World class : teaching and learning in global times 9781410606839, 141060683X

Table of contents :
Content: 1. Contexts --
2. Problems.

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World Class Teaching and Learning in Global Tim es

William Gaudelli

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World Class T each in g and Learning in G lob a l T im es

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World Class T e a c h i n g a n d Le ar n i n g in Glo b al T im e s

W illiam G a u d elli U n ive rsity o f C entral Florida

O

Routledge Taylor & Francis Group

NEW YORK AND LONDON

First published by 10 Industrial Avenue Mahwah, N e w Jersey 0 743 0

This edition published 2011 by Routledge Routledge Taylor & Francis Group 711 Third Avenue N e w York, N Y 10017

Routledge Taylor & Francis Group 2 Park Square, Milton Park Abingdon, Oxon O X 1 4 4 R N

C opyright © 2003 by L aw ren c e E rlbaum A ssociates, Inc. All rights reserved. No part o f this book m ay be rep ro d u ce d in any form , by photostat, m icrofilm , retrieval system , or any other m eans, without prior written perm ission o f the publisher.

C o v e r design by C lara Cobb

L i b r a r y of Congr es s Ca t al ogi ng- in- Publ i cat ion Data G audelli, W illiam. World class : teaching and learning in global tim es / W illiam Gaudelli. p. cm. Includes bibliographical references and index. ISBN 0-805 8 -4 0 7 8 -8 (pbk. : alk. paper) 1. International ed u c a tio n — U nited States. I. Title. LC 1090.G38 2003 30 7 .1 1 6 — dc21

2002072220 CIP

Dedication To my mom, Josephine Gaudelli, my first teacher

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Contents ix

Preface Personal Prologue: A C onversation A b o u t World Teaching and Learning I

xiii

Contexts

Chapter 1

W here in the World H av e You Been? An O v erview of Global E ducation

Chapter 2

Three Schools at the International Crossroads of N ew Jersey

27

Chapter 3

H o w C an You Fit a Global Village in a Classroom ?

41

II

3

Problems

Chapter 4

Global E ducation as A nti-A m erican C urricu lu m ?

67

Chapter 5

O p e n in g P a n d o r a 's Box: C ultura l Relativism in Global E ducation

79

Chapter 6

C onversations A b o u t O u r H o u ses of M um bi: Identity in Global E ducation

99

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CONTENTS

III

Alternatives

Chapter 7

R ethinking N ationalism , C u ltu ra l Relativism, and Identity in Global E ducation

125

C hapter 8

Teachers as C o m m u n ity Intellectuals: Professional D ev e lo p m e n t in Global E ducation

139

Chapter 9

A N ew Way to the World? Global Times, Global Citizens

156

Afterword Appendix

177 M etho d o lo g y

184

References

191

Author Index

203

Subject Index

209

Preface T he challenges o f teaching about the world led m e to write this book. As a new high school teacher over a decade ago, I struggled to m ake sense o f the w orld class that I had been assigned. W hile talk o f globalization was rap­ idly increasing, I grappled with the globalization that was supposed to be going on within my classroom . How do I “cover” all that students need to k now ? W h a t do they need to know ? W h a t kinds o f m aterials can I use to teach about the world? How do I help students relate to places, people, and events in areas o f the world with which they have little or no familiarity? These questions were not unique to my situation or my students, though I rem e m b er feeling they were. I tried to deal with this sense o f curricular isolation by talking frequently with colleagues w ho taught the world class. We shared lessons, w ent on field trips, invited speakers, and vented frustrations in developing our course o f study. We were proud o f our efforts, but w ere also critically re­ flective in determ ining w hat seemed to be effective and w hat sim ply did not work. We were able to develop reasonable answ ers to the questions raised initially, only to find new ones em erging. W hat is unique about this school context that affects global learning? H ow should my students negotiate civic obligations that are strongly national with ones that are global? How should we engage controversial issues? How do our identities shape the ways in w hich we see the world? I consulted the literature in global e d u c a ­ tion and found a nu m b e r o f thoughtful fram ew orks, stimulating teaching ideas, and provocative debates about the nature o f global learning. Lacking in the literature, however, was a variety o f substantive accounts o f how teachers cam e to address these problem atic areas. This b ook is designed to address this area o f need. ix

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PREFACE

M y aw kw ard and stum bling induction as a practitioner to the field o f global education led to a m ore formal inquiry about how other teachers e n ­ gaged this curriculum area. I wanted to d ocum ent the ways in w hich teach­ ers and students at three different schools in New Jersey were learning about the world as a contribution to the existing literature. T his book illus­ trates an ethnographic inquiry into the lives o f teachers and students e n ­ gaged in global education. In these chapters, the voices o f the people who teach and learn about the world are anim ated, contextualized, and analyzed to inform our understanding o f global pedagogy. World Class is written for scholars, practitioners, and graduate students interested in global education. In the conversations that follow, you will hear the struggles and successes o f teachers engaged in global education. R ather than simplify these com plex experiences and concoct answ ers to contrived problem s, I try to illustrate the com plexity o f this w ork and raise thought-provoking questions. I do not intend to provide solutions to global pedagogy in this book, but rather, to pose alternative ways o f thinking about these problem s, and leave the answers, ultimately, up to you. This book is divided into three parts: Contexts includes chapters 1-3; Problems is developed in chapters 4 - 6 ; and Alternatives is offered in c h a p ­ ters 6 - 9 . Contexts allows the reader to consider global education from m u l­ tiple perspectives: teacher, student, administrator, com m unity, and scholar. Problems focuses on pedagogical challenges associated with global ed u c a ­ tion. Alternatives provides some reflection points that encourage the reader to consider different ways that we m ight converse about global teaching and learning. Contexts is foundational to the rest of this book as it outlines im portant issues to be addressed. C hap ter 1 “W h e re in the World Have You B e en ?” briefly traces the roots o f global education as a curriculum field. In chapter 2, “Three S chools at the International C rossroads o f New Jersey,” I argue that New Jersey is an ideal place for exam ining global education as it is a state w h ose econom y and population are globally integrated. I also provide background about educational policy in the state and tighten the lens, sketching the three high schools in w hich the study was conducted. C hapter 3, “How' Can You Fit a G lobal Village in a C lassro o m ?” addresses co n textu­ ally unique issues that teachers face when they attempt to bring global per­ spectives into the classroom. Problem s illuminates some o f the difficulties that teachers have w hen they encounter the world in their classroom s. C hapter 4, "G lobal E ducation as A nti-A m erican C u rricu lu m ?” exam ines the supposed tensions between global education and national curricula. C hapter 5, “O pen ing P an d o ra ’s

