09 Mar 2020


Education in a Global Context takes the transnational movement of trade, wealth, and cultures seriously and the consequences of such migration in global context for education and social structure. Globalization–in the world economy, in migration patterns, and profoundly in education–is impacting us all. The increasingly globalized and knowledge-based economy makes the linkages between education and social and economic results and structures in a wide variety of nations empirically “up for grabs,” while at the same time making them more relevant than ever. This series highlights the implications of the global at home and abroad, while at the same time emphasizing the importance of a paradigm shift in our perception of schooling and social / economic structures. They seek to provide a forum for researchers and practitioners to share their research and knowledge on teaching and learning in contexts or on topics relating to international education and education systems worldwide. Their network’s links are intended to assist researchers and teachers in debating and theorizing, exchanging research findings and forming research collaborations through national and international educational contexts. A cross-section of the areas of interest and issues currently covered by the Global Contexts for Education includes:

• Teaching and learning in educational programs internationally

• Transnational teacher pedagogy

• Language, culture and educational identity across a range of foreign contexts

• Foreign mentality and global citizenship

• multicultural teacher movement

• internationalization of national curricula

• outbound mobility experiences

• cross-country comparisons of educational staniums

All ideas and problems in education have a background, and belong to a context. This is the starting-point of this new series. One of the great intellectual breakthroughs of post-war science and philosophy was to emphasize the theory-leading of observations and evidence— independent of a theoretical background, facts and observations can not be created. In other words facts and assumptions rely dramatically on context. We can’t see just what we want, or choose to see. Likewise, academics argue that concepts and structures are also linked to a context, be it a theory, scheme, structure, viewpoint, or belief network. Background knowledge is always intruding; it’s hard to articulate, it’s subconscious and it works to shape and help form our perceptions. That is the fundamental motivating perspective of a thinkers generation. Increasingly, textualism has given way to contextualism in social philosophy, hermeneutics, and literary criticism, paving the way for the emergence of the conceptions of’ frameworks,” paradigms,’ and’ networks’—concepts that underlie a new thinking ecology. The latest series is based on this perspective and movement. This emphasizes the importance of meaning in defining educational facts and observations, and presenting hypotheses and theories of education. It also highlights the relationship of text and context, discursive and institution, local and global. It therefore stresses the significance of contexts at all levels of investigation: empirical contexts; theoretical contexts; political, social and economic contexts; local and global contexts; learning and teaching contexts; and cultural and interdisciplinary contexts. Contexts of education are conceived as handbooks as reference texts which can also act as documents.

Globalization is a phenomenon with a broad cultural, political, and environmental impact arising from human innovation and technological progress, the globalization of economies around the world, and the movement of people and resources through international frontiers. While globalization has changed the world rapidly in the last few decades, many school systems have had difficulty adapting to and teaching about these changes. Schools need to prepare students better for the world they’ll be living in. That means offering students a background in democracy, geography, world history, major religions, foreign languages and cultures, social studies, and international economics, as well as a comprehensive understanding of global problems and challenges. Progress has been made over the past two decades in enhancing the global awareness of the students. Thanks to the National Geographic Society’s sponsorship and lobbying activities geography is now being taught in schools across the country. Second-language enrollment has increased dramatically, too. World history is now a prerequisite for graduation in about 20 states, and schools have added their own world history requirements in many areas where it’s not a state graduation requirement. In reality, over one million students are enrolled in world history in just four states (California, Texas, New York and Georgia).

But, given this solid progress, many schools today provide less education about the environment than they have done in the past. This decline is attributed to many of the recent school reform programs, including emphasis on teaching and testing of basic skills. These changes culminated in schools withdrawing or scaling back services for social studies, while enhancing other curriculum fields. Focusing on core curricula and comprehensive secondary level testing has also resulted in subjects competing for a place within an increasingly restricted curriculum. Interdisciplinary and complex topics and principles (such as global and international education) are at risk of being split into sub-parts and relegated to curricular footnotes. As a result, several secondary schools turned away from world studies in order to emphasize mathematics, science, and other graded topics. Although teachers obviously can teach reading, writing, and computing using global material, many elementary teachers have little experience in fields other than general education, and are therefore unable to do so. Similarly, many secondary social studies teachers have outstanding expertise in American history, civics, and economics, but have little global material training. Additionally, the rapidly changing world demands that teachers devote significant time and energy to stay current, so that even teachers with excellent training may find it difficult to track global and international concerns and issues. Throughout the past 50 years, various studies and articles have explored how global issues apply to pre-school education, as well as defining a common collection of approaches, goals, content, skills, methods, and values for global and international education. Out of these three broad dimensions of global education, excellent materials and programs came:

(1) Regional Issues and Problems

(2) Society

(3) Global Connections

The purpose of this research was Guidelines for Global Education and International Studies. Each of the study’s three dimensions has a purpose, goals of knowledge and skills, as well as goals of involvement, which suggest what behaviors students should be able to take in relation to the problems the themes tackle. Evaluated a number of global and international studies papers, based on specific themes. These 75 documents span about 50 years and contain many studies and surveys published by residents of non-US countries.


Richard Bates

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