Global Education Perspectives and Challenges
E
du
c
a
ting
Global
Citi
z
ens
Leila
Bradaschia
College
o
f
E
du
c
ati
on
“
The
Futu
r
e
is
G
loba
l
E
du
c
a
tion”
April
21,
2011
•
“
The
need
f
or edu
c
a
t
ion
t
h
at
promo
t
es a
glo
b
a
l
persp
e
ct
i
ve is
increasing
l
y
app
a
re
n
t.
Wha
t is
less
clea
r is
ju
s
t
what
c
on
s
t
i
tu
t
es
such
a
pe
r
spective
,
part
i
cul
a
rly
on
e whi
c
h
young
peopl
e
mi
g
h
t
b
e
ab
l
e
t
o
a
t
t
ai
n
in
the
c
ours
e
of
t
h
eir
f
ormal
and
in
f
ormal
edu
c
a
t
io
n
.
”
-
R
ober
t
Ha
n
v
e
y
(20
0
1)
P
i
k
e
(2000)
•
A major
d
i
f
f
i
culty
in
a
n
y
s
tudy
o
f glo
b
al e
d
u
c
a
tion
l
ies
in
the
us
e
o
f
the
t
e
r
mino
l
og
y
itse
l
f
and
its
i
n
t
e
r
p
r
e
t
a
tion
(64).
•
Global
e
d
u
ca
tion c
h
al
l
e
n
g
es
the
scho
o
l
’
s
t
r
adit
i
ona
l
r
ol
e
in
the
shapin
g
o
f
n
a
tional
id
e
n
tity
and
demand
s
th
a
t
t
eacher
r
e
f
l
ection
t
a
k
e
p
l
ace
a
t
unus
u
al
l
y
sophi
s
ti
ca
t
ed
l
e
v
e
l
s
(70
)
.
Nuss
ba
u
m
(1994)
•
D
e
f
i
ne
s
c
osmopol
i
t
a
n
edu
c
at
i
o
n
as [
A
mer
i
c
an]
s
tude
n
ts
being
t
aug
h
t
“
no
t
th
a
t
th
e
y
a
r
e
abo
v
e all
cit
i
z
ens
o
f the Uni
t
ed
S
t
a
t
es,
rather
th
e
y a
r
e
ab
o
v
e a
l
l, cit
i
z
ens
o
f a
w
orl
d
of
huma
n
beings
,
and
whi
l
e th
e
y
happe
n
t
o
be
s
i
tu
a
t
ed
in
the Un
i
t
ed
S
t
a
t
es,
t
h
e
y
h
a
v
e
t
o
sha
r
e t
h
is
w
orl
d
with the cit
i
z
ens
o
f
o
ther
c
ou
n
tr
i
es (
2
)
.
”
Su
t
t
o
n
(199
9
)
•
De
s
pi
t
e
c
ons
i
st
e
n
t rh
e
t
ori
c
o
n the im
p
or
t
ance
o
f global
unde
r
st
andi
n
g
and
c
oncer
t
ed
e
f
f
ort
b
y
p
r
opone
n
ts
o
f g
l
oba
l
s
tud
i
es,
i
n
t
ern
a
t
i
onal
and
global
di
m
ens
i
on
s
h
a
v
e
bee
n
only
part
i
ally
in
c
orpo
r
a
t
ed
i
n
t
o
the
c
ommo
n
social
s
tu
d
ies cur
r
icu
l
um
(1)
.
”
R
esea
r
ch
Que
s
tions
•
W
h
a
t
i
s
glob
a
l
edu
c
a
t
i
o
n
?
•
W
h
a
t
i
s
globa
l
cit
i
z
enshi
p
?
•
Ho
w
d
o edu
c
a
t
o
r
s
vi
e
w
glob
a
l
cit
i
z
enship
edu
c
atio
n
?
