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A Life Like Mine
Posted by: mmerryfield on Wednesday, March 3, 2010A Life Like Mine tells the story of how children live around the world through four themes: survival, development, protection, participation. Excellent images and text suitable for upper elementary and middle school students. Truly has a global perspective. Includes many visuals and maps.
Is is published by UNICEF.
An Attainable Global Perspective. (1975).
Posted by: admin on Monday, February 8, 2010http://www.globaled.org/An_Att_Glob_Persp_04_11_29.pdf
Recommended because it a definitive piece on what is a global perspective. The author discusses five dimensions: (1) perspective consciousness, (2) “state-of-the-planet” awareness, (3) cross-cultural awareness, (4) knowledge of global dynamics, and (5) awareness of human choices.
Citation: Hanvey, Robert. New York: American Forum for Global Education.
Decolonizing the Mind for World-Centered Global Education.
Posted by: admin onRecommended because it focuses on three strategies that global educators use to decolonize students’ understanding of the world. These include (1) perspective consciousness, (2) contrapuntal knowledge, voices, and experiences, and (3) moving the center from colonial to global thinking and knowledge construction. The pedagogy builds off the work of W. E. B. Du Bois, Edward Said, and Ngugi wa Thiong’o.
Citation: Merryfield, Merry M., & Subedi, Binaya. 2006. In E. Wayne Ross (Ed.), Contemporary Perspectives on the Social Studies Curriculum, 3rd edition (pp. 283-294). Albany, NY: State University of New York Press.
Changing Perspectives on International Education. (2001).
Posted by: admin onRecommended because it explores the development of international and area studies in the U.S. The book focuses on (1) an overview of Title VI and international/area studies in the U.S., (2) current issues in international/area studies and higher education, (3) challenges and accomplishments in international programs, (4) internationalizing K-12 curriculum and instruction, and (5) trends for the future of international/area studies. The book also includes an extensive bibliography of print and web resources.
Citation: O’Meara, Patrick, Mehlinger, Howard D., & Newman, Roxana M. Bloomington: Indiana University Press http://iupress.indiana.edu.
Culture and Imperialism. (1993).
Posted by: admin onRecommended because it (1) provides a literary and cultural critique of imperialism and colonialism and (2) examines the connections between imperialism/colonialism and the culture reflected and reinforced by it. The book also explores how colonized/oppressed peoples and cultures created their own cultures of resistance and opposition.
Citation: Said, Edward W. New York: Vintage Books.
Global Education: A Study of School Change. (1998).
Posted by: admin onRecommended because it (1) presents the findings of a study conducted by the Center for Human Interdependence in Arkansas, (2) conceptualizes global education as a social and educational reform movement, and (3) explores and analyzes the issues, challenges, and promise of globalizing education, curriculum, and instruction. The final chapter offers an analysis of what does it take to globalize the curriculum of a school.
Citation: Tye, Barbara B., & Tye, Kenneth A. Orange, CA: Interdependence Press. http://www.interdependencepress.com ($24.95).
Global Issues in the Middle School. (1994).
Posted by: admin onRecommended because it contains twenty-seven (27) activities recommended for middle school students on exploring cross-cultural similarities. The book has an introductory chapter on the concept of global awareness and the activities are based on (1) studying human values, (2) studying global systems, (3) studying global history, and (4) studying global issues and problems.
Citation: Benegar, John, et al. Denver: Center for Teaching International Relations (CTIR)/Social Science Education Consortium ($24.95).
Global Perspectives for Educators. (1999).
Posted by: admin onRecommended because it provides a conceptual framework and category system for student and teacher analyses of global issues. Curriculum development and K-12 activities provide practical information for implementing global education. The book is recommended for pre-service and in-service teachers and teacher educators because it helps students/teachers develop critical thinking skills around global issues and global consciousness.
Citation: Diaz, Carlos, et al. Boston: Allyn and Bacon ($31.00).
Global Winners: 74 Learning Activities for Inside and Outside the Classroom. (1994).
Posted by: admin onRecommended because it contains 74 hands-on activities, role plays, simulations, etc. for in and out of the classroom that explore global issues. The book and activities are for K-12 students, college and university students, and adults. The activities focus on two key dimensions of global learning: (1) helping students to open themselves to positive change and (2) developing the ability to value diversity. The authors introduce the book with an introduction to global learning. The activities in the book explore (1) state-of-the-planet awareness, (2) developing perspective consciousness, (3) valuing diversity, (4) living responsibly with others, (5) understanding world issues and trends, and (6) expanding the capacity to change. The book also includes a resource section at the end.
Citation: Drum, Jan, Hughes, Steve, & Otero, George. Yarmouth, ME: Intercultural Press. http://www.interculturalpress.com
Global Teacher, Global Learner. (1988).
Posted by: admin onRecommended because explores and develops the theory and practice of global education in British contexts. The handbooks provide lessons and activities for primary and secondary students through its sections on (1) The Global Learner, (2) The Global Classroom, (3) The Global Curriculum, and (4) The Global Teacher.