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Box: Cultural Relativism in G lobal E du ca tio n ” discusses issues related to cultural relativism and universalism in global classroom s and how teachers and students attem pt to walk this philosophical tightrope. In chapter 6, “C onversations A b out O ur H ouses o f M um bi: Identity in Global E d u c a ­ tion,” I borrow from a Gikuyu myth about the construction o f identity to e x ­ am ine how students and teachers shape their understandings o f global learning from their own senses of self. A lternatives focuses mainly on refram ing problem s associated with global education. C h apter 7, “R ethinking N ationalism , Cultural R elativ­ ism. and Identity in G lobal Education,” offers ways of reorienting p e d a g o g ­ ical problem s raised in Part II o f the book. C hapter 8, “Teachers as C o m m unity Intellectuals: Professional D evelopm ent in G lobal E d u c a ­ tion,” is a clarion call to invest heavily in the education and professional space o f teachers to am eliorate some o f the problem s exam ined herein. Finally, chapter 9, “A New Way to the World? G lobal Times, G lobal Citi­ zens,” discusses the potential o f schools to create a dialogue about what global citizenship m eans in the 21 st century. T he a ppendix includes a brief discussion of the m ethodology used in this study and a reference list. A brief afterw ord is provided to exam ine the aftermath o f S ep te m b er 11, 2001, in light of the ideas raised in the book.

ACKNOWLEDGMENTS I owe so m uch to colleagues and family for their support and e n c o u rag e­ ment in this process. A special thanks to my editor, N aom i Silverman, for having the confidence in this project from the start and my reviewers, D e n ­ nis Banks, Ken Carlson, Terri Epstein, and Stephen T hornton, for cha lle n g­ ing me to improve this work. Your insights and e n c ou ragem ent were vital to this project. To the anonym ous participants; thank you for opening your classroom s and giving your time to this inquiry. To my colleagues from H unterdon Central Regional High School, e s p e ­ cially N ancy Bennett, B onnie Berringer, Sean C happe, Vince D am ico, Bill Fernekes, Kerry Kelly, Catherine Lent, Jennifer Peck, Lissa Richardson, Will Richardson, John Smith, M aria Sydor, and the social studies d epa rt­ ment: I miss teaching with you and remain inspired by you. To my friends at Rutgers, especially Ken Carlson, A1 Howard. Ronald H ym an, Carey and N ancy M cW illiam s, Jack N elson, N obuo S him ahara, and Burt W eltm an: your teachings rem ain with me.

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To my colleagues from Teachers C olleg e-C olu m bia, especially Beth O ’Brien, M argaret S m ith-C rocco, and Stephen Thornton; thanks for the opportunity to teach and for the support in this and other efforts. To my new professional family at the University o f Central Florida, in­ clu d in g K aren B ira im a h , D avid B o o te, A ndy B rew er, D o u g la s B ru m baug h, Jeffrey Cornett, Trish Craw ford, Jennifer Deets, R andy H e w ­ itt, Marty Hopkins, Marcy Kysilka, John M anning, Sherron Roberts, S an ­ dra and M ike Robinson, E d m u n d Short, and Carolyn W alker-H opp; I appreciate the long conversations over coffee about many o f these ideas, your partnership, and fine company. To my family, Dad, Gina, Fred, Freddie, and Joseph; A ngelo, Cheryl, M ichele, A ngelo, and A nthony; Rita, John, and M ic hael, thank you for all that you have done, for the love you have given, and the peace that you bring me. To my M om , Josephine Gaudelli; thank you for being my first teacher; you have given me life, and I miss yours every day. To my wife, Elizabeth; thank you for all you have done and for all o f your confidence in our m any changes; your love feeds and sustains me; you are my hom e and my life. A nd to my son, Alexander, you are a gift to the world and I will always be there for you.

Personal Prologue: A Conversation About World Teaching and Learning A s c i v i l i z e d h u m a n b e i n g s , w e are the in h erito r s, n eith e r o f a in q uir y a b o u t o u r s e l v e s a n d the w o r l d , nor o f an a c c u m u l a t i n g b o d y o f i n fo r m a t i o n , b u t o f a c o n v e r s a t i o n , b e g a n in the p r i m e v a l forests an d e x t e n d e d an d m a d e m ore articu late in the c o u r s e o f c e n tu ries. It is a c o n v e r s a t i o n w h i c h g o e s on b oth in p u b li c a n d w i t h i n each of o u r s e l v e s ... E d u c a t io n , p r o p e r ly s p e a k i n g , is an initiation into the skill an d p a rt n e rsh ip of this c o n v e r s a ti o n . — O a k e s h o t t (1962, p. 199)

The ability to converse is the m ost obvious expression o f the hum an intel­ lect, the attribute that, in its com plexity and diversity, m ost sharply differen­ tiates us from other species. H u m ans arc social creatures. Conversation is the glue o f our sociality, the point at which we interact m eaningfully with our world. Infants, speechless w onders, even make utterances that suggest the formulation o f thought and a passion to com m unicate. C h ild re n ’s b a b ­ ble and frustration in not being understood dem onstrates how thoug ht and com m un ication are uniquely interwoven. H um ans are driven to converse about w hat they think. School and hom elife typically provide forum s w here verbalism s and thoughts are organized into a form widely recognizable by organizing and hom ogenizing conversation, and to a lesser degree, thoughts. Learning in school is typically a matter of engaging with teachers, peers, films, books, journals, com puters, and many o ther forms o f media. T he extent to w hich a child can be conversant with sources o f inform ation often predicts his/her xiii

