ERIC Identifier: ED373021
Publication Date: 1994-10-00
Author: Haakenson, Paul
Source: ERIC Clearinghouse for
Social Studies/Social Science Education Bloomington IN.
Recent Trends in Global/International Education. ERIC Digest.
Swiftly changing global realities are affecting classrooms in virtually all
parts of the United States, and increased efforts are needed to help students
make sense of the global age. Today's young people are exposed to images from
around the world through media and the entertainment industry as never before.
Global linkages are increasingly visible to the general public through
environmental issues, telecommunications networks, and international trade.
These developments contribute to intercultural understanding, and
misunderstanding, within nations and across the globe, and point toward the need
to help students navigate this sea of information.
For over 25 years, the field of global/international education has attempted
to develop a rationale and resources to support educators who make explorations
of the world and its peoples a part of their curriculum. Many educators have
written that in order to be fully prepared for the complexities of the 21st
century, young people should be imbued with a global perspective. Attaining this
world view may involve several approaches, including the study of cultures,
languages, international issues, responsible citizenship in an interdependent
world, and global connections within local communities. The literature on
global/international education offers strong models and substantial resources
for practitioners. The following trends reveal sources of continued growth and
support for global/international education.
NOT JUST FOR HIGH SCHOOLS ANYMORE
While the initial
interest in teaching for global awareness at the high school level has
continued, there appears to be an increased movement toward expanding the
international components at the elementary and middle school levels. There are
numerous articles outlining rationales, activities, and approaches to including
global issues in elementary curricula (Angell and Avery 1992). An important
addition is the Association for Supervision and Curriculum Development (ASCD)
Global Education Framework. The framework is being piloted in 14 elementary
schools throughout the U.S., with one in the Netherlands, and is a significant
contribution to the field. There are also substantive efforts to support the
internationalization of community colleges and universities, through increased
student/faculty exchange, international student recruitment, involvement in
overseas development, and professional training for staff and faculty.
STANDARDS
A major effort is underway to develop standards
for global/international education. It is headed by the Council of Chief State
School Officers, the Elliot School of International Affairs of The George
Washington University, and the American Forum for Global Education. These
standards offer a perspective on what America's youth need to learn about the
world, including content areas, skill competencies, and attitudes. They are
designed to facilitate the integration of a global/international perspective
into existing curricula. The ultimate effect these standards will have on
classroom instruction has been debated, but their existence will contribute much
to the on-going dialogue about priorities of teaching and learning in schools.
For a preliminary report on the standards and placement on the mailing list,
contact Fred Czarra at The Council of Chief State School Officers (CCSSO), One
Massachusetts Ave., NW, Washington DC 20001-1431, 202/408-5505.
PROJECTS IN PROGRESS
A number of promising
global/international education projects are underway. Global Involvement, Inc.
is directing a project to develop materials and staff development programs for
international studies in major cities of two regions: 1) Chicago, Indianapolis,
Milwaukee and 2) New York City, Trenton, and Philadelphia. Through their
Education 2000 project, the American Forum for Global Education seeks to create
and implement a curriculum design in six communities focused on our
interconnected world. The International Education Consortium has developed
curricula and staff development models with a humanities approach to global
studies, as well as a nonwestern literature project. The Stanford Program on
International and Cross-Cultural Education (SPICE) is carrying out research on
assessments of global education programs nationwide. The National Council for
the Social Studies (NCSS) is a strong advocate of global studies, particularly
through its International Activities Committee. The National Association of
Elementary School Principals (NAESP) and the National Middle School Association
(NMSA) offer mini-grants to schools for global/international education projects.
The Alberta Global Education Project in Canada is an important source of
information on new resources and current thinking in the field.
TEACHER EDUCATION
There has been increased attention to
infusion of a global perspective in teacher preparation programs (Merryfield
1992; Tucker and Cistone 1991). The Global Awareness Project of Florida
International University carries out preservice and inservice teacher education
on global/international studies, as well as successful community and
school-university partnerships in this field of education. The Professional
Development Schools project of The Ohio State University seeks to combine pre-
and in-service education by linking student teachers with internationally-minded
teachers in the schools. Several other teacher education programs have also
developed a strong global component. Teacher preparation with an emphasis on
teaching for a global perspective is becoming a vital and effective means to the
advancement of global/international education.
STATE EFFORTS
Efforts to promote global/international
education at the state level are less clear, though several states have been
more active than others. The California International Studies Project based at
Stanford University is a statewide attempt to provide international studies
centers around the state for curriculum and staff development. Wisconsin has
extended its international education efforts through state legislation, new
programs, teacher institutes, and a well-received guide to curriculum planning
in global studies. Also, Minnesota has articulated its model learner outcomes
for international education. In recent years, ASCD has identified a Global
Commissioner from each state to assist them in several projects. Further
information on state-level activities, publications, and reports can be gained
through Fred Czarra at CCSSO.
