In the mid- and late-eighties, global education in the United States came under attack and was labeled un-American by various right wing individuals and groups. At the same time business leaders, representatives of mainstream religious groups, intellectuals, and influential politicians of major political parties were...

The main purpose of the study was to explore, in a very preliminary manner, the status of global education in the primary and secondary schools of 52 countries in various regions of the world. In addition, it was hoped that the report of the data could serve to promote dialog among the various...

The definition of global education given to respondents for their reaction was the one from the 1991 Association for Supervision and Curriculum Development (ASCD) Yearbook entitled, Global Education: From Thought To Action. That definition was...

The number and kinds of global issues identified as being emphasized in the schools’ curricula varied greatly from country to country. The issues most often identified (in order of frequency) were: ecology/ environment, development, intercultural relations, peace, economics, technology, human rights...

Those responses that discussed teaching methods employed in global education were rich, to say the least. Four generalizations were drawn from them. First, the number of responses that identified traditional methods was greater than the number talking about newer, more progressive ones...

The overall impression gained from the responses to the question about how teachers were trained to teach global issues was that there were only a small number of teacher training programs anywhere in the world, particularly at the pre-service level, directed specifically at developing global education teachers...

Chapter Six began by examining data about the current responsibility for implementing and monitoring global education. This involved the consideration of (1) how educational decisions, in general, were made in the countries under study...

Responses to the question about problems and barriers were grouped into eight broad categories. The barrier identified by the largest number of respondents, eighteen, was “lack of teacher skills, training, interest.” Most responses simply said that there was a lack of adequate teacher training...

1. Correspondence about IAIE membership which includes subscription to the European Journal of Intercultural Studies should be addressed to IAIE, Kopmangatan 7, 151, 71 Sodertalje,Sweden. E-mail: iaie@lix.oxbacksskolan.se...

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...

“The book reflects the awesome complexity of school improvement and challenges the simple-minded notions that exist among the public and the profession about social change. This book is based on evidence and stands in fresh contrast to the many books about education...