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success in school. Student free time is literally overflow ing with c o n v e rsa­ tions. W here did you buy that? W h ere are you going after school? Do you like her/him? W hat time is the party? On entering the classroom , teachers dircct students to prescribed conversations: the course o f study. Schools arc fundam entally conversational social institutions. This book is a portal into the conversations about global education am ong the two m ost vital players in schools: students and teachers. A m id the ca cophony o f a busy school em erge multiple streams of discourse. As a teacher turned researcher, I listened to these conversations in classrooms, hallw ays, libraries, study areas, and teachers’ lounges. I asked students and teachers to w ond er aloud about their experiences in learning and teaching about the world, to share their frustrations and achievem ents in u n dersta n d ­ ing such a vast and com plex area as world studies. T he purpose o f this book is to organize these conversations in a way that will inform, challenge, and provoke those interested in global education. How docs one begin a conversation about the w orld? T h e topic is so un­ m anageably vast, it seem s to be an impossibility. In thinking about this question and the study I was about to engage, I found m y se lf pondering my own conversation with the world over my lifetime. How did I co m e to know the world around me as a child? R ecognizing that acts o f rem e m b erin g are always fictional recreations, I begin by recounting my life around the issues at the center o f this book: education and globalization (G rum et in Cole & Knowles, 2000. p. 128). M y life began in the sleepy, rural town o f Elmer, New Jersey, in the late 1960s. A lthough this was a tim e o f great social upheaval, places like E lm er were far rem oved from the tumult. The m ost notable building in E lm er back in the 1960s, as well as today, is the hospital. There is not m uch else, except for a small groccry store and a few gas stations. If you blink while driving through, you may miss it. E lm e r is not the m ost isolated place on the planet, but it seem s far rem oved from the rest o f the world. As a child, I lived a fairly remote, parochial life in Millville, N ew Jersey, just a sto n e ’s throw away from Elmer. The city of Millville, a city in nam e only, was econom ically d ependent on the large glass industry. M any people in town were w orking poor and o ur lives reflected to som e degree the c o m ­ m u n ity ’s econom ic state. M y father ow'ned a small heating and air condi­ tioning installation business and we lived in an old house that my parents were constantly fixing and rem odeling. A lthough we were relatively poor, mine was not a childhood o f deprivation. I had wanderlust as a child, often riding my bike across the nearby town line to say I had been som ew here other than Millville. W atching birds in my backyard as a child, I rem e m ber

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a feeling o f awe and envy as they could seemingly travel anyw here they wished, som ething I w anted to do. W e rarely traveled beyond Millville, e x ­ cept for an excursion to N iagara Falls, W ashington, D.C., and s u m m er vis­ its to the nearby Jersey shore. O ur trip to N iagara Falls offered me great excitement. N ot only was I g o ­ ing on vacation, but also to another c o u n try ! Leaving a restaurant one eve­ ning on the Canadian side of Niagara, I was stopped by a group of Japanese tourists that did not speak English. They were able to gesture for a pho to ­ graph, however, to w hich my parents consented. T h e shutterbugs gave me a yen as a souvenir, bow ed slightly, and w ent along their way. I was so in­ trigued that they could not speak E nglish, so am azed that they were from a distant place, and so enchanted by this odd piece o f money. This simple e x ­ change brought me closer to the realization o f a world beyond my h o m e ­ town. I recall asking my mom and brother after this encounter if people sp e ak ­ ing other languages interpreted what they were saying into English. They had difficulty understanding my question, but I persisted in asking if that was how all people understood the world, in English. T he idea that objects may be universal but that the w ords to d escribe them w ere not was baffling to me as a child. I assum ed that people spoke other languages ju s t for plea­ sure or distraction, but in the end, everyone was essentially an anglophone. This purely egocentric view o f the world was eventually set right, trans­ formed into the realization that som eone could converse with the world in sounds that were seem ingly unintelligible. The notion of perspective e n ­ tered my m ental vocabulary, and I began to apply this to all o f my un der­ standings. I assum ed dogs had the same type o f com plex language as hum ans and that a dog from France would not be able to talk to a dog from India. By all accounts, I was a strange kid. I rem e m b er listening to the beautiful melodies o f my grandparents speaking Italian. W hen they w anted some privacy in their c ram ped home, they reverted to their native tongue to maintain secrecy. I eventually learned to pick out a few words; G ulliarm o m eant they were talking about m e and m ange signaled the essential conversations about food! M o st o f these ex­ changes were lost on my A m erican acculturated ears, as our fam ily ’s ethnic language had passed away years before I was born. I recall thinking how odd it was that they could speak so fluidly in English one minute and in Ital­ ian the next. Italy was a distant place in some ways, but in others, it was right in my gran d p a re n ts’ kitchen. M ost o f my access to the world beyond Millville cam e from the media. My parents modeled intellectual curiosity. O urs was a house filled with

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stimulating conversations about events of the day. My father ritualized new spaper reading and new s program s were the main fare o f our family viewing. Scanning the headlines, I read about the end of a w ar in a place called V ietnam . I was draw n in by the descriptions of turmoil surrounding antiw ar protests. T he television in my house flashed scenes o f w hat looked to me like the trial o f the President, the im p eachm en t proceedings o f Presi­ dent Nixon. At a young age, I could not fathom w h at w ould m ake the U.S. President leave his jo b , but my d a d ’s succinct explanation helped me u n ­ derstand: “ N ixon lied to the A m erican people,” he said with angst. Family conversations at the dinner table were often about current events, which politicized my outlook at an early age. I rem e m b e r talking about a famine in Biafra, a place that could have been on the m oon for all I knew as a child. It certainly was not on my globe, although another place called N ig e ­ ria w'as there, in bright green. Biafra seemed to affect me directly, however, because my parents would remind me not to waste food on account o f starv­ ing children there, even broccoli and lentil soup. On Saturday m ornings, I was glued to the television for one o f my favorite program s: The Big Blue Marble. The show brought the environm ental m ovem ent into the lives of children. W h a t drew me to watch was that w onderful image o f the Earth from space, a new perspective that captured the im agination o f many p e o ­ ple. I w ondered about the marvel that was our Earth. M y childhood global education was more about w ondering than tradi­ tional learning. I had a globe at hom e that I adored and an encyclopedia set. I would spin the globe on its axis and stop it with my finger on a new' spot: Chad, Indonesia, Chile, and Sudan. Q uestions w ould p our forth: D oes a n y ­ one live there? How do they live? Is it like my life in Millville ? Do the kids go to school? I w onder if they lacked for food like the Biafran kids? For lack of inform ation, I would create unbelievable stories about the places I pointed to on my globe, usually based only on the name. Chad must have been a place where all o f the people were nam ed Chad, ju st like a friend of mine. Indonesia was filled with Indians, like I saw in old Western movies. Chile m ust be where a hot, tom ato b ee f stew that my m om made originated. Sudan was filled with four d oor vehicles like my dad drove ... and on and on. T hinking about my musings now is funny and som ew h at em barrassing, but this was how my curiosity developed, probably not unlike the way m ost children nonsensibly com e to understand their unfam iliar world. Formal education in Millville offered little about places beyond the United States that I recall, with the exception o f my first social studies class in seventh grade. World geography was my first formal exposure to topics beyond the scope of the United States, as we identified countries, cities, and

