Visions in Global Education

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

by Toni Fuss Kirkwood-Tucker (Volume editor)
©2009 Textbook XX, 352 Pages
Series: Complicated Conversation, Volume 29


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.

Table Of Contents

  • Cover
  • Title
  • Copyright
  • About the author(s)/editor(s)
  • About the book
  • ADVANCE PRAISE FOR Visions in Global Education
  • MORE ADVANCE PRAISE FOR Visions in Global Education
  • This eBook can be cited
  • Contents
  • Foreword
  • Acknowledgments
  • Personal Profile
  • I. Historical and Theoretical Foundations
  • 1. A History of the Global Education Movement in the United States
  • Prelude to Global Education
  • The 1960s: Global Education Has Its Beginnings
  • The 1970s: Global Education Moves Forward
  • The 1980s and 1990s: The Golden Years
  • The Global Awareness Program
  • The Bay Area Global Education Program
  • Project Enrichment
  • Global Learning, Inc.
  • The World Affairs Council of Philadelphia
  • The International Education Consortium
  • The Center for Human Interdependence
  • Education for Global Involvement
  • The Center for Teaching International Relations
  • Continuing the Golden Years
  • Right-Wing Attacks on Global Education
  • The Contemporary Scene
  • A Look into the Future
  • 2. Terrains of Global and Multicultural Education: What Is Distinctive, Contested, and Shared?
  • Origins and Contexts of Global Education and Multicultural Education
  • Global Education
  • Multicultural Education
  • Different Legal and Philosophical Justifications
  • Different Beneficiaries, Proponents, Opponents, and Scope
  • Similarities between Multicultural and Global Education
  • Shared Discourse in Global and Multicultural Education
  • Monocultural Approaches: Defending Against Diversity
  • Particularistic Approaches: Defending Diversity
  • Pluralistic Approaches: Resourcing Diversity
  • Liberal Approaches: Negotiating Diversity
  • Critical Approaches: Intersecting Diversity with Oppression
  • Joining the Fields through Poststructuralist Pragmatist Citizenship Education
  • A Call for a New Political-Personal Citizenship
  • 3. Toward a Philosophy of Global Education
  • Meaning, Historical Development, and Application of Human Rights
  • Historical Background of Human Rights
  • The United Nations
  • The Three Generations of Human Rights
  • Evolution of a Philosophical Framework for Global Education
  • The Meaning of Global Education
  • Global Education in a Human Rights Context
  • First Stage Global Education: Equality, Interconnectedness, and Common Values
  • Second Stage of Global Education: Communities and Cultures
  • Third Stage of Global Education: Global Citizenship vis-à-vis Solidarity Rights
  • Cosmopolitanism
  • Global Responsibility
  • Global Citizenship Education
  • Important Issues in Global Education and Human Rights
  • Cultural Relativism
  • Globalization
  • Conclusion
  • Note
  • II. From Theory to Practice
  • 4. Global Perspectives in Teacher Education Research and Practice
  • Historical Tracing and Conceptual Framework
  • Selection and Evaluation Procedures
  • Research on Global Perspectives for Teacher Education
  • International Field Experiences
  • Short-Term Experiences
  • Long-Term Experiences
  • Global Content
  • Technology
  • Teacher Education Students’ Prior Knowledge and Global-Mindedness
  • Teacher Education Faculty Development
  • Discussion and Conclusion
  • 5. Teacher Education in the United States: A Retrospective on the Global Awareness Program at Florida International University
  • The Global Awareness Program: 1979–2004
  • History
  • Global Education Supports Major Systems Goals
  • Major Goals of the Global Awareness Program
  • Teacher Education
  • Placement of Student Teachers
  • Partnerships
  • Teacher-Training Workshops
  • Education Conferences
  • Travel-Study Abroad
  • The Global Education Leadership Training Program
  • Conceptualization
  • Needs Assessment
  • Design
  • Implementation
  • Assessment
  • Networking
  • Challenges to Global Education
  • Lessons Learned
  • Effecting School Reform through Global Education
  • Final Thoughts
  • Resurgence of Global Education
  • 6. Tales from the Field: Possibilities and Processes Leading to Global Education Reform in the Miami-Dade County Public Schools
  • The Miami-Dade County Public Schools in Context
  • District Organizational Structure
  • School District–University Partnership
  • Global Education as Systems Goal
  • Selection of Global Facilitators
  • Incremental Selection of Schools to be Globalized
  • Selection of Pilot School Sites
  • Phase I: 1984–1987
  • Phase II: 1987–1990
  • Phase III: 1990–1993
  • Identification and Selection of Global Leadership Teams
  • Elementary Schools
  • Middle Schools
  • Senior High Schools
  • Discussion and Conclusion
  • Research Opportunities
  • Notes
  • 7. From the Trenches: The Integration of a Global Perspective in Curriculum and Instruction in the Miami-Dade County Public Schools
  • The Integration of Global Perspectives in Curriculum and Instruction
  • Universal Program Goals
  • Administrative Meetings Attended by Global Facilitators
