Critically Theorizing the Global

Gaudelli, William

doi:10.1080/00933104.2013.836385

Cited by 26 publications

(15 citation statements)

References 14 publications

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“…Incorporating contemporary occurrences within the social studies curriculum through thematic teaching allows students to cognitively establish a more systematic and nuanced understanding of history as well as use their understanding of the past to act for common good in the present (Brooks, 2014). In exploring global and current issues, however, middle school social studies teachers must develop curricula that delimits comparative approaches (Rapoport, 2013) and seeks to establish an understanding as to how global and contemporary issues affect local institutions (Gaudelli, 2013).…”

Section: Discussion and Implications For Practicementioning

confidence: 99%

“We Want to Learn”: Middle School Latino/a Students Discuss Social Studies Curriculum and Pedagogy

Busey

Russell

2016

RMLE Online

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This qualitative study examines the perceptions that Latino students have of middle school social studies. Twelve Latino/a middle school students provided written narratives recounting their experiences in social studies and participated in two semi-structured phenomenological interviews. Findings indicate that social studies teachers rely heavily upon "banking" pedagogy and the curriculum lacks cultural diversity. Students also perceived social studies as the ideal subject area in middle school to engage in global learning opportunities as well as discussion about current events. Latino/a students' experiences and subsequent perceptions of middle school social studies are consistent with theory and research pertaining to adolescent identity, cognitive, and psychosocial development. Findings from this investigation add to the extant canon of literature on students' perceptions of social studies and further emphasize the significance of social studies in meeting the needs of 21st century diverse learners. Lastly, the authors offer suggestions for practice and issue a call for research in the field of social studies education that is middle-level specific with implications as to how culturally responsive social studies fosters identity and psychosocial adolescent development for culturally and ethnically diverse students.

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Section: Discussion and Implications For Practicementioning

confidence: 99%

“We Want to Learn”: Middle School Latino/a Students Discuss Social Studies Curriculum and Pedagogy

Busey

Russell

2016

RMLE Online

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“…The neoliberal frame is quite prevalent within global development and broader education policy discourse (e.g. Bryan, 2014; Gaudelli, 2013; Nussbaum, 2010). Indeed, in their cross-national examination of textbooks, Buckner and Russell (2013) find economic constructs, rather than social or political, most often frames globalization.…”

Section: Conceptual Framework For World History Civicsmentioning

confidence: 99%

What kind of global citizen? A framework for best practices in world history civic education

Muetterties

2021

Education, Citizenship and Social

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Scholars have long identified fostering democratic citizenship as a primary purpose of public schooling in the United States, as schools should intentionally prepare students with the knowledge and skills needed for active, informed democratic citizenship. In addition, global interconnectedness has reshaped needed civic competencies to participate in civic life. This conceptual article considers the intersections between civic and world history education, assessing the relationship between the two disciplines in order to create a framework of best practices in world history civic education. Global citizenship discourse is analyzed using this framework, considering how different forms may reinforce or undermine world history’s purpose of preparing students with pluralist understandings for global democratic living. Drawing on components of history education, world history, and global citizenship education scholarship, this article seeks to establish epistemological clarity as to how world history can contribute to meaningful civic education and vice versa.

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“…Neoliberalism and global markets have influenced education (Gaudelli, 2013; Gee, 2012; Monbiot, 2016). The IB is part of the education market system and is shaped by a millennial generation weaned on neoliberalism (Gee, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Tensions with international mindedness: teaching in the international baccalaureate program

Chernoff

2021

SSRP

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PurposeInternational mindedness (IM) is a core element of International Baccalaureate (IB) programs. Implementation of IM varies with the type of international school and where the IB school is situated. This article seeks to understand the tensions that three teachers experienced while teaching the IB Diploma Program history curriculum.Design/methodology/approachFor this study, three IB teachers examined their experiences teaching the history curriculum. This article offers relevant research on the difficulties in implementing IM and the following tensions: (1) situating the IB curriculum; (2) with hegemonic privilege and (3) in high-stakes testing.FindingsIM can be integrated into the history curriculum to make the history curriculum relevant for the global community. While each interviewee enjoys teaching in the IB program and believes the IB history curriculum offers opportunity for IM, they also feel the history curriculum would benefit from modification. Each interviewee's points of view bring a relevancy and an authenticity for why tensions exist when teaching IB diploma history.Originality/valueThere is a gap of research in how and to what extent teachers implement IM into the IB high school history curriculum. Further, teachers' views regarding the IB history curriculum and whether the history curriculum facilitates one's teaching IM is largely anecdotal. Thus, this study is unique in its offering three interviews by IB high school history teachers on IM and the tensions they feel when teaching about and attempting to implement IM.

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Critically Theorizing the Global

Cited by 26 publications

References 14 publications

“We Want to Learn”: Middle School Latino/a Students Discuss Social Studies Curriculum and Pedagogy

“We Want to Learn”: Middle School Latino/a Students Discuss Social Studies Curriculum and Pedagogy

What kind of global citizen? A framework for best practices in world history civic education

Tensions with international mindedness: teaching in the international baccalaureate program

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