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.Education is not only about teaching people to read and to write. It is about teaching human rights and cultural diversity, nourishing peace and fostering inclusive and sustainable development I wish to commend Kibbutzim College of Education and Wagner College for joining forces to compile this volume to inspire readers in crafting new models of intellectual and intercultural understanding. Irina Bokova, Director-General of UNESCO (from the Foreword)

Foreword; Introduction; PART 1: EDUCATIONAL ENGAGEMENT FOR A HUMANE AND DEMOCRATIC CULTURE; Education and Leadership in Schools Today: A Perspective from Cosmopolitanism; Schooling and Globalization; Education for Critical-Democratic Citizenship: Autonomy and Social Justice in a Multicultural Society; Educators Worthy of the Name: Intellectuals, Generous, Master Dialogicians; Occupy Wall Street in the Classroom: Cultivating Political Consciousness in Teachers; Relationships Informing Process: Reframing the Foundation of Civics Education; PART 2: GLOBALIZATION, IMMIGRATION, AND THE CHALLENGES OF INTERCULTURAL EDUCATION; Globalization: Defining the Terrain; Whose Dreams? Debates on Immigration in the Museum, Mosque, and Classroom; Pedagogies of Empire: Rethinking National and Global Citizenship Through Imperial Histories; Transnational Networks for an International Education: Teaching Film Production and Media Literacy in Ethiopia and the United States; Social, Educational, and Linguistic Models of Immigrants Integration into Society; The Obligation to Teach about the Holocaust and Genocide, and the Obligation to Educate Against Racism; PART 3: PROFESSIONAL ETHICS AND GOOD TEACHING; Care Ethics and Education; Empathy in Virtuous Pedagogy; Student Assessment and Good Teaching: The Gap Between Ideology and Practice; Doing Philosophy With Children: The Path to a Humane and Decent Democracy?; Work that Matters: Preparing Future Leaders From Vulnerable Communities; Using Civil and Disability Rights History to Encourage Social Equity; PART 4: EDUCATION FOR RESPONSIBILITY: TOWARDS A CULTURE OF PEACE, SOCIAL JUSTICE, AND ENVIRONMENTAL SUSTAINABILITY; Global Crises, Social Justice, and Teacher Education; Education for Social Responsibility; Peace Education: Contexts, Theories, and Methodological Aspects; The Transformative Power of Dialogue and Remembrance in Israel/Palestine; Education for Sustainability: Using the Society/Environment and Global/Local Binaries as Catalystsfor Pedagogical Renewal; Environmental Vulnerability and Resilience Potential: The Immigrant Experience in Staten Islands Port Richmond Community; Afterword.