Education for Homeland Earth is a formula for a transformative, postcolonial, socially critical, ecologically enlightened Global Citizenship Education (GCED). The formula comes from the title of a book written by the French philosopher Edgar Morin and Anne Brigitte Kern in the 1990s.
The importance of this study is manifested by events that have highlighted deteriorating human conditions, particularly in what we are witnessing in third world countries including the Arab world, which is facing a lot of setbacks at several levels.
In Bogotá-Colombia, an investigation was developed that addresses Global Citizenship Education (GCED) and complex thinking as a proposal to strengthen teacher training.
The references to diversity in the routine of an early childhood setting may be tokenistic to tick boxes but may be restricted by the entrenched negative attitudes towards diversity and difference.
School leaders are to be encouraged to expand and strengthen their efforts to implement SEL. Supporting and facilitating SEL must be seen as a very valuable and important aspect of their leadership role.
Authentic social-emotional learning can benefit all students, as it necessitates the inclusion of students of all forms of diversity, especially students with disabilities, to meet the objectives outlined within this definition of SEL.