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land features on wall maps. O ur class enjoyed playing geography bee, where you com peted against a peer to be the first person to find an obscure place on the map. I loved this gam e and was frequently a finalist in the class because o f my independent globe w ondering. My classm ates regarded me as som e w hat o f a social studies guru as we took great pleasure in identify­ ing each oth e r’s academ ic strengths and w eaknesses. M y hyper-com petitive peers readily c o n c ed e d social studies m aven (read-nerd) to me because, in the w ords o f D ave Fox, “Social studies is n ’t that im portant a n y ­ way, so w e ’ll let Gaudelli have that on e!” Brunei. Here was a country that I knew nothing about, one that never ended up under my finger in the glo be-spinning gam e. It was also the c o u n ­ try that I was assigned to research for an oral report in world geography. I nervously approached the bucket o f nam es and despaired as others shrieked when they pulled Germany, E ngland, and Italy. The pressure was on, as I had already been anointed social studies geek, needing to prove it was a title I deserved. I blindly selected Brunei and my peers laughed derisively. "B runei? W h e r e ’s that?! H e'll never find that on e!” T he school library did not have any information on this obscure place. I was am azed that there could be such a place, so distant from life in Millville, about w hich I could not find inform ation. I w ent to the local public library and searched for Brunei in vain. M y globe offered no solace as Brunei was not there either. N ational Geographic, found in the dusty shelves o f our public library, fi­ nally rescued me. I recall being am azed by the photos o f Bruneians, thinking they did not resem ble people in my hom etow n. Millville was a fairly h om ogenous place, a condition worsened by the regim ented tracking system in the schools. I did not venture far beyond my small, “A -tra ck” crowd in high school. We were all W hite, Christian, and mostly middle class. My friends were so h om oge neo us that I, as a second and third generation Italian-A merican and barely m iddle class even by M illville’s standard, was considered som ew hat different. Ethnic slurs were som etim es hurled in my direction, but they had little power, as I knew Italians were no longer a m inority in any real sense. M y friends and I knew that w e were all very m uch alike. My first sustained interactions with diverse people occurred as an un der­ graduate at Rutgers College. M y freshm an floor w as a varied group o f stu­ dents from throughout the state and beyond. I was one o f the token students from the southern part of a state dom inated by the north in every respect. In S ep tem ber o f my freshm an year, Rosh H ashanah and Yom K ippur signaled a m ass exodus from the dormitory by Jewish students. I rem e m b e r w o n d er­ ing where everyone had gone. My room m ate, w ho was Jewish, explained

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what the holidays signified in Judaism. As a freshman in college, it w'as my first m eaningful interaction with people who did not believe the same things that I was raised to believe. The approach o f Christm as and H anukk ah offered another opportunity for encountering the world am ong my college peers, this time in a more com ical way. We decided to decorate fo rth e holidays, but lacked the money to buy a “ holiday tree.” Steve Lutens, w ho w as Jewish, agreed to go into the park and cut dow n a tree to adorn our barren hallway. We could see Steve in the park below our dormitory, cutting d ow n a tree, w hen the R utgers police spotted him as well. T he tree was already down w hen Steve realized he had been spotted. We w atched as he frantically tried to outrun the police, but was eventually apprehended. T hose rem aining on the floor decided that we should go down to the p o ­ lice station and help out our floorm ate, now a felon. W h e n we arrived, Steve said he m ust have been the first Jewish kid arrested for stealing a C hristmas tree. We jok ed about this episode fo rth e rem a in d er o f our year together. The great Christm as tree caper, w hich cost Steve hours o f com m unity service, had a positive result, however: It sparked a good deal o f religious conversa­ tions on the floor am ong Jews, Christians, and Hindus. A long w'ith interactions with college peers, my course o f study offered opportunities for learning about the world. I majored in political science and m inored in history w hile pursuing a high school social studies teaching certificate. I took som e introductory classes in international relations, world history, sociology, and anthropology. The ideas and readings inter­ ested me im m ensely as I was constantly being exposed to new information. Professors and students w ho were passionate about world study from vari­ ous academ ic perspectives left a positive im pression on me and reinforced my own interests in the world. I enjoyed the w ide-ranging discussions, from the split caused by the Cold War, the political and military battlefield of Vietnam, the political history o f the Soviet Union, and the cultural vari­ ety o f hum ankind. I rem e m b er feeling intellectually alive and am azed at the connections that I encountered betw een disciplines. M y experiences as an undergraduate in the school of education were over­ w helm ingly positive. Many of my peers were not the least bit interested in their education classes, viewing them as a distraction from the “important stuff,” or content, they would have to know as a teacher. I found education courses to be a refreshing change, as they addressed larger issues that cut across disciplines and reinforced my developing understanding o f the seam ­ less web o f knowledge. I felt at home academically, as someone interested in knowing more about the interconnectedness o f the world but not wanting to

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be limited to one discipline’s construction o f knowing. Social studies ed u c a­ tion courses in particular allowed the generalist in me to thrive. H unterdon Central High School in Flem ington. New Jersey hired me to teach a new required course entitled Com parative World Studies that ap­ pealed to my inclinations toward being a generalist. The course o f study com prised four units: Tradition and C hange, G lobal Security, International H um an Rights, and the Global Environm ental Challenge. The course caused m e alarm and excitement. T he wide range of topics that I would now be responsible for was overw helm ing. T hou gh I had formal learning in some o f these areas, I lacked depth in all o f the topics. A bo ut 2 w eeks before school began. I panicked. After a m onth o f im m ersing m y se lf in reading for the course and 2 w eeks of preservice preparation offered by the high school, I still felt w oefully inadequate. I was offered another high school teaching position where I would be as­ signed classes in U.S. governm ent and history. I seriously considered w alk ­ ing away from the challenge and seeking a position teaching U.S. history in another high school. O ver lunch with Bill Fernekes, my new supervisor and gifted mentor, I expressed my earnest anxiety. He offered com fort, saying, “ You d o n ’t need to know everything; your conceptual background in social studies will pull you through.” I did not agree at the time, but I later found this to be sage advice. I quickly enrolled in a graduate program with global education as a p re­ liminary focus. The blend o f content and pedagogy that I had only just tasted as an undergraduate was again my em phasis. I sought professors and specialists in various regions, with a particular em phasis on African stu d ­ ies. The coursew ork coupled with the rigors of daily teaching helped to r e ­ fine my own thinking about world teaching. But it was a daily struggle, trying to guide my students in constructing m eaning about a world that seem ed so distant to them, as it had seem ed to me as a child. I assum ed that students in F lem ington, from families that were much wealthier and cosm opolitan than my own upbringing in Millville two d e ­ cades before, w ould be open to global study. I quickly learned that w e are all to some degree parochial, regardless o f eco nom ic status; we all live in our own Millvilles. M any students resented having to take the new “ world course,” com plaining that it did not matter to them w hat was happening in an African country. It seem ed that their parents had not insisted they eat their vegetables for the Biafran kids nor were m ost o f them going hom e to play spin the globe. I tried two approaches to influence their views about world study, which met with varying degrees o f failure. First, I tried to force them to be