  • Teacher In-service Training
  • Program Goals for Year One
  • Program Goals for Year Two
  • Program Goals for Year Three
  • Optional Activities for Years One, Two, and Three.
  • Culminating Activity
  • The Professionalization of Teachers
  • Teacher Empowerment
  • Construction of School Plans
  • Example of a K-12 Interdisciplinary Conceptual Framework Studying the World
  • Program Specific Activities to Enhance Global Pedagogy
  • Annual Awards Ceremony
  • International Visitors Bureau
  • Model United Nations
  • Miami-Moscow Hunger Project
  • The U.S.-Russian Student Exchange Program
  • Assessment
  • Discussion and Conclusion
  • Research Opportunities
  • Notes
  • 8. The Russian Experience in Integrating Global Perspectives in Primary, Secondary, and Tertiary Education
  • Global Visionaries
  • Synergy of Minds
  • International Collaboration
  • Regional Centers
  • Global Pedagogy in Teacher Education and Syllabus Development
  • Common Goals
  • Blending Tradition and Innovation
  • The Essence in Implementing Global Education in Russian Education
  • Making Education Systemic and Holistic
  • Skills for Lifelong Learning
  • Immunity to Chauvinism
  • Responsible Citizenship
  • Integration of Knowledge
  • Pre-Integration versus Integration Proper in Lesson Planning
  • Pre-Integration
  • Integration Proper
  • Integrating Principles
  • Modes of Integration
  • Epistemes and Metaconcepts as Organizing Cross-Disciplinary Principles
  • Communicative Skills and Intellectual Cognitive Skills
  • Nonglobal and Global-by-Nature Academic Subjects
  • Nonglobal Academic Subjects as Form and Content
  • Global versus Traditional Classes
  • Global Education in Russia Today
  • Notes
  • 9. Historical and Sociopolitical Context in the Development and Implementation of Global Education in Russian Education Reform
  • Listen to the Winds of Change
  • The Gorbachev Era
  • The Soviet System of Education
  • Processes Leading to Education Reform
  • Ten Principles of Education Reform
  • Ministry of Education Delegates Visit the United States
  • Coup d’état and Social Revolution
  • The Live Ring
  • Teachers’ Voices
  • Birth of a New Idea in Education
  • Advancing Global Education in Russia
  • Native Language Retention and Culture of Minorities
  • Results of the Ten Principles of Education Reform
  • You Must Be the Change
  • Famine Crisis
  • Leaving the Ministry
  • The Case of Textbooks
  • Search for Identity and Ethnic Conflicts in Schools
  • Cry in the Night: The Beslan Tragedy
  • Can Education Make a Difference?
  • Conclusion
  • III. Pedagogy and Possibilities in the Postmodern World
  • 10. Moving the Center of Global Education: From Imperial Worldviews That Divide the World to Double Consciousness, Contrapuntal Pedagogy, Hybridity, and Cross-Cultural Competence
  • Process One: Analyzing How the Educational Legacy of Imperialism Shapes Today’s Mainstream Academic Knowledge
  • Process Two: Understanding the Worldviews of People Underrepresented in Mainstream Academic Knowledge
  • Developing a Double Consciousness
  • Synthesizing Differences through Contrapuntal Literature and Histories
  • Decolonizing the Mind
  • Process Three: Sustained and Reflective Cross-Cultural Experiential Learning
  • Reflecting upon Lived Experiences in Culture Learning
  • Writing about Lived Experiences in Culture Learning
  • Cross-Cultural Experiences in Culture Learning
  • Conclusions
  • Note
  • 11. Characteristics of Globally Minded Teachers: A Twenty-First Century View
  • Globally Minded Teachers: The Gap between Policy and Practice
  • Barriers to Formation of Globally Minded Teachers
  • Attacks on Global Education
  • National Standards Movement and Teacher Education
  • Definitional and Conceptual Issues
  • Selected Empirical Studies of Citizen Characteristics
  • The Citizenship Education Policy Study I
  • The Citizenship Education Policy Study II
  • Global Concerns Survey
  • Similarities
  • Differences
  • Comparison of Findings across the Three Projects
  • Implications for the Development of Globally Minded Teachers
  • Preparation of Globally Minded Teachers
  • Policy Recommendations
  • Note
  • 12. The Power of One: Continuing the Dream
  • Mentorship in Academia
  • Attributes of Effective Mentors
  • Phases of Mentorship
  • Benefits of Mentoring
  • Mentorship in Global Education: A Case Study
  • The Interviews
  • Academic Decision
  • Psychosocial/Personal Orientation
  • Intentional Mentoring
  • Multiple Roles
  • Advocacy for Global Education
  • Mentoring Others
  • Final Thoughts
  • Note
  • 13. Global Education to Build Peace
  • Curriculum for Global Peace-Building Citizenship
  • Feminist Perspectives
  • Dilemmas
  • A Partial Solution: Developing Conflict Competence
  • Ideas for Teachers
  • Peace-Building Citizenship
  • Subject-Matter Lessons
  • Conflict Competency Pedagogy
  • Critical Inquiry and Reasoning about Conflict
  • Conflict Communication Processes
  • Skills and Values for Inclusion, Diversity, and Change
  • Conclusions
  • Epilogue
  • What Have We Learned?
  • Reflections
  • Our Future
  • References
  • Contributors
  • Author Index
  • Subject Index
  • Series Index

