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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 Fourteen: Global Education for Critical Geography: Jason R. Harshman


Jason R. Harshman

The Orient was almost a European invention

Edward Said, Orientalism, 1978

To better understand the processes that shape how the world is organized and imagined, the study of geography must incorporate more than the extent to which students are able to identify cities and mountains on a map. Geography, John Dewey (1897) argued, is more than the classification of facts, it is the way an “individual feels and thinks the world” (p. 168). Integrating critical geography into global education involves engaging students in a deeper appreciation for the diversities that make up human and cultural geography, while also questioning the local and global processes that shape everyday experiences of space and power (Gruenewald, 2003; Helfenbein, 2006; Massey, 2007). If students are to decolonize and decenter their worldview, educators need to adopt a more globally minded approach to teaching and learning world geography (Merryfield, 2001).

This chapter begins with a brief overview of how space has been theorized and defined in the fields of geography and education to illustrate the relationship between critical geography and global education. The next section addresses the construction of place and the extent to which technologies and globalization complicate teaching about here and there. The concepts advanced in this chapter are then applied to the study of two countries, Turkey and China, to illustrate how critical approaches to geography and global education can come together to foster new ways of thinking about the world.

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