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open-m inded about the world. The paradox in this approach is all too ap p a r­ ent to me now. but there seemed to be no other way as a new' teacher. D uring my first year, the Jewish high holy days o f autum n came. The experiences of my freshman year of college e choed freshly in my mind, when a student said m ockingly, “ Y eah, it’s that Jew holiday today ... dam n Je w s !” to the laughter o f his peers. I rem e m b er m y response as if it happened yesterday: “That is the type o f thinking that allow ed the H olocaust to happen and I w o n ’t tolerate it in this class!” T he class fell silent and the young man b ow ed his head in em barrassm ent. I felt righteous that I had “ stam ped out prejudice,” soon to realize the folly in this thinking. I ruined a teachable m om ent with my righteousness and the class ceased to be about learning, denigrating into a test o f wills betw een students and their teacher. A fter repeated attempts and failures using the zero-tolerance approach to student m isconceptions, stereotypes, and outright bigotry. 2 years later I em ployed a different tact. W hen students made disparaging rem arks about “Others,” I turned them into potential inquiries for the class. Kyle, a disaf­ fected student with an antiglobal ax to grind, quickly served me notice that studying Africa was not for him. “ I d o n ’t care about crazy A fricans in tribes and I d o n ’t w ant to study this crap! W h y do w e have to study this stuff an y ­ w ay ? !” Instead o f shouting him dow n, I tried a new' way: K y le’s question w ould becom e a focal point o f our inquiry. I asked the students to brain ­ storm possible reasons w hy they, or anyone, w ould benefit from studying Africa. T heir responses were enlightening. Students wrote about the possibility of visiting or w orking in an African nation someday, the specter o f an A fri­ can war with U.S. involvement (as the conflict in Som alia later fulfilled), the eco nom ic interdependence o f the world, particularly the resources lo­ cated in Africa, and even the fundam ental value o f hum ans regardless o f n a ­ tional origin. T heir responses ranged on a continuum from self-interest to hum an interest. W h a t was m ost im portant for me, however, was the direc­ tion o f the class. U nlike the class 2 years previously, it was an open dialogue of inquiry rather than a punitive, adversarial climate. I encouraged more conversation rather than com pelling students to engage in the types of conversation that I w'ould have liked them to have. Kyle was to som e degree validated, and although I doubt he ever pursued a career as an African anthropologist, he was more am enable to the course as a result o f our dialogue. Lengthy discussions with students and parents about why global ed u c a ­ tion is im portant were a regular part o f my rookie teaching experience. Not only was I scrambling to find adequate materials with which to tcach and

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teaching m yse lf along the way, I w as often asked to defend specific lessons and, at times, the course of study. I rem e m b e r a parent expressing her m is­ givings that her son was being exposed to ideas about how other people in the world lived. I asked her why that idea was troubling. She said that the w orld beyond the United States was really irrelevant and a waste o f time to study. A m erican isolationism, som ething I had studied in the abstract in in­ ternational relations courses in college, w as tangible in my classroom and the larger com m unity. Parochialism is a state o f mind that can be reshaped through global ex p e­ riences, which I tried to offer my students. Working with Jennifer Peck, an idealistic colleague and friend, w e started an international exchange with a high school from St. Petersburg. Russia. This experience offered a firsthand look at another society and shaped my w orldview profoundly. I cam e back from a m onth of living in Russia ebullient and overflowing with stories of everyday life in the form er Soviet U nion, and 15 pounds lighter due to the food shortages in the new Russian m arket economy. I saw the effect that the exchange had on my students as well as myself, as they returned h om e with a new perspective about the Other, as well as themselves. T his experience, and many others as a classroom teacher, convinced me that global education is a lifelong process. I continually sought professional growth opportunities in my quest to becom e m ore globally educated. It was and rem ains a daunting challenge. As my interest in African studies grew, I located a su m m er study p rogram that w ould help enrich my know ledge and experience. I found the M aryknoll Institute for African Studies, based at Tangaza College in Nairobi. Kenya. There I took classes for a month and engaged in a preliminary field study on education in Nairobi. I returned to school, excited about my experiences, sharing them with students and teachers alike. T he resulting interest was so great that teachers urged me to form a tour group, and so I did. returning with teachers and students to Kenya in the su m m er o f 1999. I found traveling to be a great resource for teaching about the world. A unit o f Com parative World Studies focuses on the global environm ental challenge. An im portant topic in this unit is that o f tropical and temperate deforestation. As we talked about the w onder o f these fragile, interdepen­ dent systems, I felt drawn to a firsthand study o f a rainforest region. I joined a group o f fellow teachers in the su m m e r o f 1998 and spent 2 w eeks on a field-based rainforest program in Costa Rica. G uided by local naturalists and biologists, I was able to explore an enchanting natural resource that I previously only knew in text and film. I found firsthand experiences in dif­ ferent societies a great en ha nce m e nt to my own teaching. Beyond the m ulti­

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media presentations and talks I developed on my travels, the anecdotes and exam ples that I could bring to the classroom literally m esm erized my stu­ dents. Personally, I was gaining a more nuanced view o f the com plexity of our world and realizing how m uch I did not know in the process. The stud y-travel experiences along with continuing coursew ork and professional develo pm en t provided me the opportunity to write new courses o f study in our high school. I worked with a dear friend and co l­ league, N ancy Bennett, in developing M ulticultural Studies in 1994 and w rote A frican Studies: G lobal Issues in 1998 with the help o f A fricanist scholars A1 H ow ard and Michael Kirwen. T hese new electives, along with the required course, C om parative World Studies, contributed as m uch to my own growth as a global learner as to my students. To say that I was a world traveler would be a gross overstatement, but I sought new experi­ ences that left me confused yet curious. In C om parative World Studies, my colleagues and I tried to raise student aw areness about the situation o f other people, despite som e resistance from students and c o m m u nity m em bers. We tried to inform them about their w orld by inviting guest speakers from various global situations, including a m other w hose son was murdered during the civil unrest in Chile, a jo u r n a l­ ist who w itnessed the C a m bod ian genocide and another w ho first broke the story about g enocide in Bosnia, a student w ho survived the Bosnian war, a family o f N igerians recently im m igrated to the United States, a Japanese businessperson, the wife o f an A m erican executed in Chile during the Pinochet military takeover, and an Indian couple who talked about their ar­ ranged marriage. A lthough we did not formally m easure and/or study the effects of the class on students over the past decade, anecdotal evidence suggests that students were positively affected. M any students on returning from college pointed to Com parative World Studies as a vital part o f their preparation to go beyond their small New Jersey suburb. I have had students go on to work with refugee relief in Eastern Europe, teach in South Africa, and work in the Peace C orps throughout the world. W h a t did I learn from teaching about the world? I discovered that learn­ ing begins through a conversation with o n e ’s students, starting with their experiences. The w orld is not som ething outside ourselves, a distant place far rem oved from our everyday lives; indeed, w e are integrally connected to the global village. Students helped me to realize that I w ould be m ore effec­ tive if I tried to understand their thoughts and experiences and show how these apparently unique insights have a global dim ension. I adopted D e w e y ’s notion that learning begins with the experiences o f the self. I also learned that m ost people live in their own Millvilles; their experiences tend