| ix →


International global education, like the world it seeks to understand and explain, is constantly changing. Its aims and purpose, like the educational institutions in which such studies are embedded, are shaped by the larger culture in which they exist. This volume provides a wide-ranging collection of current thinking, historical foundations, extant research, and examples of large scale efforts to implement programs of global studies on two continents.

Among the special features of the book are (1) an insider’s report of an award-winning large-scale Global Awareness Program in one of this nation’s largest and most culturally diverse school districts; (2) a detailed analysis on global education in Russia—teacher education and educational reform; (3) a comprehensive history of global education as well as a discussion of the conceptual development of the field as revealed in the early documents that provided the foundations for the movement; (4) a research-derived list of the characteristics of global-minded teachers; and (5) a vision of needed changes in global education to encompass shifting parameters of power and influence and more effective use of new technology. This timely, wide-ranging, and insightful collection of essays provides a basis for reviewing the status of the movement and offers some rich resources for updating, revising, and developing new approaches. The global education movement needs to be reviewed not only in the context of the educational institutions in which it is embedded but also in the changing nature of the larger world it seeks to understand and explain.

Globalization is the dominant term used to describe many of the major changes in the larger culture in the last 100 years. Historians often cite globalization as one of the greatest achievements of humankind, lifting hundreds of millions of people out of poverty. They divide the current 100-year phase of an age-old phenomenon into three stages.

Globalization Stage I began in the 1890s and came to a halt with World War I. Major concentrations of power and influence centered in Europe with Great Britain playing a key role until 1945. Stage II began when the victors of World War II fashioned a number of new institutions to revive worldwide trade and cooperation. They reflected a new distribution of power and influence. The United States has played a key role in this stage. The Cold War (the Soviet Union versus the United States) created a bipolar world. Once the Berlin Wall came down, the United States dominated the finances, trade, and technology for a decade of booming global prosperity. Stage II seems to be coming to an end as we near ← ix | x → the end of the first decade of the new century. The United States and the West no longer dominate world finance and investment. China’s and India’s demonstrated capability in manufacturing, development of nuclear power, and success in software offer evidence of major shifts in the global balance of technological skill and economic power. The fact that the West accounts for barely 15 percent of the world’s population (Walker, 2007) suggests our share of the market will shrink even further. This is a new age in which people, money, jobs, and goods move worldwide as never before. The free flow of information, technology, capital goods, services, and people has spread opportunity and influence far and wide. No single nation or group has the status or the resources to deal with the biggest challenges shaping the future: that is, the forces, plus and minus, of globalization, climate change, terrorism, failed states, competition for resources or weapons of mass destruction—issues that increasingly require global, not just regional or national, solutions.

