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Visions in Global Education

The Globalization of Curriculum and Pedagogy in Teacher Education and Schools: Perspectives from Canada, Russia, and the United States

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Edited By Toni Fuss Kirkwood-Tucker

This book is a compilation of new scholarship in the field of global education. Previously unaddressed or barely touched upon topics include: the historical evolution of the global education movement; the development of a foundation for the formation of a philosophy of global education; an analysis of the competing orientations of global education and multicultural education; mentorship in global education pedagogy based on the master apprentice model; and the latest research of the impact of national policies in education on global teacher education practice. A unique contribution captures the complexities and geopolitical context during Russia’s early hours of democracy in integrating global education in Russian education. Written by internationally acclaimed scholars, this book is at the cutting edge of new creative scholarship in global education. Visions in Global Education is a must-read for teachers in every stage of their careers, and will be useful in a variety of classrooms addressing global education.
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1. A History of the Global Education Movement in the United States

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Chapter 1



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.

—Albert Einstein

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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