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to be locally oriented. This is not necessarily limiting, especially if one rec­ ognizes the loc al-g lo b a l connections that abound. S om e of my students and their parents, h ow ever, often treated the world beyond our com m unity with disinterest and disdain, in spite of their econom ic position. Parochialism is not a fatal disease; rather, it is an experiential perspective that can be altered. I tried to bring my students to new places in the world, figuratively and literally, to have them see the interconnections around them. I also learned that global study can be controversial and perplexing. Sorting through the tension between relativism and universalism in world study was, and continues to be, an intellectual challenge. I quickly realized that there were no easy form ulas or pat answers for the com plexities of world teaching. I needed to be a reflective thinker, or in D e w e y ’s term s, “ac­ tive. persistent and careful . . . ” (1910/1997, p. 6). M y voice has been the only one heard in the conversation thus far, a very limited m onologue. This personal recounting was offered to make full dis­ closure about my experiences related to the study and to introduce my e x p e­ riences relative to this study (Creswell, 1998, p. 202; Kvale, 1996, p. 242), but also for the reader to get a sense about how I cam e to write this book. E x ­ am ining the thoughts and experiences o f other global educators, however, will broaden, deepen, and enrich the story. It will allow the reader to con­ verse and m ore fully understand how teachers and students com e to know the world and themselves: how they engage in a conversation about the big blue marble.

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I Contexts

M uch o f early educational research was focused on a d econtextualized u n ­ derstanding o f pedagogy. Early scholars tried to limit the influence o f ce r­ tain variables, viewing those as extraneous detail that ham pered a clear understanding o f the intended focus. M ore recently, naturalistic ed u c a ­ tional scholars have made contextual issues a centerpiece o f their work, rec­ ognizing that the com plexity and elusiveness o f context is o f prim ary im portance in understanding pedagogy as it occurs in diverse settings (Cornbleth. 1991). Context is an im portant consideration for ethnographers in particular, as it allows the reader to catch glim pses o f d ynam ic situations and how factors interact differently in unique situations. Rather than ex ­ tracting ideas and factors from a research setting to ascertain educational theorem s or m a x im s, contextual matters, in their elusive complexity, be­ co m e crucial elem ents in our em erging and tenuous understanding of p h e ­ nomena. Contexts can be historical, social, and/or econom ic (Creswell, 1998). E ach o f these factors will contribute to setting the stage for this study, as the first three chapters detail the history o f global education, the global co nnectedness o f New Jersey, its social and econo m ic context o f ed u c a ­ tional inequity, and a profile of the three diverse high schools studied herein. Tig htening the contextual lens in chapter 3, we begin to see how the unique situations o f cach school directly affected the m a n n er in which global curriculum was transacted.

1

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1 Where in the World Have You Been? An Overview of Global Education Th e ea rth 's a big b lu e m a rb le w h e n y o u se e it from o u t there Th e su n a n d m o o n d ecla re, O u r b e a u t y ' s v e r y rare We sin g pretty m u c h a lik e, Enjoy s p r i n g pretty m u c h alike P ea ce a n d l o v e w e all u n d e r s t a n d , A n d la u g h te r w e u s e the v e r y s a m e brand O u r d iff e r e n c e s, o u r p r o b l e m s from o u t there, T h er e's n o t m u c h trace O u r f r i e n d s h i p s they can p la c e , W h i l e l o o k i n g at the face O f the b ig b l u e m a rb le in sp a ce . — Red w i n e Big Blue M arble ly rics

Efforts to explore space had a profound effect on the human psyche, signifi­ cantly shaping the way that w e saw ourselves on the planet. For the first time in history, people w ere able to see the Earth as a w hole, able to grasp its wonder, frailty, and oneness. The Big Blue M arble television program was prem ised on this im age and the im plications that lie in this reoriented per­ spective. T he im age o f Earth floating in space allowed us to see ourselves as a single entity and elevated interest and concern for the planet we so ev i­ dently shared. Three decades after the im age o f the big blue marble was popularized, talk o f living as one planet persists. The phrase global village has becom e cliched, yet the extent of globalization is vast and real, for well and for ill. T he food wc eat, the clothing we wear, the air we breathe, the fu­ 3

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els we consum e, and the m edia we w'atch are intertwined with global connections. T he global village holds out the p rom ise and peril o f a s hrink­ ing, interconnected Earth and myriad outcom es that have and will continue to result. BACKGROUND World education has existed, in different forms, since P lin y ’s encyclopedic Historia N aturalis published in the first century o f the C o m m o n Era. This work, which describes the presence o f monsters in far-off lands, was m y ­ thology written as history that stood for 14 centuries (Willinsky, 1998, p. 23). C o lu m b u s’ voyages, and a host o f other explorers and colonizers in the period 1 490-1600 , produced an array o f firsthand accounts o f Others. T hou gh skewed, biased, and contrived, these served as a foundation for world learning in the m odern period. P hilosophers attem pted to organize the world analytically. Hegel, like many o f his enlighten m en t c o n tem p o rar­ ies, m ade sense o f the world categorically. T here were those o f the West w ho w ere o f history, and the rest o f the world (“ O rientals” and Africans), “a w orld d ivide d a m o n g peo p le w h o live inside and o u tside h is to ry ” (Willinsky, 1998, p. 119). Historical actors com prised (a) those w ho had agency and (b) those outside the boundaries o f history, a-historical people, w ho were acted on. Studying the world improved in the 20th century, although many o f the issues raised regarding bias, distortion, and making the O ther seem exotic and m onstrous rem ained, only in subtler forms. Schools, colleges, and uni­ versities incorporated world study, such as world geography, international relations, world history, and Western Civilization, as curricular m ainstays. D egrees began to be offered in many o f these fields and academ ic d epa rt­ ments were organized around these fields. The Cold War illustrated the real politick need for world study, as a m eans o f insuring h egem ony and control, know ing m ore about an “evil O th er” that em bodied our com pulsive focus. H e g e l’s bifurcated world continued to have merit during the Cold War. The divide chang ed in the latter h alf o f the 20th century, however, from “civi­ lized/uncivilized” or “historical/ahistorical” to “em ancipated/dom inated.” G lobal education em erged in the late 1960s as a departure from the bleak traditions o f world study, a nascent yet decidedly alternative curriculum. In N ovem be r 1968, Social Education published a special issue entitled Inter­ national Education f o r the Twenty-first Century including a “veritable ‘w h o ’s w h o ’ o f international edu cators” (Tucker, 1996, p. 47). W hile this collection o f articles m ade reference to previous efforts to understand the w orld in a variety o f educational venues, it suggested a co m m itm en t to e d u ­

