Global education's promise: Reinvigorating classroom life in a changing, interconnected world

Byrnes, Ronald S.

doi:10.1080/00405849709543752

Cited by 11 publications

(5 citation statements)

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“…Educators (e.g. Byrnes, 1997;Spring, 1998) responding to globalization urge attention to the need for global education that brings critical and interdisciplinary understanding to bear as students grapple with the complex issues of our time. A democratic public space for deliberations about the directions and impact of globalization calls for nothing less.…”

Section: Discussionmentioning

confidence: 99%

“…Some would urge teachers and their students to attune themselves to questions and the importance of political critique regarding global economic developments (Spring, 1998). Similarly, the discourses concerning the eclipse of the nation-state, the meaning of cultural integration and hybridization, and the need to advance inquiry and the conditions for effective action regarding ecological concerns of global scope also translate into prescriptions for teacher activity and student learning (Byrnes, 1997;Fischman, 2001;Suarez-Orozco, 2001).…”

Section: Background: Teaching In the Context Of Globalizationmentioning

confidence: 98%

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Teaching in the dark: The geopolitical knowledge and global awareness of the next generation of American teachers

Holm¹,

Färber²

2002

International Studies in Sociology of Education

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This study examines the geopolitical knowledge and global awareness of American upper-level undergraduate university students in a large teacher education program. The context for the study involves the educational implications to which scholars and policy-makers increasingly call attention. Many of the perceived implications of globalization suggest a challenging and significant role for teachers in a time of change. On measures of geopolitical knowledge, awareness of prominent international leaders and organizations, and salient demographic characteristics of major countries this exploratory survey suggests a high degree of inattention, insularity, and lack of awareness among the prospective teachers. There is little evidence of widely shared geopolitical referents that would serve as the basis of informed discussion or teaching about the meaning and ramifications of the diverse tendencies of globalization.

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Section: Discussionmentioning

confidence: 99%

Section: Background: Teaching In the Context Of Globalizationmentioning

confidence: 98%

Teaching in the dark: The geopolitical knowledge and global awareness of the next generation of American teachers

Holm¹,

Färber²

2002

International Studies in Sociology of Education

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“…Such an approach assumes that the role models will indeed advocate and exemplify pluralism and openness-and thus fulfill a crucial role within the national and international contexts. Byrnes's (1997) view of global education stresses the importance of the interdisciplinary concepts and approaches needed to prepare adolescents and young adults to deal with the complex problems and needs imposed by the current and future world environment. Riely (1998) shows that the United States and many European governments are expressing growing interest in issues related to education and educational leadership.…”

Section: Border-free Leadershipmentioning

confidence: 99%

Changing Schools in Changing Times: Implications for Educational Leadership

Bogler

2002

International Journal of Educational Reform

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When discussing the direction our lives will take in the new "world of information" and speculating about the consequences of people interacting through the electronic transmission of texts, photos, sound, and video, Dertouzos (1997) admits that "at this stage, we have no clue which way the pendulum will swing" (p. 281). Will electronic interaction increase the degree of intimacy among community members, or will it result in greater indifference? Will our society move toward a new educational system completely unlike the current one, or will it maintain the familiar framework with only minor changes? Educational leadership has drawn increasing attention. Kearsley and Lynch (1992) refer primarily to leadership in educational technology, which they perceive to be different from educational leadership in general. The major emphasis in leadership in educational technology is on different ways technology can be managed in schools, especially by teachers and school administrators. Leithwood (1994) argues for the promise of transformational leadership in the context of school restructuring, while Clark and Clark (1996) call for "better preparation of leaders" in all possible educational settings in order to prepare learners to cope with current and future dilemmas facing society. Based on different scenarios within educational settings, this article attempts to describe some of the possible characteristics of educational leadership in the 21st century. I will begin by outlining the characteristics of educational systems, then describe potential leadership figures in these institutions, and end with some thoughts about whence the future may lead us. Characteristics of Future Schools Educational systems of the 21st century, much like those of the 1990s, are expected to operate as dynamic organizations for which change is fundamental to survival and success (Goldring, 1996). Such institutions initiate change in order to improve their function and to match pace with the rapidly changing environment, unlike schools that react to change or even continue to function as if no change were taking place. Change has become a pervasive and in-216

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“…A current trend in multiculturalism scholarship in fact suggests that students need to be taken beyond celebrating difference as a fact of life and towards an understanding of how difference has been, and continues to be, constructed (e.g., Byrnes, 1997;Kincheloe & Steinberg, 1997;McCarthy, 1998;Willinsky, 1998). One of the most forceful proponents of this kind of multiculturalism is John Willinsky (1998), who argues that the very notion of global unification has dangerous imperialistic implications.…”

Section: Exploring Differencementioning

confidence: 99%

Telecommunication in the Classroom: Rhetoric versus Reality

Fabos¹,

Young²

1999

Review of Educational Research

115

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Telecommunication exchange projects are currently marketed as curriculum supplements that conveniently satisfy three key K-12 educational reform objectives: better writing skills, enhanced multicultural awareness, and better job preparation for a rapidly expanding global economy. This paper analyzes the educational discourse surrounding telecommunication exchanges, and argues that much of the current research is contradictory, inconclusive, and possibly misleading. The paper also illustrates how the often overly optimistic claims about technology-based projects are problematic in light of the larger, exceedingly complex role of technology in society.As more and more schools achieve Internet capabilities and as educational technology discourse increasingly promotes the necessity of technological com petence and celebrates the promise of global connectivity, educators have been exploring ways to use-and rationalize the use of-the Internet in their class rooms. A growing trend during the past decade, beginning with the advent of email, has been the practice of global telecommunication exchange projects that encourage classroom connections between distant schools, oftentimes in differ ent countries. As Berenfeld (1996) writes, "the ability for one class to easily and cheaply communicate with either another or many throughout the world was so powerful that educators developed a number of successful learning projects around email" (p. 76). Telecommunication exchange projects are often coordi nated by individual teachers who locate distant partners on a number of educa tion-oriented Internet sites. The majority of these projects occur in the public domain, where teachers are the sole organizers, but telecommunication exchanges are also sold to schools as hassle-free educational services provided by wellknown corporations such as AT&T. Those who herald distant e-mail exchanges see them as an optimum way to satisfy three critical educational objectives inThe authors gratefully acknowledge the invaluable suggestions and com ments from Jim Marshall, Cynthia Lewis, and three anonymous reviewers.217 focus tends to be limited to the possible writing benefits of distant e-mail exchanges.Cohen and Riel (1989), Spaulding and Lake (1991), and Gallini and Helman (1995) all conducted audience-related experimental studies that looked at the impact of distant audiences in student writing and included treatment groups, 218 at TEXAS SOUTHERN UNIVERSITY on December 1, 2014 http://rer.aera.net Downloaded from Telecommunication coding, and regression analysis in their methodologies. Cohen and Riel studied two groups of seventh graders, with group A writing an essay exam for their teacher and group B practicing their topic online with distant peers before writing the same exam. Students from group A then were asked to write to distant audiences about their exam topics. Spaulding and Lake analyzed high school remedial writing students' essay writing before a telecommunication exchange project and then again after the work from that project w...

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Global education's promise: Reinvigorating classroom life in a changing, interconnected world

Cited by 11 publications

References 5 publications

Teaching in the dark: The geopolitical knowledge and global awareness of the next generation of American teachers

Teaching in the dark: The geopolitical knowledge and global awareness of the next generation of American teachers

Changing Schools in Changing Times: Implications for Educational Leadership

Telecommunication in the Classroom: Rhetoric versus Reality

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