Resources
Resources
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Several sources are listed in the Notes at the end of the article about Global Education: A Worldwide Movement. The book, itself, in addition to presenting data from respondents in 52 countries, reports on information from approximately 200 printed and electronic information sources. Some of those that are thought to be of special importance or interest are noted here. Some are relatively new sources. Others are classics: even out-of-print, perhaps. Those in the later category are worth tracking down.
Walker Connor. Ethnonationalism: The Quest for Understanding. Princeton: Princeton University Press, 1994. An examination of the phenomenon of ethno-nationalism that causes people to identify with their ancestral roots and not necessarily their nation. Mike Featherstone (ed.). Global Culture, Nationalism, Globalization and Modernity. Newbury Park, CA: SAGE Publications, 1990. A series of readings by international scholars describing the world paradigm shift to a global society. Nathan P. Gardels (ed.). At Century’s End: Great Minds Reflect on Our Times. La Jolla: CA: ALTI Publishing, 1995. A series of readings by international scholars that speak to the need to see globalization as more than simply an expansion of western capitalism. Torsten Husen. Education and the Global Concern. Oxford: Pergamon Press, 1990. Speaks of the “global learning mode” based upon the integration of knowledge across disciplines and the making of indigenous values and global values compatible. Fredric Jameson and Masao Miyoshi (eds.). The Cultures of Globalization. Durham, NC: Duke University Press, 1998. Deals with philosophical issues of globalization, including the role of education. Robert Kaplan. The Ends of the Earth: A Journey at the Dawn of the 21st Century. New York: Random House, Inc., 1996. An eye-opening report on a journey through lesser known areas of Africa and Asia leading to the Chaos hypothesis. Mark Lincicome. “Nationalism, Internationalism, and the Dilemma of Educational Reform in Japan,” Comparative Education Review, Vol. 37, No. 2, pp. 123-151, 1993. Kenichi Ohmae. The End of the Nation State. New York: The Free Press, 1996.
John I. Goodlad, M. Frances Klein, Jerrold M. Novotney, Kenneth A. Tye, and Associates. Toward A Mankind School: An Adventure in Humanistic Education. New York: McGraw-Hill Book Co., 1974. A classic that proposes a curriculum based upon the ideas of universal mankind, individual transcendence, rational thought, and action. David C. King, Margaret S. Branson, and Larry E. Condon (eds.). “Education for a World in Change: A Working Handbook for Global Perspectives,” 84/85 INTERCOM. New York: Center for Global Perspectives of the New York Friends Group, Inc. (Now the American Forum for Global Education), 1976. The handbook gives a definition of global education, explores objectives and concepts, and presents sample lessons for all levels of schooling. A classic. Study Commission on Global Education. The United States Prepares for Its Future: Global Perspectives in Education. New York: Global Perspectives in Education, Inc. (Now the American Forum for Global Education), 1987. A thorough examination of the issues, trends and needs of global education that is still relevant today. Aziz Talbani. “Pedagogy, Power, and Discourse: Transformation of Islamic Education,” Comparative Education Review, Vol. 40, No. 1, Feb., 1996, p. 66-82. Examination of the struggle of contemporary Islamic fundamentalists against secular influences in education.
