The Globalization of Curriculum and Pedagogy in Teacher Education and Schools: Perspectives from Canada, Russia, and the United States
Edited By Toni Fuss Kirkwood-Tucker
1. A History of the Global Education Movement in the United States
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A History of the Global Education Movement in the United States
Kenneth A. Tye
Nationalism is an infantile disease ...it is the measles of mankind.
Prelude to Global Education
The education profession in the United States is known for its preoccupation with domestic affairs (Butts, 1969). Such a preoccupation is rooted in the view that our systems of government and economics, along with our commitment to individual freedoms, are somehow superior to those of other peoples of the world. In short, the curriculum in our schools is nationalistic. The fact is that the curricula of all schools of the world are nationalistic (Schleicher, 1993; Tye, 1999). But history urges us toward the antidote of a global education, which
involves learning about those problems and issues that cut across national boundaries, and about the interconnectedness of system—ecological, cultural, economic, political, and technological. Global education involves perspective taking—seeing things through the eyes and minds of others—and it means the realization that while individuals and groups may view life differently, they also have common needs and wants (Tye, 1991, p. 5).
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