Citation: Pike, Graham, & Selby, David. London: Hodder & Stoughton.
Getting Started in Global Education: A Primer for Principals and Teachers. (1997).
Posted by: admin onRecommended because it is an accessible primer on global education for administrators and teachers. The primer is divided in four sections with articles on (1) global foundations, (2) selected readings (on position statements from education organizations, questions and answers about global education, a principal’s perspective, and today’s global realities), and (3) making global education happen and a section on (4) resources (print and electronic).
Citation: Taylor, Howard E. (editor). Alexandria, VA: National Association of Elementary School Principals.
In the Global Classroom: Book 1& 2. (2001).
Posted by: admin onRecommended because these books offer activities that provide a variety of interdisciplinary activities for primary, elementary, middle, and high school students focused on the themes of world awareness. Topics include interconnections, sustainability, perspectives, and cross-cultural encounters, equity, economics, development & global justice.
Citation: Pike, Graham, & Selby, David. Pippin Press.
Key Elements of a Global Perspective. (1993).
Posted by: admin onRecommended because it provides an analysis of how global education can be taught so that students learn to resist stereotypes, anticipate complexity, develop openmindness and other attributes of thinking globally.
Citation: Case, Roland. Social Education, 57(6), 318-325.
Pedagogy for Global Perspectives in Education: Studies of Teachers’ Thinking and Practice. (1998).
Posted by: admin onRecommended because it examines perspectives on current practice in global education from master teachers, practicing teachers, and pre-service teachers The article provides a thorough analysis of the commonalities of (teaching students about their own cultures and diverse cultures through multiple perspectives) and differences in (master teachers focus much more on global and local inequities, interdisciplinary approaches, higher level thinking, and cross-cultural experiential learning) in (global education) theory and teaching practice.
Citation: Merryfield, Merry M. Theory and Research in Social Education, 26(3), 342-379.
Making Connections Between Multicultural & Global Education: Teacher Educators & Teacher Education Programs. (1996).
Posted by: admin onRecommended because it profiles of programs and individuals that prepare teachers to teach from and about multicultural and global perspectives with an awareness of diversity and global interconnectedness in their teaching. The book has sections on (1) Learning from Current Practice: Looking Across Profiles of Teacher Educators and Teacher Education Programs, (2) Profiles of Teacher Educators and Teacher Education Programs by Country and Province/State (in Canada and the U.S.), and (3) Literature and Listservs for Making Connections Between Multicultural and Global Education.
Citation: Merryfield, Merry M. (editor). Washington, DC: American Association of Colleges of Teacher Education (AACTE). ($20 members/$25.00 non-members).
Schooling for a Global Age. (1979).
Posted by: admin onRecommended because it provides a comprehensive examination on how curriculum and instruction can help or hinder the development of global perspectives. The book also presents arguments for and against aspects of improving and expanding global perspectives in elementary and secondary schools. Chapter titles are (1) A Visit to Middleston’s World-Centered Schools: A Scenario, (2) The World and the School: A Case for World-Centered Education, (3) Psychological and Institutional Obstacles to the Global Perspective in Education, (4) Imperatives for Global Education, (5) Elementary School Programs, (6) Secondary School Programs, (7) Other Agencies Promoting a World-Centered View: The World Outside the School, (8) Curriculum Planning for World-Centered Schools, and (9) Looking Ahead–An Agenda for Action. Pages 46-47 provide an excellent synthesis of three views of global education–(1) world-centered, (2) world affairs or foreign policy studies, and (3) world cultures or area studies.
Citation: Becker, James M. (editor). New York: McGraw-Hill.
Teaching about Global Awareness with Simulations & Games. (1994).
Posted by: admin onRecommended because it contains simulations and games for middle and high school students to help them explore global issues (i.e., technology and development, politics, human rights, and world trade and interdependence). The activity book contains detailed instructions/debriefing information and reproducible handouts.
Citation: Lamy, Steven, et al. Denver: Center for Teaching International Relations (CTIR) ($34.95).
Rethinking Our Framework for Understanding the World. (2002).
Posted by: admin onRecommended because it explores teaching about the blending of cultures, which involves the study of the increasing cultural hybridism and the growing interdependence of political, economic, military, health, and religious ideas associated with globalization that counters an educational framework based on the the imperial legacy of division.
Citation: Merryfield, Merry M. Theory and Research in Social Education, 30(1), 148-151.
Reconnecting: From National to Global Curriculum. (1995).
Posted by: admin onRecommended because it uses a four-dimensional model of global education–spatial, temporal, issues, and inner–to explore global education curriculum reforms in Canada, the UK, and Australia. The handbook also contains lessons, activities, and programs for middle to high school students in Art, English, Geography, History, Mathematics, Modern Foreign Languages, Science, and Technology. The handbook provides (1) examples of how to infuse global perspectives across the curriculum and (2) whole-school case studies of the implementation of global education.
Citation: Pike, Graham, & Selby, David. Surrey, UK: World Wildlife Fund for Nature UK.
