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This paper describes the validation process of measuring children’s attitudes and values toward the environment within a Mexican sample. We applied the Model of Ecological Values (2-MEV), which has been shown to be valid and reliable in 20 countries, including one Spanish speaking culture. Items were initially modified to fit the regional dialect, culture, and bioregional context of our Mexican population. In Stage 1, we applied the scale to quantify the environmental attitudinal and value impacts of an environmental service learning program with 22 children in Baja California Sur, Mexico. Program effects were evaluated using a pre-test/post-test design quantifying preservation and utilization views of the environment. Based upon further cultural insights and the results from Stage 1, in Stage 2, we modified two more items to reflect the culture of philanthropy and associational life in Mexico. To test the structure of this finalized instrument, we applied the model in Stage 2 with a group of 335 children. We successfully extracted the already known factor structure covering the two higher order values of preservation and utilization. In general, the underlying primary attitudes were also confirmed, with the exception of two neighboring ones: Care with Resources and Intent of Support, which merged into one. [ABSTRACT FROM PUBLISHER]

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Abstract: This paper examines the Zapatista schools which arose in 1996 in the state of Chiapas in Mexico as a pillar of Zapatista autonomy and also as a result of the indigenous communities’ dissatisfaction with the government''s bilingual education programme. Based on ethnographic field work, the author reveals the objectives of the schools as being the protection of indigenous culture, values, languages and rights, the promotion of sexual equality, the gearing of education towards the rural context and the strengthening of communities’ independence of external organisations. The author finds that despite the political, financial and didactic obstacles they face, the schools are succeeding in making progress in fulfilling their objectives and building an alternative to the neoliberal development model. [Copyright &y& Elsevier]

Social work educators are challenged with preparing students for international social work and work with immigrant and refugee populations. This pilot project aimed to develop an online global classroom to teach an international social work course to social work students participating from five different locations: United States (N=25), South Africa (N=4), Mexico (N=11), Hong Kong (N=6), and Australia (N=2). Qualitative data were collected from students regarding their experiences in this global classroom. Thematic analysis revealed the development of rich authentic learning, where their interactions with international classmates led to a transformative learning experience and a beginning sense of social work in a global context. Implications for future leaning and teaching of social work content across global borders are discussed. [ABSTRACT FROM AUTHOR]