OVERVIEW

5

cation that w as not so single-m indedly focused on the nation-state and one that recognized the significant global problem s o f the time that involved yet transcended Cold W a r calculus. A m on g the authors were scholars from a variety o f disciplines: social psychology, econom ics, geography, political science, and international relations. Curiously absent w ere representatives from social studies education and curriculum /instruction scholars, al­ though they soon jo in e d the fold. This journal represented the first collec­ tion o f global education scholarship in one forum, and arguably, the birth of the field. W hy did global education develop in the 1960s and from what did it origi­ nate? A variety o f convergent phenom ena contributed to the birth of this cur­ riculum field. Beginning in the early part o f the 20th century, there was a growing sense o f oneness about the planet and its inhabitants. A num ber of events illustrated the lack o f a world com m unity during this past century, such as horrific genocides, devastating world wars, use and proliferation of weapons of mass destruction, and burgeoning human population growth. In­ stitutions were established, many in direct response to these global problems, including the United Nations and countless subsidiary groups, tens of thou­ sands o f nongovernmental organizations, international covenants on human rights, treaties limiting weapons o f mass destruction, and other agreements calling for a cessation of environmental degradation. Global education emerged against this wider backdrop as a means o f preparing young people to live in an increasingly problematic and interconnected world. Educational institutions and those w ho peopled them were increasingly attending to the global nature of p roblem s, as “preparing young people to live creatively and cooperatively instead of destructively in this village is a m ajor responsibility o f sch ools” (Nesbitt, 1968, p. 637). Fuller (1969) of­ fered a “ m a n u al” for the S paceship Earth m etaphor w hile Carson (1962) raised alarm over the use o f pesticides in her book, Silent Spring. Ehrlich (1968) ex am ined the effect o f p opulation growth on the p lanet and M cLuhan (1964) coined the phrase global village to describe a shrinking p lanet inextricably linked by c o m m u nic ation s technology. This early global scholarship, em anating from a variety o f academ ic disciplines, pro­ vided the initial thrust behind efforts to move education beyond parochial boundaries of the nation and toward understanding global systems and dynam ics. A much larger, socially diffuse p h enom enon was also gaining symbolic popularity in the 1960s. The im age o f Earth from space had a p rofound ef­ fect on the hum an psyche, offering “a new view o f our planet as a finite sy s­ tem. as one interconnected w orld” (Merryfield & W hite, 1996, p. 177). N ever before had the planet and its inhabitants been so starkly cast as a sin­

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gle entity than by the im age o f Earth from space. This image, coupled with the em ergent reality o f global problem s articulated by an interdisciplinary group of scholars, created a rich climate for developing global curriculum. A comprehensive review of the global education literature has yet to be completed, and this chapter is not intended to fulfill this need. Rather, my goal is to review some o f the major themes related to the development of global education over the past 30 years, as the title suggests, considering where the field has been. After examining various definitions of the field, I address six themes related to global education’s development: (a) focus on teaching and learning, (b) controversy, (c) rethinking the nation, (d) cultural diversity, (e) civic action, and (f) empirical research about global education. Each theme reappears throughout the book many times in the conversations of teachers and students. This initial chapter provides a wide context for the book, designed to assist the reader in situating the conversations examined herein within the larger development of this vital curriculum field. DEFINING GLOBAL EDUCATION Global education scholars have grappled with the obtuse quality o f the field since its inception and throug hout its developm ent (Anderson, 1968; Becker, 1968, 1982; Case, 1993; K irkw ood, 2001b; K niep, 1987; Lamy, 1987). Lam y (1987) wrote, “A lthough global education is not constructed on the assum ption o f any single discipline, its advocates and practitioners are also struggling with these fundam ental questions to define the scope and m ethods o f this multidisciplinary approach to understand ing” (p. 1). Global education is often described as an am algam ation, a new field e m e rg ­ ing from various loci (e.g., international relations, cultural studies, env iron ­ mental study, econom ics). The problem lies in how these boundaries arc cast, what is included and omitted, from the field. A multiplicity of definitions for global education have been offered and m ost are problem atic in som e respects. Perhaps it is the potential vastness of the field that makes a succinct yet inclusive definition elusive. G lobal e d ­ ucation could arguably refer to the totality o f hum an thought and action, al­ though such an inclusive definition is unreasonable and meaningless. So w h at is global education? I have collected a variety o f conceptualizations that have currency am ong scholars in the field. A lthough this set o f defini­ tions does not include all that have been offered since the 1960s, it captures those that are m ost widely cited in the literature. As evident in Table 1.1, m ost o f the scholars em ployed the “borrow and ad d ” approach in developing a definition o f the field. C ase (1993) based his

T A B L E 1.1 D e f i n i t i o n s and C o n c e p tu a liz a tio n s of G lo b a l Education A u th o r(s)/Y ea r

D e f i n i t i o n / C o n c e p t u a l i z a t i o n o f G lo b a l E d u c a ti o n

A n d e r s o n (1968)

D e v e l o p m e n t of s t u d e n t s ' u n d e r s t a n d i n g of ... the E arth as o n e p la n e t m a n k in d as o n e species in te r n a tio n a l sy ste m as o n e system The c u r r ic u l u m s h o u ld d e v e lo p s t u d e n t s ' ca p ac ity to ... d e v e lo p w o r l d - m i n d e d n e s s critically c o n s u m e a n d p ro c e ss in f o rm a tio n intelle ctu ally a n d e m o tio n a lly c o p e w ith c o n t in u o u s ch a n g e accept a n d cope w ith the realities of the h u m a n condition

A sso c iatio n for S u p e r v is io n a n d C u r r ic u l u m D e v e lo p m e n t (A SCD -A nderson, N icklas, & C r a w f o r d ) (1994) Becker (1979)

You are a h u m a n being. Your h o m e is p la n e t Earth. You are a citizen of a m u lt ic u l tu r a l society. You live in an in te r re la te d w o rld . You n e e d to learn, care, thin k , ch o o se, a n d act to cele­ b r a te life on this p l a n e t a n d to m e e t global cha lle nges.

