pays, ses injustices sociales, se renforcèrent dans les mains même des Africains. Nous revoyons l'histoire de la politique étatique pour saisir les notions de groupe ethnique, de communauté ethnique, de politique ethnique en plus des répartitions inégales des terres et des frontières intérieures. En conséquence, les principales causes de conflit ethniques sont revues aussi. En dehors de la violence physique, le Kenya est sérieusement défié au cœur de sa sécurité nationale; par l'urbanisation rapide et la croissance incessante des bidonvilles avec de forts taux de chômage chez les jeunes; et par de nombreux problèmes liés aux 500,000 réfugiés habitant sur son sol. Nous revoyons aussi brièvement comment la corruption est omniprésente et sous-jacente à tous les problèmes mentionnés ci-dessus. Le Kenya a fait la paix avec l'aide d'une médiation internationale et de l'implémentation inhérente des quatre agendas adressant les causes urgentes et celles de long terme du conflit Kenyan. Cette thèse explore pourquoi, et surtout, comment l'éducation à la paix s'est développée au niveau national; et si elle a eu un impact sur la violence structurelle. Notre inspection commence à la naissance du programme d'éducation à la paix au Ministère de l'Education, de la Science et de la Technologie, avec le HCR; et ensuite avec l'UNICEF. Après, la campagne nationale d'éducation à la paix a été construite en vue des élections générales, notablement paisibles, de 2013 et aussi grâce à d’autres activités. Le Kenya devint le leader continental de l'ADEA: ICQN-EP, en apprenant et partageant ses expériences avec d'autre pays africains. Une politique nationale d'éducation à la paix a été promulguée en 2014 avec l'UNICEF et l'UNESCO; l'éducation à la paix appartient désormais au patrimoine national kenyan. / This thesis investigates Kenya's governmental journey into peace education through a qualitative case study and multi-sited ethnography. The relentless post-election violence of 2007-2008 signed the beginning of extensive peace building activities. Our analysis starts right at independence, in 1963; a corner stone in the national history since it rendered Kenya to Kenyans but also because the country's structural violence, social injustices, started building up in the hands of Africans. We reviewed the history of national politics to understand notions of ethnic group, ethnic community, ethnic politics in addition to unequal land allocations and internal borders. Accordingly main reasons of ethnic conflicts were assessed as well. Besides behavioural violence, Kenya is greatly challenged in terms of internal security; by rapid urbanization and ever growing slum areas with high rates of unemployed youth and by facing daily tough issues with over 500,000 refugees on its soil. We also reviewed briefly the ubiquitous corruption as an underlying matter of the issues above mentioned. Kenya made peace with an international mediation and the implementation of four agendas attending to proximate and long term issues. This thesis explored why, and most importantly, how peace education rallied round to the national peace building cause; further wondering if peace education had an impact on structural violence. Our review started at the beginning of the peace education programme in the MoEST headquarters with UNHCR and later with UNICEF. Afterwards, a national peace education campaign was built in sight of the notably peaceful 2013-general election, alongside with other activities. Kenya became the continental lead country of the ADEA: ICQN-PE, learning and sharing experiences with fellow African countries. A governmental policy on peace education was launched in 2014 with UNICEF and UNESCO; peace education now belongs to the patrimony of Kenya.

Em uma época em que o excesso de informações, técnicas e padrões parecem sufocar o indivíduo; e ao mesmo tempo, incitá-lo a questionar a si próprio e ao próximo diante de situações a serem resolvidas; torna-se imprescindível pensar nas possibilidades de compreensão e simplificação de sua rotina, isso sem causar a perda da essência do que é de fato ser humano. Surgem daí questões fundamentais para investigar a sobrevivência e o convívio harmônico da espécie, ou seja, buscar princípios correspondentes ao anseio de viver juntos e em paz. Posto dessa maneira, a pesquisa em questão tem como objetivo dialogar sobre esses assuntos por meio da educação de novas metodologias frente à aprendizagem de diversos saberes nos quais envolvam o mundo, seus objetos e, por fim, suas relações. Desse modo, a fim de entender melhor as necessidades humanas no processo de aprendizagem, realizei um estudo sobre a teoria da mente, que foi seguido de uma pesquisa de campo cuja base foi observar as novas pedagogias postas em ação, especificamente, em duas escolas: a EMEF Desembargador Amorim Lima e Escola Waldorf. Ao cumprir essa demanda, entrevistei alguns professores para analisar quais motivos que levaram à adoção dessa nova diretriz em suas práticas de ensino. Opção tomada na busca de subsidiar a formação de seus alunos, no sentido de torná-los adultos capazes de criticar e refletir sobre a sua própria realidade, permitindo, assim, a criação de mecanismos de interação com o mundo ao seu redor. / In an age where the sheer breadth of information, techniques and patterns appear to stifle the individual, but at the same time, encourage him/her to question oneself and others in situations that need a resolution, it is important to try and understand and simplify ones approach so as not to lose the essence of what it is to maintain ones \"humanity\". This leads to fundamental questions regarding the survival and harmonious coexistence of the species, i.e., in the effort to find ways and principles that lead to living together in peace. As such, this research intends to address these issues through the promotion (and via education) of newer methodologies and current knowledge (as opposed to outdated knowledge and materials) of the world, its objects and, their complex relationships using the modern marvels of technology, art and other mechanisms heretofor not considered. In the effort to better understand human needs in the learning process, I conducted a study on the theory of the mind, followed by a field study/examination, the purpose of which was to observe how new teaching methods put into action, specifically in two schools: EMEF Desembargador Amorim Lima and Waldorf Schools. Accordingly, I interviewed several teachers to learn their motivations for the adoption of this new direction in their teaching practices, after they graduated from the traditional educational system. I found that their approach took into consideration subsidizing the education of their students in order to give them the opportunity to grow into thinking adults who are able to criticize and reflect on their own reality, thus allowing the creation of mechanisms of interaction with the world around them.

