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Drawing from three areas of research, the authors propose a model for twenty-first century international teacher education. Through literacy, technology, and global citizenship education, future teachers can learn the interrelatedness of promoting human acceptance across national/political borders and global economic exigencies. As the movement of ideas, commerce, and people through means of improved transportation and computer technologies transform the notion of the nation state, diversity education will embrace international citizenship while remaining important in local and national contexts. Through focused teacher education, all of the academic disciplines hold promise for rich teaching and learning through critical literacy for an ecologically sound environment that ultimately will sustain global economical and political interrelations.

The purpose of this paper is to describe a method for preparing teacher candidates to educate for civic engagement through a philosophy of critical compassion.

It begins with an examination of citizenship’s contextual relevancy and the importance of developing citizens who possess the adaptability to practice compassion in a variety of contexts. It provides a series of example art-based discussion activities founded on the principles of introspection and community. Such activities offer potential to foster a compassionate sense of personal self-worth with candidates through a sense of inner care.

Candidates develop a sense of self-appreciation sourced independently from patterns of social controls and promoting an empathy toward other people that they, in turn, can develop in their students.

These processes offer potential to empower candidates to view citizenship as a process of social engagement that respects the equitable contribution of all participants.

The notion of accountability carries with it an implicit sense of objectification, in which schools, teachers, and students represent the objects of measure by which policy makers judge schools. Reframing the notions of accountability requires a critical interpretation of the accountability system that challenges competitive notions of achievement while cultivating compassionate views of student performance. Drawing from the principles of critically compassionate financial literacy, this chapter discusses how discipline-based art education may provide an instructional vehicle for facilitating dialogues that reframe notions of accountability in education.

The purpose of this paper is to examine and report on the impact of integrating geospacial technology and ecological literacy into an educational leadership Master's class block comprised of action research and curriculum theory.

Action and teacher research informed by environmental issues framed an action research and curriculum theory course block in a Master's Educational Leadership program. A phenomenological study captured what transpired at a rural campus in Summer 2009. Teachers in Cohort VII investigated environmental relationships through observation, data collection, and analysis. The use of geospatial technologies built on place‐based educational pedagogies through the experience of kayaking on the Llano River to examine ecological social contexts as they relate to environmental issues.

Data reveal great interest in geospatial technologies but need for more professional development.

This action research engaged future school administrators in considering how to integrate spatial technology building on local geographic resources to enhance ecological literacy.

Research in the area of education administrators and public school students utilizing geospatial technology is very limited. The value added to the curriculum with geospatical technology is embraced by the masters students. They also began to comprehend how environmental literacy, as well as outdoor educational experiences, can be integrated into the school curriculum effectively.

The study investigates the use of accounting information in the form of a confession as a tool for telling the truth about oneself and reinforcing power relations in the context of the Roman Inquisition.

The study adopts Foucault's understanding of pastoral power, confession and truth-telling to analyse the accounting practices of the Tribunal of the Inquisition in the 16th century Dukedom of Ferrara.

Detailed accounting books were not simply a means for pursuing an efficient use of resources, but a tool to force the Inquisitor to open his conscience and provide an account of his actions to his superiors. Accounting practices were an identifying and subjectifying practice which helped the Inquisitor to shape his Christian identity and internalise self-discipline. This in turn reinforced the centralisation of the power of the Church at a time of great crisis.

The use of accounting for forcing individuals to tell the truth about themselves can inform investigations into the use of accounting records as confessional tools in different contexts, especially when a religious institution seeks to reinforce its power.

The study documents the important but less discernible contributions of accounting to the formation of Western subjectivity at a time which Foucault considers critical in the development of modern governmental practices.

The study considers a critical but unexplored episode in Western religious history. It offers an investigation of the macro impact of religion on accounting practices. It also adds to the literature recognising the confessional properties of written information by explicitly focusing on the use of financial information as a form of confession that has profound power implications.