C a se (1993)

S u b s ta n tiv e a n d P e r c e p tu a l D im e n s io n s S u b s ta n tiv e d im e n s io n in c lu d e s ... u n iv e r s a l a n d c u l tu r a l v a lu e s glo bal in te r c o n n e c tio n s c o n t e m p o r a r y w o r l d w i d e co n c e rn s orig in s a n d p a t t e r n s of w o r l d w i d e affairs P e r c e p tu a l d im e n s io n in c lu d e s ... open-m indedness an tic ip a tio n of c o m p lex ity resistan ce to s te re o ty p in g in c lin a tio n to e m p a th i z e n o n - c h a u v in is m

H a n v e y (1976)

Five e le m e n ts of a glo b a l p e r s p e c tiv e P e r s p e c tiv e c o n s c io u sn e ss K n o w le d g e of w o rld c o n d itio n s C ro ss - c u ltu ra l a w a r e n e s s K n o w le d g e of g lobal d y n a m ic s K n o w le d g e of a lte r n a tiv e s

H e a te r (1984)

K n o w le d g e a b o u t the w o r l d a n d m a n k i n d as a w h o le . A w a r e n e s s of in te rre la te d n e s s. A p p re c ia tio n th a t p e o p l e h a v e rig h ts a n d d u tie s t o w a r d s each other. C o n s c io u s n e s s th a t o n e 's o w n p e r s p e c tiv e on w o rld issu es is b ia sed . Ability to view o th e r s a n d on eself em path e tic ally .

M u ltip le levels of a n a ly sis of ev e n ts (i.e. in d iv i d u a ls , nation-state, in te r n a tio n a l o r g a n iz a tio n s ) I n te r d e p e n d e n c e I n d i v i d u a l in v o lv e m e n t C o n c e r n for the w ell b e in g of all h u m a n i t y I n te ra c tio n s b e t w e e n h u m a n s a n d the e n v i r o n m e n t

continued on next page 7

T A B L E 1.1 (continued) A uthor($)/Year

D efinition/C onceptualization o f Global Education A ppreciation of others; s y m p a th y for u n fo rtu n a te , regard for achievem ent. Skills to critically en g a g e m ass inform ation Ability to c o m m u n ic ate cross-culturally w ith o u t prejudice. R eadiness to act in a responsible w a y to help resolve w orld problem s.

K niep (1986)

G lobal e duc ation as content k n o w le d g e H u m a n values G lobal sy stem s G lobal is s u e s /p r o b le m s Global history

M erryfield (1997)

Global e d uc ation involves the s tu d y of ... H u m a n beliefs and values Global system s Global issues and problem s C ross-cultural u n d e r s ta n d in g A w areness of h u m a n choices G lobal history Acquisition of in d ig e n o u s k n o w led g e D e v e lo p m e n t of analytical, evaluative, and p articipatory skills

N ational Council for the Social Studies (1981)

Teaching stu d e n ts a b o u t ... Interconnections a m o n g cultures, species, an d the p la net "The p u r p o s e of global e duc atio n is to develop in youth the k n o w le d g e , skills, an d a ttitu d e s n e e d e d to live effectively in a w orld possessing limited natu ra l resources an d ch aracterized by ethnic diversity, cultural p luralism , and increasing in te rd e p e n d e n c e "

Pike an d Selbv (2000)

U niting two s tr a n d s of ed u c atio n al th o u g h t w o r ld m in d e d n e s s chi Id-centered ness Across four d im e n sio n s of analysis te m p o ral spatial issues inner

R eardon (1988)

Global citizenship Planetary ste w ard sh ip H u m a n relationship

W erner and Case (1997)

Four central th em es ... Interconnections Perspectivity Caring A lternatives

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OVERVIEW

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substantive and perceptual dim ensions, especially the former, on the work o f Kniep (1987) and H anvey (1976), f o re x a m p le . Such a process o f a m a l­ g am ation is to be expected, although the potential dow nside is that global education can becom e a catch-all curriculum wherein everything fits. If that occurs, then global education may lose a cohesive structure that can be used to distinguish it from other fields. Popkew itz (1980) suggested that “global ed ucatio n” functions as a slogan, designed to create a m ood with w hich people can affiliate particular pedagogical practices, rather than a tightly defined field: “I think I value global education, but I am mired in its linguistic c o nfusion” (p. 303). How' global education is understood vis-a-vis other closely related fields dem onstrates the need for greater conceptual clarity. M ulticultural e d u c a ­ tion is a closely related field that has had a similar historical developm ent and shares some of the definitional am biguities o f global education (see G rant & Sleeter, 1998: Bennett, 2001). M erryfield (1996) argued, based on a narrative survey of multicultural and global educators, that although the areas are c om m only separated in academ ia, practitioners are likely to make connections between these related fields. W he reas differences exist with regard to em phases, they could best be described as siblings or first cousins in pursuit o f similar goals: preparing students to inherit an interconnected world that is com plex and diverse. S om e o f the more traditional forms o f w orld study, by com parison, are cousins o f a m ore distant variety, perhaps one or two tim es rem oved. World curricula that is more closely aligned with traditional disciplines, such as world history, world cultures, and world geography, lean away from an inte­ grated approach, like global education, and toward a discipline-centered i n ­ quiry. For the world geographer, for exam ple, issues o f place, m ovem ent, region, and h u m a n -e n v iro n m e n t interactions take center stage, as world events are cast within this disciplinary fram ew ork. A m o ng these different conceptions o f global pedagogy, there is a “family likeness” and “family quarrels” as well (Richardson in Heater, 1984, p. 21). At tim es scholars in traditional world studies and global education have tried to distance them selves from those in the other area. Woyach and Rem y (1989) articulated five approaches to world study (world history, Western Civilization, historical cultures, world geography, and international re la ­ tions) without ever using the phrase global education. A lthough both have written and been cited in global education, their act o f omission is notable. M c D ou ga ll (2001) sim ilarly lamented the move toward a holistic study of the world when he speculated about the marginalization o f world g eo g ra­ phy: “Is it b ecause g eography just seem s pass