The decades-old view of the world as divided between rich and powerful and the developing others is no longer accurate or useful. The unipolar position of the United States is being replaced by what scholars are calling a multipolar or nonpolar world with dozens of actors exercising different kinds of power and influence. Hundreds of organizations now regulate the global dimensions of trade, civil aviation, health, telecommunications, and the environment. Examples are multinational corporations and a variety of other kinds of nongovernmental organizations as well as official government efforts. The fast-changing world is challenging many of the international institutions that helped stabilize the world after the massive devastation of World War II. A new and more balanced map of influence and responsibility is needed. Education, as yet, has not adequately responded to the new maps of power and influence that are emerging. New maps of the “flat world” signal a need to take to heart the lessons learned in the more than 40 years since the global education movement began (see chapter 1). The identities, loyalties, rights, and responsibilities developed in the old international system may no longer be adequate.

Thomas L. Friedman’s widely cited book The World Is Flat (2005) is one description of the new worldwide opportunities and well-being. The flat world puts different peoples, societies, and cultures in greater contact with one another. It fosters people-to-people contact in ways for which they have little preparation. The education and training needed for cross-cultural cooperation is sorely lacking. Educational efforts to cope with the flat world seem to focus largely on technical skills, job training, or the ← x | xi → preparation of scientists and engineers—all of which are necessary, but not sufficient to meet the challenges of a world where more people have increased cross-cultural interactions. Markets have expanded and tied people together; environmental, social, political, and military interdependence have increased demonstrably. However, the emphasis on competing in the global marketplace may keep us from dealing effectively with the more important needed changes in the distribution of power. Markets have unequal effects, and the inequality that results often has powerful political consequences (Nye, 2001). Democratic governance requires that people be informed participants if their needs are to be met. Our diplomatic, human relationships and efforts to globalize “civic education” need at least as much attention and support as our economic, technical, and military preparations.

Citizenship education with a global perspective is a key ingredient in preparing students to participate not only in the global marketplace but in playing a positive role in improving the political system—governance at the global level—in order to deal with problems that plague the planet as well as the nation. This book offers several different versions of how to improve and expand the current global education movement. Each of these approaches seeks to sharpen and clarify the focus of the current movement. Included are (1) efforts to build on the historic approaches provided by F. L. Anderson, Becker, Hanvey and others but using human rights as the main pillar of a new approach; (2) a proposed merger (an integrated approach) of multicultural and global education emphasizing citizenship education; and (3) global education to build peace. Such approaches may be interesting and attractive because they include a moral dimension. However, to make major changes, extensive dialogue among the advocates of the three proposals cited above is needed.

Given the different perspectives, history and the objectives of these approaches, a “coalition of the willing,” would be a big and important step toward developing new and improved ways of studying our constantly changing world. Whatever choices and directions are considered, this volume offers some historical perspectives and research-based evidence rich in experience to guide those seeking to make needed changes in global education.

James M. Becker
Professor Emeritus Indiana University

| xiii →


I am indebted to many individuals who have made this book a reality. First, I wish to thank my friend and colleague Bárbara C. Cruz who encouraged me to undertake the project. Second, and of equal importance, my appreciation is extended to my colleagues who had the trust and confidence in me to write in this book.

I extend my sincere gratitude to Mr. Chris Myers, Managing Director, Peter Lang Publishing, who accepted our proposal for this book. I deeply thank Professor William Pinar, Series Editor, for his critical comments in polishing our book. I wish to thank all staff members of Peter Lang Publishing who lent their expertise in shaping this book. A special hug goes to Ms. Sophie Appel, Production Supervisor, who never tired of my thousand questions.

I owe deep gratitude to the hundreds of teachers, media specialists, principals, and administrators in the Miami-Dade County Public Schools who welcomed me into their classrooms and offices to participate in our new venture of school reform in global education. And I extend a very special thank you to Frank de Varona, mi Hermano Cubano, former Area Director, Area Superintendent, and Associate Superintendent of the Miami Public Schools, both for giving me entrée into the schools and classrooms and for his critical input to my chapters.

I am forever grateful to my friend and technical editor, Mia Shargel, who was also a consistent and unending source of psychological support in times of self-doubt and discouragement. Very special thanks to my reliable graduate research assistant Naheel Baker. My friends Gittl and Christel: many hugs to you for your interest in my work and steadfast support.

