Global Perspectives for Teachers : An Urgent Priority

Abstract

Discussion of global issues became prominent in the '60s and '70s when changes in human culture began to have effects that transcended national and regional boundaries. Hampered by controversy and indirection, global perspectives in teacher education programs have been slow to develop, but recent world events have created support for education in global perspectives. Many educators and policymakers now agree that schools need to educate students in the issues of global interdependence. Some of the concepts in educational reform, however, such as "cultural literacy," risk fragmenting global information into narrowly defined subjects or distorting it with chauvinism. A global perspective is more than courses on world geography and world history; it requires a holistic approach that gives students an understanding of themselves and their relationship to the world community. The article closes with a discussion of some of the changes necessary to develop a richer global curriculum.

Teaching World Mindedness in Social Studies Classrooms in Primary Schools in Botswana: Reality or Illusion?

“…Global education promotes positive values and assists students to take responsibility for their actions and to see themselves as global citizens who can contribute to a more peaceful, just and sustainable world (Global Education, n.d.). There is abundant literature that points to the relevance of infusing global perspectives into social studies teaching and learning in order to equip students with a better understanding of the increasing interdependence of world cultures, economies and political relationships (Merryfield, 1991;Tucker & Cistone, 1991;Bruce, Podemski, & Anderson, 1991).…”

“…In spite of the emphasis put on the need to teach with a global perspective, there have been criticisms from different quarters that global education is one of the most ambiguous innovations in education and that it is open to many interpretations which may lead to confusion, misconceptions and frustration hence the need for its meaning to be understood by all (Merryfield, 1993;Bruce, Podemski, & Anderson, 1991;Tucker & Cistone, 1991). As such, teachers need to thoughtfully and systematically work out a schema of what global education or world mindedness means to them as a concept and in their daily classroom practices (Merryfield, 1993).…”

“…Research carried out on infusing global perspectives in educational programs is abundant, however, most of the literature is conceptual and focuses more on crossing cultures and cultural immersion (Merryfield, 1993;Bruce, Podemski & Anderson, 1991;Tucker & Cistone, 1991). Merryfield (1991) conducted a study on the preparation of secondary social studies teachers to teach with a global perspective.…”

“…These authors further assert that such subject areas have been chosen because they are seen to offer many opportunities to introduce students to global knowledge. Tucker & Cistone (1991) further argue that academic disciplines have the potential to incorporate global knowledge and propose the use of history as its content is linked to global perspectives. Their argument is that the way history is written, taught and learned links the present with the future and past and therefore, reflecting all macro issues of global education through global history.…”

“…Numerous calls have been made worldwide over the reexamination of educational programs and the incorporation of a global perspective in teaching to enable students to understand and benefit from the increasing interdependence of the world's cultures, economies, and political relationships (Merryfield, 1991;Tucker & Cistone, 1991). The need to incorporate a global perspective in the United States has been reiterated by a number of organizations such as; The National Council for Accreditation of Teacher Education (NCATE) which stated in its accreditation standards that teacher education programs must include a global perspective, American Association of Colleges for Teacher Education, the American Association of State Colleges and Universities and the National Governors' Association (Merrfield,1991;Tucker & Cistone,1991;Bruce, Podemski & Anderson,1991).…”