Beyond Bystanders : Educational Leadership for a Humane Culture in a Globalizing Reality / Nimrod Aloni and Lori Weintrob (Eds.) ; Foreword by Irina Bokova.

Includes bibliographical references and index.

Online resource; title from PDF title page (EBSCO, viewed April 24, 2017).

TABLE OF CONTENTS; FOREWORD; INTRODUCTION; REFERENCES; PART 1: EDUCATIONAL ENGAGEMENT FOR A HUMANE AND DEMOCRATIC CULTURE; EDUCATION AND LEADERSHIP IN SCHOOLS TODAY: A Perspective from Cosmopolitanism; INTRODUCTION; I.A PORTRAIT OF COSMOPOLITANISM; II. A COSMOPOLITAN ORIENTATION TOWARD HUMAN AFFAIRS; Reflective Openness and Reflective Loyalty; A Focus on Shared Capacities; Rethinking How Persons Hold Their Values; IV. THE MORAL AND ETHICAL AIMS OF THE SCHOOL; Educational Leadership; Curriculum and Teaching; Leadership Revisited: The Roles of Teachers and Heads of School.

CONCLUSION: THE CHALLENGES FACING COSMOPOLITAN-MINDED SCHOOLS; ACKNOWLEDGMENT; NOTE; REFERENCES; SCHOOLING AND GLOBALIZATION; EDUCATION SYSTEMS BECOMING GLOBALIZED; TYPOLOGIES OF GLOBAL EDUCATION REFORMS; SCHOOLING IN TIMES OF UNCERTAINTY; CONCLUSIONS; REFERENCES; EDUCATION FOR CRITICAL-DEMOCRATIC CITIZENSHIP: Autonomy and Social Justice in a Multicultural Society; INTRODUCTION; Citizenship; Government Policy and Space for Schools; Different Pedagogical Goals; TYPES OF CITIZENSHIP; Types of Citizenship and Civic Education; Goals, Practices, and Experiences of Civic Education: A Different View.

PREFERRED CITIZENSHIP EDUCATION: A STRONGER SOCIAL ORIENTATION; The Social in Citizenship Education; CONCLUSION; The Role of School Subjects, Values, and Different Perspectives; Attitude Formation and Psychological Effects; REFERENCES; EDUCATORS WORTHY OF THE NAME: Intellectuals, Generous, Master Dialogicians; TEACHERS AS ACTIVE ADVOCATES OF HUMAN FLOURISHING; TEACHERS AS INTELLECTUALS; EDUCATIONAL GENEROSITY; MASTER DIALOGICIANS; NOTES; REFERENCES; OCCUPY WALL STREET IN THE CLASSROOM: Cultivating Political Consciousness in Teachers.

THE NEED FOR EDUCATION FOR TOLERANCE AND INCLUSION IN A MULTICULTURAL REALITY; THE TEACHER AS AN "INVOLVED INTELLECTUAL" IN SOCIETY; The Epistemological Aspect of Teacher Training: Educating for Sociopolitical Awareness; TRAINING TEACHERS TO BE SOCIALLY INVOLVED ORGANIC INTELLECTUALS: A DESCRIPTION OF THE MODEL; Community Involvement as Part of the Regular Program of Practical Experience; Increasing Student Involvement in Campus Life; College-Wide Learning Events Regarding Concrete Social and Political Issues; CONCLUDING THOUGHTS AND INSIGHTS; NOTES; REFERENCES.

RELATIONSHIPS INFORMING PROCESS: Reframing the Foundation of Civics Education; INTRODUCTION; OLD SYSTEM, NEW REALITY; Connected without Connections; "Doing" Earlier; A Different Reference Point; A CALL TO REFRAMING CIVICS EDUCATION; Principle 1: Interacting with Diverse Groups of People; Principle 2: Building Both Instrumental and Noninstrumental Relationships; Principle 3: Dialogic Interactions; REDISCOVERING ASSOCIATED LIFE; NOTES; REFERENCES; PART 2: GLOBALIZATION, IMMIGRATION, AND THE CHALLENGES OF INTERCULTURAL EDUCATION; GLOBALIZATION: DEFINING THE TERRAIN.

Beyond Bystanders' calls for a shift in the professional self-image of teachers from agents of socialization to active advocates of human flourishing, social justice, and world betterment. The editors propose that it is irresponsible for teachers to posit themselves as bystanders and to conceive of globalization as something happening to them. Their role as educators in all disciplines must be to establish educational leadership that would empower students to critically evaluate developing global realities -- mass migrations, socioeconomic inequalities, global warming, and the dehumanizing effects of submission to social media and consumerism -- and achieve the overarching goals of humanization and facilitation of the fulfilling life.

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