This thesis proposes that moral development, specifically teaching students to be caring and compassionate, should be a goal of high school education. The research sought evidence of moral education taught explicitly within the public high school system of Canada’s English-speaking provinces using four indicators: graduation requirements, provincial governments’ purposes of education, high school curricula and school division mission statements. Findings reveal that although departments of education and school boards express concern for students’ moral development in educational goals and supplementary programming, there is very little follow-through to the classroom and students. No graduation requirements or courses were found pertaining to moral education. Using key search terms it was also determined that any related curriculum content, embedded in other subjects, constitutes only minor portions of courses. Recommended is an increase in mandatory moral education at the high school level, focusing on interpersonal relations and the ethic of care. / May 2009

This study aimed at investigating the relationship between English instructors&rsquo / negotiation strategies to handle conflicts in the FLE classroom and personality traits. Two scales which consist of a demographic inventory, two questionnaires and a semi structured interview were developed by the researcher. The first scale consists of &ldquo / Rahim Organizational Conflict Inventory II (ROCI II)&rdquo / and &ldquo / Eyesenck Personality Inventory (EPI). The results of these questionnaires were analyzed by SPSS 15.0. This data gathering instrument was implemented on 120 English instructors working at METU, TOBB ETU, &Ccedil / ankaya University, Atilim University, and Trakya University. Data gathered from 30 English instructors from the same universities were used for the piloting of the study. The data gathered from 120 English instructors in English Preparatory Schools represented the results of the main study. In analyzing the data, descriptive statistics as frequency, percent, average, and standard deviation, and inferential statistics as ANOVA was used. As the second scale of the current study, semi-structured interviews were conducted with 16 English instructors employed at these universities. The results of the interviews were analyzed through content analysis. The results of the study revealed that there is a relationship between English instructors&rsquo / use of negotiation strategies and their gender, age, educational background, work experience and the personality traits of introversion-extroversion.

This thesis proposes that moral development, specifically teaching students to be caring and compassionate, should be a goal of high school education. The research sought evidence of moral education taught explicitly within the public high school system of Canada’s English-speaking provinces using four indicators: graduation requirements, provincial governments’ purposes of education, high school curricula and school division mission statements. Findings reveal that although departments of education and school boards express concern for students’ moral development in educational goals and supplementary programming, there is very little follow-through to the classroom and students. No graduation requirements or courses were found pertaining to moral education. Using key search terms it was also determined that any related curriculum content, embedded in other subjects, constitutes only minor portions of courses. Recommended is an increase in mandatory moral education at the high school level, focusing on interpersonal relations and the ethic of care.

This thesis proposes that moral development, specifically teaching students to be caring and compassionate, should be a goal of high school education. The research sought evidence of moral education taught explicitly within the public high school system of Canada’s English-speaking provinces using four indicators: graduation requirements, provincial governments’ purposes of education, high school curricula and school division mission statements. Findings reveal that although departments of education and school boards express concern for students’ moral development in educational goals and supplementary programming, there is very little follow-through to the classroom and students. No graduation requirements or courses were found pertaining to moral education. Using key search terms it was also determined that any related curriculum content, embedded in other subjects, constitutes only minor portions of courses. Recommended is an increase in mandatory moral education at the high school level, focusing on interpersonal relations and the ethic of care.