TELECOMMUNICATIONS
One of the most exciting new directions
in global/international education is the vast array of computer networking
resources. The International Education and Resource Network (I*EARN) is a
non-profit international telecommunications network of primary and secondary
schools in 21 countries, through which students work collaboratively on projects
to make a meaningful difference in the world. The Institute for Global
Communications (IGC) provides computer networking tools for international
communications and information exchange, including EcoNet, PeaceNet, and
ConflictNet. There are numerous other projects which engage students from
different countries in electronic mail exchanges, simulations of foreign policy
negotiations, or discussions of works of literature as a point of departure
toward understanding cultural similarities and differences.
ESSENTIAL RESOURCES
These resources and references will
help educators interested in exploring global/international education gain a
sense of what is available and how practitioners structure learning activities
around these concepts in the classroom.
* An annotated bibliography for elementary and secondary teachers on global
education is available through John Cogan, Curriculum & Instruction,
University of Minnesota, Minneapolis, MN 55455, 612/625-1896. It includes
general, implementation, research, and organizational references.
* The American Forum for Global Education holds annual conferences and
produces quality resources, including their monthly newsletter "ACCESS" and a
Global Resource Book. The Forum is also a part of the International Network for
Global Education (INGE), which serves to promote teaching about global issues in
schools and colleges throughout the world. Contact: 120 Wall Street, Suite 2600,
New York, NY 10005, 212/742-8232.
* For more on ASCD initiatives, contact: ASCD Field Services, 1250 N. Pitt
St., Alexandria, VA 22314-1453, 703/549-9110. Addresses for Global Commissioners
in each state and the 14 pilot schools are available from the ASCD Global
Education Network, which also offers current information on global/international
education projects and resources through their newsletter "Global Connection"
and occasional papers. Contact: ASCD Global Education Network, c/o Briggs
Elementary, 400 W. Quarry, Maquoketa, IA 52060.
* SPICE develops current curricular units and resources to assist K-12
teachers. Contact: SPICE, 300 Littlefield Center, Room 14, Stanford University,
Stanford, CA 94305-5013, 800/578-1114.
REFERENCES AND ERIC RESOURCES
The following list includes
references used to prepare this Digest. The items followed by an ED number are
available in microfiche and/or paper copies from the ERIC Document Reproduction
Service (EDRS). For information about prices, contact EDRS, 7420 Fullerton Road,
Suite 110, Springfield, Virginia, 22153-2842; telephone numbers are (703)
440-1400 and (800) 443-3742. Entries followed by an EJ number, announced monthly
in the CURRENT INDEX TO JOURNALS IN EDUCATION (CIJE), are not available through
EDRS. However, they can be located in the journal section of most larger
libraries by using the bibliographic information provided, requested through
Interlibrary Loan, or ordered from the UMI reprint service.
Angell, Ann, and Patricia Avery. "Examining Global Issues in the Elementary
Classroom." SOCIAL STUDIES 83 (May/June 1992):113-117. EJ 458 401.
Becker, James, ed. SCHOOLING FOR A GLOBAL AGE. New York: McGraw-Hill, 1979.
ED 116 126.
Hanvey, Robert. "An Attainable Global Perspective." THEORY INTO PRACTICE 21
(Summer 1982):162-167. EJ 269 219.
Hartoonian, H. Michael, and Hilary Stock. A GUIDE TO CURRICULUM PLANNING IN
GLOBAL STUDIES. Madison, WI: Wisconsin State Department of Public Instruction,
1992. ED 356 176.
Merryfield, Merry. "Preparing Social Studies Teachers for the Twenty-First
Century: Perspectives on Program Effectiveness From a Study of Six Exemplary
Teacher Education Programs in Global Education." THEORY AND RESEARCH IN SOCIAL
STUDIES 20 (Winter 1992):17-26. EJ 450 763.
Merryfield, Merry, ed. THEORY INTO PRACTICE 32 (Winter 1993). This entire
issue is devoted to the topic: Teacher Education in Global Perspectives.
Remy, Richard, and Robert Woyach, eds. APPROACHES TO WORLD STUDIES: A
HANDBOOK FOR CURRICULUM PLANNERS. Boston: Allyn & Bacon, 1989.
Tucker, Jan, and Peter Cistone. "Global Perspectives for Teachers: An Urgent
Priority." JOURNAL OF TEACHER EDUCATION 42 (January/February 1991):3-10. EJ 429
348.
Tye, Kenneth, ed. GLOBAL EDUCATION: FROM THOUGHT TO ACTION. Alexandria, VA:
ASCD, 1990. ED 326 970.
