|Published online: June 3, 2014||$US5.00|
What is an effective definition of quality education? What components of education are necessary in the era of globalization? What kinds of pedagogy align with teaching philosophy and current education policy? This study briefly introduces a global learning-teaching community philosophy of education based on Dewey’s principles of experiential education in processes that include engaging in democracy (Dewey  2008). In this paper, this educational ideal serves as a foundation to examine critically the stated goals and outcomes made public at the Organization for Economic Co-operation and Development’s (OECD) International Summit of the Teaching Profession (ISTP). Through focused group discussions, this study explored the relevance and legitimacy of unheard voices in one community in terms of the adequacy of representation at this policy making conference, the awareness of the conference’s stated goals at the local level, and whether progress has been made toward these stated goals in achieving education for all. Educators and researchers are challenged in conclusions of this study to engage processes as participating agents to create policy solutions to meet education challenges as a way of making how we teach a means of what we teach (Dewey  2008).
|Keywords:||theme:, Pedagogy and Curriculum, Multicultural Education, Education Reform|
The International Journal of Adult, Community and Professional Learning, Volume 20, Issue 3, June 2014, pp.39-51. Article: Print (Spiral Bound). Published online: June 3, 2014 (Article: Electronic (PDF File; 685.621KB)).
MA/PhD Graduate Student, Department of Education , Cultural Perspective and Comparative Education, Gevirtz College of Education, University of California, Santa Barbara, Santa Barbara, CA, USA