M
e
thod
•
Semi
-
s
tructu
r
ed
i
n
t
e
r
vi
e
w
s w
i
th
a
c
o
n
v
e
n
i
e
nce
sampl
e
o
f
3
0
e
du
c
a
t
o
r
s
i
n
t
e
r
e
s
t
ed
i
n
global
e
d
u
ca
tion
I
n
t
e
r
vi
e
w
R
espo
nses
•
Gl
o
ba
l edu
c
a
tion
w
as
d
e
fine
d
as
t
ea
ching
r
espe
ct
f
o
r
othe
r
s,
g
aining
an
unde
rs
t
anding
f
o
r
o
n
e
anoth
e
r
,
a
c
c
e
p
t
anc
e
o
f all
people,
w
orld
s
y
s
t
ems
theo
r
y
,
globali
z
a
tion…
•
When as
k
ed
t
o
describe the
“ideal
gl
o
bal
citi
z
en
,
”
participa
n
ts
illu
s
t
r
a
t
ed
a
pe
r
so
n
who
s
e
boundarie
s
e
x
t
ende
d
b
e
y
on
d
the
t
r
aditional
n
a
tio
n-
s
t
a
t
e
as
w
ell
as
a
pe
r
so
n
who
is
t
ole
r
a
n
t,
ac
c
e
p
tin
g
,
and
fig
h
ts
inju
s
tice
.
•
P
artic
ipa
n
ts
cl
a
ssifie
d mo
s
t
Am
eri
c
ans
as
ap
a
th
e
tic,
il
l
-
i
n
f
ormed
,
and
disi
n
t
e
r
e
st
ed
in
c
once
p
ts
o
f global
edu
c
a
tion
and
citi
z
enship;
e
x
c
e
p
t
f
o
r
purp
o
se
s
o
f e
c
o
n
omic
c
omp
e
titi
v
en
e
ss.
Global
cit
i
z
enship
edu
c
a
tion
•
“
When
I
think
of
global
ci
t
i
z
enship
as
an
e
du
c
a
t
o
r
,
the
fi
r
s
t
things
I
t
h
ink
about
a
r
e
t
h
in
g
s
li
k
e
c
r
o
s
s
-
c
u
lt
u
r
al
a
w
a
r
en
e
s
s
,
e
x
t
ension
of
the
c
o
nce
p
t
of
humanit
y
t
o
all
people
,
and
so
f
orth.
.
.
[but]
wh
a
t
a
r
e
t
he
actions
w
e
w
a
n
t
t
o
f
o
s
t
er
?
”
•
“I
’
m
t
r
oubled
b
y
global
ci
t
i
z
enship
in
th
a
t
it
c
an
be
a
t
h
r
e
a
t
t
o
s
tud
e
n
ts’
civic
sel
f
-
e
f
fi
c
acy…
action
is
mo
s
t
e
f
f
ec
t
i
v
e
lo
c
all
y
.
P
art
of
the
global
r
esponsibilit
y
is
t
o
help
s
tud
e
n
ts
unde
r
s
t
and
the
i
n
fluence
th
e
y
h
a
v
e
ov
er
th
e
w
orld- look
in
y
o
u
r
c
lo
s
e
t
a
n
d
see
whe
r
e
y
ou
r
c
lothes
a
r
e
f
r
om
;
y
o
u
h
a
v
e
a
r
el
a
tionship
with
people
all
o
v
er
the
w
orld
.
”
•
“
One
of
the
ha
r
de
s
t
thin
g
s
f
or
global
ci
t
i
z
enship
edu
c
a
tion
is
helping
s
tud
e
n
ts
unde
r
s
t
and
the
unequal
,
in
e
qui
t
able
di
s
tribu
t
ion
of
r
esou
r
c
e
s,
i
n
f
orm
a
tion,
and
opportuni
ti
es
in
the
w
orld
.
”
App
r
ehension
•
“
Will
it
t
a
k
e
an
i
n
v
asion
f
r
om
ou
t
er
s
p
ace
t
o uni
t
e
us
?
