A battle is being waged in classrooms and capitals around the world over the goals and objectives of the future of global education. While there is growing research in the area of global education, much remains to be uncovered, challenged, and learned through sound empirical research and conceptual explorations. What type of global citizens will schools promote? What types of policies, programs and instructional practices best promote effective global citizenship? Will global education curricula advance an unwavering loyalty to neoliberal ideologies and interests over the strengthening of human rights and the environmental health of our planet? This volume presents a series of research studies and innovative instructional practices centered on advancing global learning opportunities and literacies.
The authors in this volume initiate a much needed conversation on ways students in multiple contexts can and should learn with the world and its people. Part I addresses global education in theory, with a particular focus on development, intercultural competence, and global citizenship. Part II addresses educational programs and practices that foster global learning and action to help build a better future for all citizens of our planet – including experiential education, university initiatives, and conceptual approaches to teaching and learning. This scholarship spans four continents in a multitude of educational contexts – primary, secondary, and tertiary - each with a focus on a different dimension of the possibilities and pitfalls in teaching about and with the world and its people.
Table of Contents
1. Introduction Brad M. Maguth and Jeremy Hilburn PART I. Global Education in Theory 2. A Pedagogy of Development Education. Lessons for a More Critical Global Education Douglas Bourn 3. Global Aspects of Citizenship Education. Challenges and Perspectives Anatoli Rapoport 4. Global Education in Theory. The Centrality of Intercultural Competence Caprice Lantz and Ian Davies PART II. Global Education Programs & Practices Section 1. Experiential Education 5. On the Modern Silk Road: A Case Study of the Limits and Promise of International In-service Teacher Professional Development Timothy Patterson 6. Teacher Conceptualizations of Global Citizenship. Global Immersion Experiences and Implications for the Empathy/Threat Dialectic Debora Hinderliter Ortloff and Olga N. Shonia 7. Globalization and Teacher Education. Teaching About Globalization through Community-Based Inquiry Guichun Zong Section 2. University Initiatives 8. Globalization of Elementary Teacher Preparation in The United States. A National Snapshot Cyndi Mottola Poole and William B. Russell III 9. Discussions within Online Learning Formats. Are Meaningful Encounters With Difference Possible? Sarah A. Mathews and Hilary Landorf Section 3. Conceptual Approaches to Teaching and Learning 10. Learning from 21st Century International Schools. Global Education that is Action Oriented, Globally Connected, and Inclusive Adrienne Michetti, Rebekah Madrid and Kimberly Cofino 11. A Values-based Pedagogical Stance. Teaching Teachers for Global Education in AustraliaRuth Reynolds, Debbie Bradbery, Joanna Brown, Debra Donnelly, Kate Ferguson-Patrick, Suzanne Macqueen, and Anne Ross
Brad Maguth is Assistant Professor in the Department of Curricular and Instructional Studies and Director, for the H.K. Barker Center for Economic Education at The University of Akron. Dr. Maguth served as Editor of New Directions in Social Education Research: The Influence of Technology and Globalization on the Lives of Students (Information Age Press, 2012).
Jeremy Hilburn, PhD is an Assistant Professor at the University of North Carolina Wilmington, his alma mater. Jeremy’s recent scholarly work includes manuscripts in Urban Review, Journal of Social Studies Research, Social Studies Research and Practice, Theory and Research in Social Studies, and the Asian American education anthology.