Description:
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.
Review Quotes:
'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