Includes bibliographical references and index.

Preliminary Material / Nimrod Aloni and Lori Weintrob -- Introduction / Nimrod Aloni and Lori Weintrob -- Education and Leadership in Schools Today / David T. Hansen -- Schooling and Globalization / Pasi Sahlberg and Jason Brown -- Education for Critical-Democratic Citizenship / Wiel Veugelers -- Educators Worthy of the Name / Nimrod Aloni -- Occupy Wall Street in the Classroom / Nir Michaeli and Esther Yogev -- Relationships Informing Process / Jason C. Fitzgerald -- Globalization: Defining the Terrain / Beverly D. Shaklee , April Mattix Foster and Supriya Baily -- Whose Dreams? / Cyril Ghosh and Lori Weintrob -- Pedagogies of Empire / Makhroufi Ousmane Traoré -- Transnational Networks for an International Education / Steven W. Thomas -- Social, Educational, and Linguistic Models of Immigrants’ Integration into Society / Smadar Donitsa- Schmidt -- The Obligation to Teach about the Holocaust and Genocide, and the Obligation to Educate Against Racism / Yair Auron -- Care Ethics and Education / Nel Noddings -- Empathy in Virtuous Pedagogy / Yehudith Weinberger -- Student Assessment and Good Teaching / Irit Levy- Feldman and Zipora Libman -- Doing Philosophy With Children / Ann Gazzard -- Work that Matters / Lily Mcnair , Sarah Donovan and Samantha Siegel -- Using Civil and Disability Rights History to Encourage Social Equity / David Gordon and Rita Reynolds -- Global Crises, Social Justice, and Teacher Education / Michael W. Apple -- Education for Social Responsibility / Jamal Abu Hussain and Smadar Gonen -- Peace Education / Silvia Guetta -- The Transformative Power of Dialogue and Remembrance in Israel/Palestine / Patricia Moynagh -- Education for Sustainability / David Dunetz, , Ilana Avissar and Dafna Gan -- Environmental Vulnerability and Resilience Potential / Alexa Dietrich and Margarita Sánchez -- From Critique To Transformative Leadership / Richard Guarasci.

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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. A shared commitment to humanist ethics, pedagogical activism, and social engagement at Kibbutzim College of Education (Tel Aviv) and Wagner College (New York) sparked this collaboration. The authors of the book include educational thinkers such as Nel Noddings, Michael Apple, David Hansen, Pasi Sahlberg, and Wiel Veugelers as well as scholars and practitioners from six different countries and diverse professional and cultural backgrounds. An essential part of our educational enterprise must involve promoting intercultural opportunities, confronting cultural ills and ensuring that civic engagement is more attuned to political realities. Educators in all disciplines can reframe their teaching and schools to be more cooperative and civic-minded and challenge views of marginalized, immigrant, undocumented and refugee communities as strangers.