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Exploring Globalization Opportunities and Challenges in Social Studies

Effective Instructional Approaches


Edited By Lydiah Nganga, John Kambutu and William B. Russell III

This book on global issues, trends, and practices is intended to serve primarily as an instructional and learning resource in social studies methods courses for preservice teachers. In addition, it is an effective social studies and global education resource for college faculty, graduate students, inservice educators, and other professionals because it has divergent, practical, and relevant ideas. Teaching global education is challenging. It requires an understanding of globalization and how it affects policies, reforms, and education. Therefore, this book explores real global issues in the classroom and also offers different innovative instructional strategies that educators have employed while teaching social studies courses. The volume includes detailed reviews of literature and research findings which facilitate the design of quality pertinent units and lessons plans. Indeed, this book is a critical tool to help educators and students to gain a better understanding of globalization and global education.
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Chapter Seven: Global Classrooms: A Contextualized Global Education: Cameron White


Cameron White

Global educators share certain characteristic instructional strategies: they confront stereotypes and exotica and resist simplification of other cultures and global issues; foster the habit of examining multiple perspectives; teach about power, discrimination, and injustice; and provide cross-cultural experiential learning.

Merry M. Merryfield, 2008

Growing up today is very different from even a decade ago. Today the world truly is a smaller place and we really are part of a global neighborhood. People are instantaneously connected to international events through media, technology, trade, and global issues such as conflict, climate, and socio-economics. Borders do not mean the same thing as they did just a few years ago. A “globalized” world necessitates international connections, thus challenging traditional conceptions of nationhood and exceptionalism.

This chapter analyzes the concept of global education and suggests that we need to improve our contextualization of the issues and investigation of global connections. The chapter also suggests that a variety of popular culture texts and more student-centered approaches should be the focus. In addition, the concept of Global Classrooms is described as an alternative approach to meaningfully allowing students to analyze and engage in global education through research, problem solving, debate, and role-playing.

Teaching and learning must include education for a global perspective so that students might also become responsible “active” citizens of the world (Chapin, 2003; Diaz, Massialas, & Xanthopoulos, 1999; Tucker & Evans, 1996). A critical component of education in general, and social studies...

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