Mark Baildon
Mark Baildon is a Visiting Clinical Associate Professor in Curriculum & Instruction in Indiana University’s School of Education. He was previously a professor of Foundations of Education and Coordinator of International Collaborations and Partnerships in United Arab Emirates University’s College of Education. He was a professor of Humanities and Social Studies Education for 16 years with the National Institute of Education (NIE) in Singapore. He served as Associate Dean of Partnerships and Analytics and the Head of the Humanities and Social Studies Education Academic Group and led several innovative interdisciplinary curriculum and technology development projects. He has published five books and many scholarly articles about global citizenship education, literacy education, and inquiry-based learning. His latest books are How to Confront Climate Denial: Literacy, Social Studies, and Climate Change (w/ James Damico, TCPress, 2022); The Role of Language in Content Pedagogy: A Framework for Teachers' Knowledge (w/ Seah & Silver, Springer, 2022); and Research on Global Citizenship in Asia: Conceptions, Perceptions and Practice (w/ Tracey Alviar-Martin, IAP, 2021).
Address: Office 3270, Department of Curriculum & Instruction
School of Education, Indiana University
Address: Office 3270, Department of Curriculum & Instruction
School of Education, Indiana University
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statements need to become truly visionary by pointing the way toward new educational purposes, values, policies, programs, and practices that help people think and act in new ways. Vision statements can help individuals and schools pivot toward new beliefs and behaviors at all levels of education; they can guide the everyday decisions and actions of people in schools; and they can be used to modify structures, policies, and processes that improve schools in powerful and bold directions (Dufour et al, 2008). Statements that are visionary convey a strong sense of moral purpose, a vision of powerful learning for ALL learners, and a social vision of learning committed to understanding and addressing the challenges individuals and societies are facing. The authors conclude by suggesting how more visionary vision statements might be co-constructed with stakeholders using a tri-focal perspective that conveys: 1.) a moral vision of care, responsibility, and responsiveness committed to helping all young people develop their full capabilities; 2.) a vision of authentic and meaningful learning; and 3.) a social vision guided by principles of equity,
inclusion, and sustainability.
“crisis talk” that is used almost everywhere and about everything, from “global crisis” to “financial crisis”, “international crisis”, “ecological crisis”, “crisis of democracy” and so on. The media “turn every event into a crisis” with crises becoming daily or even hourly events, notes Gamble (2014, p. 28). However, once everything is perceived to be in more or less unending crisis, according to Holton (1987), then we are losing our capacity to discriminate between social pathology or breakdown, on the one side, and social normality and social order on the other. In this sense, crisis loses its overtones of danger and urgency for change, becoming a normal aspect of capitalist development (Rikowski, 2021).
statements need to become truly visionary by pointing the way toward new educational purposes, values, policies, programs, and practices that help people think and act in new ways. Vision statements can help individuals and schools pivot toward new beliefs and behaviors at all levels of education; they can guide the everyday decisions and actions of people in schools; and they can be used to modify structures, policies, and processes that improve schools in powerful and bold directions (Dufour et al, 2008). Statements that are visionary convey a strong sense of moral purpose, a vision of powerful learning for ALL learners, and a social vision of learning committed to understanding and addressing the challenges individuals and societies are facing. The authors conclude by suggesting how more visionary vision statements might be co-constructed with stakeholders using a tri-focal perspective that conveys: 1.) a moral vision of care, responsibility, and responsiveness committed to helping all young people develop their full capabilities; 2.) a vision of authentic and meaningful learning; and 3.) a social vision guided by principles of equity,
inclusion, and sustainability.
“crisis talk” that is used almost everywhere and about everything, from “global crisis” to “financial crisis”, “international crisis”, “ecological crisis”, “crisis of democracy” and so on. The media “turn every event into a crisis” with crises becoming daily or even hourly events, notes Gamble (2014, p. 28). However, once everything is perceived to be in more or less unending crisis, according to Holton (1987), then we are losing our capacity to discriminate between social pathology or breakdown, on the one side, and social normality and social order on the other. In this sense, crisis loses its overtones of danger and urgency for change, becoming a normal aspect of capitalist development (Rikowski, 2021).