Charlotte C. Anderson with Susan K. Nicklas and Agnes R. Crawford. Global Understandings: A Framework for Teaching and Learning. Alexandria, VA: Association for Supervision and Curriculum Development, 1994. Sets forth a thematic framework for curriculum planning, sample lessons, and lists of resources. Australian Education Council. Studies of Society and Environment Curriculum Map. Victoria: Curriculum Corporation, 1992. Presents a variety of interdisciplinary “depth” studies that outline concepts as well as learning activities. James Becker (ed.). Schooling for a Global Age. New York: McGraw-Hill Book Co., 1979. Each chapter in this class discusses some aspect of curriculum and instruction. Martine Besse, et. al. Globales Lernen: Anstosse for die Bildung in einer Vernetzten Welt. Jona, Switzerland: Forum “Schule fur eine Welt,” 1996. A report on global education in Switzerland with a focus upon teaching methods. Robert Harris (ed.). The Teaching of Contemporary Issues. Paris: UNESCO, 1986. Recommended strategies used in various countries for teaching global issues. Lilian G. Katz. “The Project Approach,” ERIC DIGEST, Champaign, IL: University of Illinois, ERIC Clearinghouse on Elementary and Early Childhood Education, ericeece@uiuc.edu, April, 1994. Willard Kniep (ed.). Next Steps in Global Education: A Handbook for Curriculum Development. New York: Global Perspectives in Education, Inc. (Now the American Forum for Global Education), 1987. A very thorough and practical guide for building a global education curriculum. Every school district should have this or, perhaps, an up-dated version. Mershon Center. Columbus in the World: The World in Columbus. Columbus, OH: Mershon Center, Ohio State University, 1976. A most comprehensive global education curriculum project in which students learn about their own community’s connections to the rest of the world. Replicated in countless settings worldwide. Robert Woyach and Richard C. Remy. Approaches to World Studies: A Handbook for Curriculum Planners. Needham Heights, MA: Allyn and Bacon, 1988. A classic planning guide for developing world studies.
Robert E. Freeman (ed.). Promising Practices in Global Education: A Handbook with Case Studies. New York: National Council on Foreign Language and International Studies, 1986. Discusses a number of in-service teacher training programs and focuses on important process issues that are too often overlooked. Ian Menter and Nick Clough. “Teacher Education in ‘the New Europe’: Some Lessons from Latvia,” European Journal of Intercultural Studies, Vol. 6, No. 2, November 2, 1995, pp. 3-11. Merry Merryfield (ed.). “Teacher Education in Global Perspectives,” Theory into Practice, Vol. 32, Winter, 1993. Various American authors analyze and describe teacher education programs and needs in global education. _________, Elaine Jarchow, Sarah Pickert (eds.). Preparing Teachers To Teach Global Perspectives:A Handbook for Teacher Educators. Thousand Oaks, CA: Corwin Press, Inc., 1997. A most important work. Various authors set forth both organizing principles and descriptions of practice in teacher education for global education, particularly at the pre-service level. The Socrates Program: Promoting European Cooperation in Education, May, 1998. Within SOCRATES there is the Thematic Network in Teacher Education, http://tntee.umu.se
Associated Schools Project of UNESCO. aspnet@unesco.org As of January, 1999 there were over 5,200 schools in 158 countries associated with ASP. Schools collaborate together across national boundaries working on such themes as human rights, democracy, intercultural learning, and the environment. There are pre-schools, primary schools, secondary schools, teacher training schools in the network. Baha’i Schools Network. There are Baha’i assemblies in over 30,000 communities in 150 countries and independent territories around the world. Many of them sponsor schools, the vast majority of which provide basic education in villages in LDCs. There is a growing number of larger, more complex schools which, in addition to following the prescribed curricula of the countries in which they reside, often focus upon global issues and the development of a global perspective. I received my information about the Baha’i school network from Global Vision, Inc. glovis@access.digex.net General information can be found at http://www.bahai.org/ The International Baccalaureate Organisation (IBO). A nonprofit education foundation based in Switzerland which offers an academic diploma program for students in the final two years of secondary school and a middle years program for younger students. It has grown to more than 450 participating schools in over 60 countries. Schools follow nationally prescribed curricula, In addition, many include courses and/or projects focused upon global issues and perspectives. See http://www.ibo.org/communicate.htm U.S. Peace Corps World Wise Schools. Returned Peace Corps Volunteers from over 90 countries are available to visit classrooms in the United States. In addition, students in participating classrooms can correspond with active volunteers. Other resources for teachers include curriculum guides, a newsletter, and a web site with lesson plans and teaching ideas. See http://www.peacecorps.gov ThinkQuest. Designed to expand the use of the Internet as a learning tool. Students develop and then share learning materials, many devoted to global issues. In 1998, students in 67 nations participated in network activities. See: http://www.advanced.org/thinkquest Web 66: International School Site Registry. Provides a directory of schools in over 80 countries that have a home page. Students in any school in the world are able to establish communication with schools in the directory through the Internet. See: http://www.web66.coled.umn.edu/schools There are any number of other electronic networks focused upon global issues to which schools can subscribe and involve their students. See, for example: the GLOBE project, involves students from 70 countries working with scientists on environmental issues http://globe.gov and the Global School House Foundation which also supports global learning activities on-line http://www.gsn.org
The following resources are listed because they are exemplary of those that are available. There are many other fine resources produced by other agencies that teachers can utilize. Many of these are listed on the Internet. Teachers, librarians, curriculum workers, and others interested in global education are encouraged to search for them and follow up with appropriate inquiries on their own.