”
•
The
r
e
a
r
e
t
ensions
th
a
t
sur
r
oun
d
the
c
oncep
t
o
f
globa
l
cit
i
z
enship…
b
e
t
w
e
e
n
the
n
a
tio
nal
a
nd
global.
•
“
When
t
alk
ing
about
being
a
g
l
obal
cit
i
z
en,
the
r
e
m
a
y
be
som
e
bac
k
g
r
oun
d
assu
m
p
tio
n
s
of
p
riv
i
le
g
e
t
h
a
t
no
t
e
v
e
r
y
child
in
the
w
o
r
ld
has
access
t
o
a
t
t
his
poi
n
t
.
”
•
Y
outh
cultu
r
e…
pop
cultu
r
e…
glob
a
li
za
tio
n…
A
m
e
r
i
c
ani
z
a
ti
o
n…
•
“I
’
m
un
c
o
m
f
o
r
t
able
wi
t
h
this…
I
r
esi
s
t
t
he
idea
of the
r
e
bein
g
on
e
i
n
t
e
r
n
a
tio
na
l
ci
t
i
z
enship
th
a
t
is
r
i
g
h
t
f
o
r
e
v
e
r
y
one
in
the
w
or
l
d
.
”
Anal
y
sis
/
C
o
nclusion
•
D
e
fi
n
it
i
on
s
o
f
g
lo
b
al
edu
c
a
tion
and
global
cit
i
z
ens
h
ip
d
i
f
f
er
f
r
o
m
pe
r
so
n
t
o
pe
r
son
;
makin
g
it
d
i
f
f
i
cu
lt
t
o
s
e
t
and
me
e
t
g
oals
r
el
a
t
ed
t
o
“
edu
c
a
ti
n
g
global
cit
i
z
ens
.
”
•
K
eep
i
n
g
this
in
m
ind
,
the
r
e
a
r
e
a
s
e
v
e
r
al
i
d
eas
w
e
c
an
us
e
as
s
t
arti
n
g
poi
n
ts
f
o
r
edu
c
a
ti
n
g
ou
r
s
tu
d
e
n
ts
t
o
b
e
glo
b
al cit
i
z
en
s
.
Ha
n
v
e
y
’
s
(2001
)
fi
v
e
dimensions
o
f a
g
lobal
pe
r
specti
v
e
•
Ou
t
c
ome
s
o
f a
global
edu
c
ation:
–
P
e
r
specti
v
e
Consciou
s
ness
–
“S
t
a
t
e of
the
P
lan
e
t
”
A
w
a
r
ene
s
s
–
C
r
oss-Cu
l
tu
r
al
A
w
a
r
eness
–
K
n
o
wled
g
e
o
f
Global
D
y
namics
–
A
w
a
r
eness
o
f
Huma
n
Cho
i
ces
Th
r
ee
domain
s
o
f global
cit
i
z
enship
•
E
quipp
i
n
g
ou
r
s
tude
n
ts
t
o
be
global
citi
z
ens:
–
So
cial
R
espons
i
bi
l
ity
(
A
n
d
r
z
ej
e
w
sk
i
&
Ale
s
s
i
o
,
1
9
9
9
;
B
r
as
k
amp,
B
r
as
k
amp & Me
r
r
i
l
l
,
2
0
0
8
).
–
Gl
oba
l
Comp
et
ence
(
A
m
e
r
ic
an
Cou
ncil
o
n
E
d
u
c
a
tion,
1
9
9
8
;
Dea
r
dor
f
f
,
2
0
0
6
;
Hu
n
t
e
r
,
W
h
i
t
e
and
Godb
e
y
,
2
0
0
6
;
P
e
t
e
r
so
n
e
t al,
2
0
0
7
).