My deepest gratitude is extended to my deceased parents Leonhard and Franziska Fuss and my sister and best friend Rita, who from the very beginning of my border crossing have supported and encouraged me to pursue my dreams.

| xv →

Personal Profile

Toni Fuss Kirkwood-Tucker

Our philosophy of life begins to take root in early childhood memories and continues to be formed, altered, and reshaped as the journey of life heaps experience after experience across our path. Inspired by the lived experiences of my colleague and friend Bill Gaudelli expounded in his book, World Class: Teaching and Learning in Global Times (2003) and the work by Merryfield, Van Manen, and Wilson (Merryfield, 2000a, b; Van Manen, 1990; Wilson, 1984; 1993a, b; 1998), I draw on the theory and research of the experiences of teachers that have shaped their worldview in their work and in their commitment to multicultural and global education. I have deconstructed some of my own vivid memories to provide the reader some insight into the processes that have carved my philosophy of education: growing up during the war in the Nazi era, international study, and my border crossing experiences.

My childhood years during the Nazi era were filled with stark images of a population scarred by war and yearning for peace. Too many death notices from the two fronts had decimated the male population in my farming village of 1,500 residents in the foothills of the Alps. Husbands, sons, brothers, uncles, and cousins were missing in action, either detained as prisoners of war or killed. The image of my mother fainting when the notice of the death of her oldest brother, a scout in Siberia, arrived is still fresh in my mind. I remember hundreds of refugees, from as far as the Sudetenland to as near as Munich, 100 kilometers away, seeking shelter in the village; the first group migrating from Polish lands conquered by the Nazis; the city-dwellers hungry and homeless from the bombing. Memories of my grandmother’s primeval scream when the death notice of my father’s youngest brother, who had fallen in France at the age of 17, have haunted me for years. I remember fearing that we would be bombed to death. I could feel a blanket of despair hovering over my village nestled along the Ammer River until it was liberated in April 1945 by U.S. tanks.

This was Catholic Bavaria. The mayor, priest, and teachers were the prominent individuals in the village. I clearly remember the scene when our village priest entered our classroom one morning, climbed on a chair, removed the hand-carved crucifix from the wall behind ← xv | xvi → the teacher’s desk, and replaced it with a framed picture of Hitler he pulled out from under his black frock. He stepped down from the chair and told the class, “From now on, when your teacher comes into the room, you will no longer pray. Instead, you stand up, salute Hitler, and shout ‘Sieg Heil’ three times. Only then are you allowed to sit down. Second, when you greet people in the street you no longer greet them with ‘Gruess Gott, Frau ‘such and such’ but you raise your arm and say, ‘Sieg Heil, Frau such and such.’” As a first grader I thought Jesus coming down from the wall was cool. I always felt sorry for him having to hang from a cross. When I informed my father of this exciting event, he grabbed me by my arms and spoke in no uncertain terms: “I forbid you to salute Hitler in the classroom or in the streets, do you understand? Do not let me catch you.” From the next day on, I had to remain one hour longer in school every day cleaning blackboards, floors, and windows until the Americans came. From then on, Herr Pfarrer disliked my family.

Another vivid memory is the daily clicking of a young woman’s passing footsteps—heading daily for the train station expecting her fiancé to arrive home from the war on the 10:30 night train. It must have been a year before the feet stopped clicking by. He never arrived; he had died in one of history’s bloodiest battles in Stalingrad at the age of 23.

When my little brother was born in our house in 1944, I asked my mother why Dr. Kohlmeier did not deliver him just as he had delivered my sister and me; she responded that he was not around any more. My father, just arriving from Munich where he worked in the Messerschmitt factory after being injured in the war, yelled at my mother, “Tell her the truth. Dr. Kohlmeier is a Jew, and he was taken away. Who knows in which concentration camp he and his family were killed.” My mother started moaning, and I begged my father to tell me about the camps. He ranted for hours as he spoke to his seven-year old first-born of the horrors happening in concentration camps, especially Dachau.

The images of war and genocide of my early childhood (there are more) have shaped me into a questioning individual distrusting governments and authority, and hating war. For most of my life, I felt ashamed to be German, wondering how so much darkness could emanate from such hardworking, cultured, and gifted people and tried to make sense of the nightmare. The shame eventually turned into pain and, for nearly all of my life, I carried it silently as I did not ← xvi | xvii → have the courage to discuss the horror in my high school or university classes in South Florida, an area with a large Jewish population.

My beliefs about the larger world have been shaped by memorable experiences of travel-study trips to England, Vietnam, Cambodia, Europe, and Japan; to international conferences in Russia and Siberia, Korea, South Africa, Zimbabwe, the Caribbean, Canada, Peru, and Mexico; and two Fulbright Fellowships, to China and Russia. These experiences have taught me that the world is filled with kind, caring, talented people many of whom have been victims of corrupt governments, colonialism, and greed. Their deprivation did not prevent them from moving forward selflessly to improve the lives of others. I am forever touched by their commitment, resourcefulness, gentleness, and hope to improve education. I discovered how much we teachers of the world are philosophically and culturally interconnected.

