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Exploring Globalization Opportunities and Challenges in Social Studies

Effective Instructional Approaches

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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 Eleven: Meeting the Challenges of Implementing Global Education in a Time of Standardization: Mirynne Igualada & Dilys Schoorman

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Mirynne Igualada Dilys Schoorman

This is great, but we will never be able to do global education in our classes. Not until we get rid of these tests.

This reaction from one of Schoorman’s students, an hour into her first-ever graduate class in global education, has been seared into her consciousness as a teacher educator in Florida. It epitomizes the reality of teachers and students facing the accountability pressures unleashed by No Child Left Behind. It is particularly ironic for two reasons. Although the standardization movement and accountability pressures in education have been premised, ostensibly, on the need for the United States to be globally competitive, as teacher educators in different capacities, we have seen how these pressures are the catalyst for the opposite: an abandonment of global education. This reaction came in a graduate teacher education class in south Florida, home to the third largest population of immigrants and among the most diverse school districts in the nation. With the world in our classrooms, teachers felt threatened about engaging in global education.

This chapter emerged from the authors’ efforts to step into this breach. Both authors are teacher educators in different contexts. Schoorman is a professor in multicultural and global education. Igualada—herself a former student in the aforementioned global education class (in a different year)—was a high school social studies teacher and currently works as an advanced studies curriculum coordinator. In her current role, she is able to share her work...

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