–
Glo
b
al
Ci
v
i
c
En
g
a
g
eme
n
t
(
A
n
d
r
z
ej
e
w
sk
i
& Al
e
s
s
i
o
,
1
9
9
9
;
P
ai
g
e,
S
t
al
l
man
&
Jo
s
ić,
2
0
0
8
)
.
The discussion delves into the evolving concept of global education, examining the necessity for a global perspective in contemporary schooling. Various scholars' viewpoints are explored, highlighting the complexities and demands associated with integrating global dimensions into educational frameworks. The research questions focus on defining global education, citizenship, and educators' perspectives, revealing insights into the characteristics of an ideal global citizen and the perceived attitudes of Americans towards global education.
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Educating Global Citizens Leila Bradaschia College of Education The Future is Global Education April 21, 2011
The need for education that promotes a global perspective is increasingly apparent. What is less clear is just what constitutes such a perspective, particularly one which young people might be able to attain in the course of their formal and informal education. - Robert Hanvey (2001)
Pike (2000) A major difficulty in any study of global education lies in the use of the terminology itself and its interpretation (64). Global education challenges the school s traditional role in the shaping of national identity and demands that teacherreflection take place at unusually sophisticated levels (70).
Nussbaum (1994) Defines cosmopolitan education as [American] students being taught not that they are above all citizens of the United States, rather they are above all, citizens of a world of human beings, and while they happen to be situated in the United States, they have to share this world with the citizens of other countries (2).
Sutton (1999) Despite consistent rhetoric on the importance of global understanding and concerted effort by proponents of global studies, international and global dimensions have been only partially incorporated into the common social studies curriculum (1).
Research Questions What is global education? What is global citizenship? How do educators view global citizenship education? Method Semi-structured interviews with a convenience sample of 30 educators interested in global education
Interview Responses Global education was defined as teaching respect for others, gaining an understanding for one another, acceptanceof all people, world systems theory, globalization When asked to describe the ideal global citizen, participants illustrated a person whose boundaries extended beyond the traditional nation-state as well as a person who is tolerant, accepting, and fights injustice. Participants classified most Americans as apathetic, ill- informed, and disinterested in concepts of global education and citizenship;except for purposes of economic competitiveness.
Global citizenship education When I think of global citizenship as an educator, the first things I think about are things like cross-cultural awareness, extension of the concept of humanity to all people, and so forth. .. [but] what are the actions we want to foster? I m troubled by global citizenship in that it can be a threat to students civic self-efficacy action is most effective locally. Part of the global responsibility is to help students understand the influence they have over the world- look in your closet and see where your clothes are from; you have a relationship with people all over the world. One of the hardest things for global citizenship education is helping students understand the unequal, inequitable distribution of resources, information, and opportunities in the world.
Apprehension Will it take an invasion from outer space to unite us? There are tensionsthat surround the concept of global citizenship between the national and global. When talking about being a global citizen, there may be some background assumptions of privilege that not every child in the world has access to at this point. Youth culture pop culture globalization Americanization I m uncomfortable with this I resist the idea of there being one international citizenship that is right for everyone in the world.
Analysis/ Conclusion Definitions of global education and global citizenship differ from person to person; making it difficult to set and meet goals related to educating global citizens. Keeping this in mind, there are a several ideas we can use as starting points for educating our students to be global citizens.
Hanveys (2001) five dimensions of a global perspective Outcomes of a global education: Perspective Consciousness State of the Planet Awareness Cross-Cultural Awareness Knowledge of Global Dynamics Awareness of Human Choices
Three domains of global citizenship Equipping our students to be global citizens: Social Responsibility (Andrzejewski & Alessio, 1999;Braskamp, Braskamp & Merrill, 2008). Global Competence (American Council on Education,1998; Deardorff,2006;Hunter, White and Godbey,2006; Peterson et al, 2007). Global Civic Engagement (Andrzejewski & Alessio, 1999; Paige, Stallman & Josi , 2008).