A classic publication in this movement is Daniel C. Thomas and Michael T. Klare (eds.). Peace and World Order Studies: A Curriculum Guide. Boulder, CO: Westview Press, 1989. In order to understand the difference between peace education, peace studies, and conflict studies, see: Ervin Laszlo and Jong Youl Yoo (eds.). World Encyclopdia of Peace. New York: Pergammon Press, 1986. Educators for Social Responsibility produce many materials for use by teachers, including ones that focus upon conflict resolution at the classroom and school level. See: http://npin.org/reswork/workorgs/socialre.html Two other organizations that contribute important conceptualizations, resources and linkages to people interested in peace education are: (1) The United States Institute of Peace, 1550 M Street, NW 7th Floor, Washington, D.C., 20005-1708, fax 202-429-6063; and (2) the Peace Education Commission, The International Peace Research Association, Department of Education and Psychological Research, School of Education, Box 23501, S-200 45 Malmo, Sweden.
The International Association for Intercultural Education (IAIE) was mentioned in the notes and its addresses were given there. The European Journal of Intercultural Studies carries articles from all over the world, not just from Europe. It is a highly recommended resource. Two important books in the U.S. on multicultural education are: James Banks. Multiethnic Education: Theory and Practice (3rd ed). Boston: Allyn & Bacon, 1994, and James A. Banks and Frances Helland (ed.). An Introduction to Multicultural Education. Boston: Allyn & Bacon, 1998.
The Center for Sustainability Education of the American Forum for Global Education is a rich source for information and materials about development education and about involving students in action oriented projects in their communities. Contact the Center at globed120@aol.com Other international organizations provide materials for teachers related to North/South cooperation. See, for example www.oxfaminternational.org (Oxfam), www.culture.coe.fr (Council of Europe), www.oneworldweb.de/organisationen/entwick.htm (Brot fur die Welt), www.unicef.org/voy/ (United Nations), and www.un.org/Pubs/CyberSchoolBus/main.htm (United Nations) A major book for practicioners is Audrey Osler (ed.). Development Education: Global Perspectives in the Curriculum. London: Cassell, 1994. It contains both conceptual and practical guidance for building classroom studies.
A major source for information about the United Nations documents on human rights and human rights education is the classic Thomas Buergenthal and Judith V. Torney. International Human Rights and International Education. Washington, DC: US National Commission for UNESCO, Department of State, 1976. This publication has an extensive section on learning materials. Unfortunately, many of these are out-of-print (far from out-of-date, however). For anyone seriously interested in human rights education, the book is worth tracking down. Global Teach Net, the newsletter of the National Peace Corps Association and ASCD marked the 50th Anniversary of the Universal Declaration of Human Rights by producing a special section in its November-December 1998 issue featuring resources and sample lessons on human rights education. Contact Global Teach Net at rpcvgtn@aol.com The Human Rights Education Associates (HREA) provides assistance and training in curriculum and materials development. Contact: http://erc.hrea.org/ The ASCD elementary level global education framework mentioned previously has a strand entitled “You Are a Human Being” that is appropriate to mention here.
(sometimes referred to as Civic Education) While this is not a well-defined social movement at this time, it certainly is related to global education. There is an interesting and rich literature and global educators should be aware of it. See, for example: William Ayers, Therese Quinn, Jean A. Hunt (eds.). Teaching for Social Justice: A Democracy and Education Reader. New York: New Press, 1998; Landon E. Beyer (ed.). Creating Democratic Classrooms: The Struggle to Integrate Theory and Practice. New York: Teachers College Press, 1996; Michael W. Apple, James A. Beane (eds.). Democratic Schools. Alexandria, VA: Association for Supervision and Curriculum Development, 1995; Paulo Freire. Pedagogy of the Oppressed. New York: Continuum, 1984. |