The traumatizing experiences of my border crossing as a transplant from Southern Germany to the Deep South of America in the early 1960s are deeply embedded in the affective domain. The immigrant existence is best articulated by W. E. B. Du Bois’ (1903) notion of double consciousness; he clearly understands the dilemma of the ever-present veil that separates you permanently from your new country. My cultural and linguistic background and ability to speak Goethe’s German and the Bavarian vernacular has resulted in an accent, linguistic errors, persistent struggle with the pronunciation of ”th,” and the ever-present enunciation of the American “v” for the German “w.” The immigrant experience teaches you to perform your responsibilities with 200 percent efficiency to prove your worth. I believe that one will always remain marginal to a degree as duality steeped in two cultures is engrained.

The unanticipated consequences of my border crossing introduced me to different victims of discrimination and the notion of slow and early deaths. I was traumatized not only by shotgun houses, rocking chairs on front porches, and humidity in 100 degree weather, but also by the segregation of African Americans confined to the back of the bus and other things such as my mother-in-law’s maid Yvonne refusing to eat at the same table with me and asking me to drop her off at the corner of the housing-project when she finally consented to let me drive her home. I experienced cities burning, demonstrators beaten and killed by the police, and unnerving race riots. At the height of integration in Miami’s schools, I learned that my bussed-in middle-schoolers from the poverty-stricken inner city had never seen the Atlantic ← xvii | xviii → Ocean nor knew swimming. My German education did not prepare me for this. This was difficult for a young girl from the Bavarian countryside until I could put the pieces together and came to understand this as another form of genocide in slow motion in a country to which most of the world’s people want to emigrate. The positive side of this existence is that I identify with minorities, relate to their struggle for acceptance and equality, and feel empathy. I had, in effect, developed the cultural sensitivity that Schuerholz-Lehr (2007) believes contributes to world-mindedness and effectiveness in cross-cultural competence.

Why do I possess a proclivity and commitment to multicultural and global education? Guichun Zong (2008), a friend and colleague, provides one answer. As a Chinese American she has reconciled her duality and her marginality in our country and uses them as assets to advance teaching from a global perspective; our immigrant experimental cultural and linguistic backgrounds result in a unique potential to make significant contributions shaping colleges and universities to global institutions.


XX, 352
ISBN (Softcover)
Publication date
2018 (May)
Kanada Russland USA Lehrplan Aufsatzsammlung Global education Curricula Global pedagogy History of global education Research in global teacher education Globalisierung Educationreform in Russia Teacher education
New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2009. XX, 352 pp., num. ill.

Biographical notes

Toni Fuss Kirkwood-Tucker (Volume editor)

The Editor: Toni Fuss Kirkwood-Tucker is Associate Professor Emeritá at Florida Atlantic University. She now serves as Visiting Associate Professor and Program Coordinator in the School of Teacher Education at Florida State University. She received her M.A. and Ed.D. from Florida International University. Her primary research focuses on the integration of global perspectives in curriculum and pedagogy in teacher education and schools, and balance in minority and global issues representation in text. She was a Fulbright Teacher Scholar to China and Russia and was among the first western educators to participate in Russian education reform. She is recipient of the Global Apple and Florida’s Global Teacher of the Year Award.


Title: Visions in Global Education
book preview page numper 1
book preview page numper 2
book preview page numper 3
book preview page numper 4
book preview page numper 5
book preview page numper 6
book preview page numper 7
book preview page numper 8
book preview page numper 9
book preview page numper 10
book preview page numper 11
book preview page numper 12
book preview page numper 13
book preview page numper 14
book preview page numper 15
book preview page numper 16
book preview page numper 17
book preview page numper 18
book preview page numper 19
book preview page numper 20
book preview page numper 21
book preview page numper 22
book preview page numper 23
book preview page numper 24
book preview page numper 25
book preview page numper 26
book preview page numper 27
book preview page numper 28
book preview page numper 29
book preview page numper 30
book preview page numper 31
book preview page numper 32
book preview page numper 33
book preview page numper 34
book preview page numper 35
book preview page numper 36
book preview page numper 37
book preview page numper 38
book preview page numper 39
book preview page numper 40
378 pages