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Educating the Whole Child for the Whole WorldThe Ross School Model and Education for the Global Era$
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Marcelo M. Suarez-Orozco and Carolyn Sattin-Bajaj

Print publication date: 2010

Print ISBN-13: 9780814741405

Published to NYU Press Scholarship Online: March 2016

DOI: 10.18574/nyu/9780814741405.001.0001

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Educating the Whole Child for the Whole World

Educating the Whole Child for the Whole World

The Ross Model in Sweden

(p.171) 13 Educating the Whole Child for the Whole World
Educating the Whole Child for the Whole World

Sally Booth

Michele Claeys

NYU Press

This chapter identifies a singular initiative in transnational education. Europe's task of educating large numbers of non-European children—now largely Muslim refugees, asylum seekers, and migrants from Africa, the Middle East, and Asia—requires a new vision and practice of education. Sweden is once again taking the lead; however, adapting the Ross model to fit a Swedish public high school in a deeply segregated neighborhood proves to be an enormous challenge. The chapter traces the multiple-year effort of a team of principals, teachers, and staff from Ross and Tensta working transnationally to adapt the ideas and philosophy of Ross to a new context. This collaboration includes work to consolidate the Ross curriculum and pedagogy, synthesize the ethos and spirit of Ross, and establish a school environment conducive to the model.

Keywords:   transnational education, non-European children, Ross model, Swedish public high school, Ross School

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