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Exploring Globalization Opportunities and Challenges in Social Studies

Effective Instructional Approaches

Series:

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 Twenty: Creative Pedagogies in Integrating Global Awareness in Secondary Social Studies Curricula in Teacher Education Programs and Schools: Toni Fuss Kirkwood-Tucker

Extract

Toni Fuss Kirkwood-Tucker

The teacher is the ultimate gatekeeper of what is being taught in the classroom.

S. Thornton, 2005

Social studies teachers play a key role in preparing students for effective citizenship in a global age. The challenge of this responsibility is reflected in the following selection from The Wind in the Willows (Grahame, 1908), which provides a wonderful springboard when you first introduce the concept of global awareness to your students:

“So–this–is–a–River.” The Mole had never seen a river before. “The River,” corrected the Rat. “But what lies over there?” asked the Mole . . .”That? Oh, that’s just the Wild Wood,” said the Rat shortly, “we don’t go there very much, we river-bankers.” “Aren’t they—aren’t they very nice people in there?” asked the Mole a trifle nervously. “W-e-ll, let me see. The squirrels are all right. And the rabbits—some of ’em; the rabbits are a mixed lot. And then there’s the badger, of course . . . nobody interferes with him. They’d better not,” he added significantly. “Well, of course—there are others, weasels and stoats and foxes and so on. They’re all right in a way, I’m very good friends with them, pass the time of day when we meet and all that—but . . . well, you can’t really trust them and that’s the fact.” “And beyond the Wild Wood again?” the Mole asked, “where it’s all blue and dim . . . ?” “Beyond the Wild Wood comes the Wide World,...

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