Thinking Globally about Language Education. (1995).
Posted by: admin onRecommended because it explores three themes of what constitutes a global education in language education–(1) changing views of language and literacy, (2) acknowledgment of the sociopolitical nature of language and literacy, and (3) the nature of today’s classrooms. The chapters address the nature of language and literacy around the world and within our communities, families, and schools.
Citation: Chapman, Marilyn, & Anderson, James (editors). Vancouver, BC: Research and Development in Global Studies.
Thinking Globally about Social Studies Education. (1995).
Posted by: admin onRecommended because it explores (1) a four dimensional model of what it means to be globally educated–spatial, global issues, temporal, and inner–and five requisite strands of global education–systems consciousness, perspective consciousness, health of the planet awareness, involvement consciousness and preparedness, and process mindedness, (2) the goal of helping students see the world in non-ethnocentric, non-stereotypical ways in order to promote (a) open-mindedness, full mindedness, and fair-mindedness, (3) moral education and the development of empathy, (4) the concept/pedagogy of ‘hope’ in global education, (5) global education pedagogy in teacher education, and (6) social action projects as a pedagogical tool in global education.
Citation: Fowler, Robert, & Wright, Ian (editors). Vancouver, BC: Research and Development in Global Studies.
Worldly Teachers: Cultural Learning and Pedagogy. (1998).
Posted by: admin onRecommended because it is examines the extent to which extensive international study and experience affect teaching practice and how/why teachers learn, especially cultural learning, through an analysis of teacher narratives. Chapters explore (1) theoretical perspectives that helped the author to conceptually frame teacher narratives, (2) issues of participant voice and relationships, and (3) the lives and experiences of the teachers before their international experiences. The book also (1) analyzes the content and context of the teachers’ international experiences, (2) explores teachers’ beliefs about how their international experiences affect their lives and their teaching practices, (2) analyzes their personal and professional transformations, and (3) presents ways international experiences/education can be infused in curriculum.
Citation: Germain, Martha H. Westport, CT: Bergin & Garvey.
Thinking Globally about the Arts in Education. (1995).
Posted by: admin onRecommended because it explores the implications and contributions of the visual and performing arts in global education. Specifically, the book explores (1) the importance of seeing art from a cultural point of view, (2) the construction of the Other within the imaginary worlds of drama, (3) the meaning of art across cultures, (4) the ‘collective’ vision created by using the arts to recreate and re-imagine the world and ourselves, (5) the art and culture of indigenous peoples, (6) the origins of the International Society for Education through Art, and (7) the power of visual and literary metaphors in uncovering and examining global issues.
Citation: MacGregor, Ronald (editor). Published by The Research and Development in Global Studies Centre, the University of British Columbia, Vancouver, Canada.
Using Electronic Technologies to Promote Equity and Cultural Diversity in Social Studies and Global Education.
Posted by: admin onRecommended because it explores the potential of new electronic technologies to be used to promote equity, diversity, and cross-cultural understanding. Specifically, the article focuses on the use electronic threaded discussions and its application in social studies/global education graduate courses.
Citation: Merryfield, Merry M. Theory and Research in Social Education, 28(4), 502.-526.
Teaching World History: A Resource Book. (1997).
Posted by: admin onRecommended because it provides lesson plans and ideas that focus on cross-cultural exchange, global themes, and comparative analyses in order to teach historical thinking and inquiry. The book is divided into three parts: Part 1 explores approaches to teaching world history and provides world history curricular models; Part 2 explores world history topics and issues (i.e., gender, religion, art, environment, civilizations, political systems, literature, trade, technology, philosophy, etc.); Part 3 provides strategies and lessons for elementary through graduate-level students.
Citation: Roupp, Heidi (editor). Armonk, NY: M. E. Sharp.
Thinking Globally about Mathematics & Science Education. (1995).
Posted by: admin onRecommended because it proposes a philosophical framework for thinking globally in the sciences and mathematics. The book also (1) examines the relationship between environmental literacy and a global perspective, (2) discusses and acknowledges the contributions of ‘traditional’/indigenous science to the modern world, (3) suggest a ‘teaching for caring’ approach that could alter student attitudes, behavior, and values, (4) discusses teachers’ conceptualizations of the ‘environment and their views on environmental education, (5) explores how mathematical ideas developed from human needs, (6) presents the perspective that mathematics is not culturally pure/neutral, (7) discusses using ‘ethnomathematics’ as an integration the history of mathematics, anthropology, and cultural history, and (8) explores the impact of technology on reading and writing in global education.
Citation: Snively, Gloria, & MacKinnon, Allan (editors). Vancouver, BC: Research and Development in Global Studies.
Ancient Futures: Learning from Ladakh. (1993).
Posted by: admin onRecommended because it explores environmental, social, and psychological problems associated with our push for ‘progress’ and ‘development through an examination of the breakdown of Ladakh’s culture and environment (ecological balance and social harmony) because of ‘modernization’. The film is based on the Helena Norberg-Hodge (founder of ISEC) and Peter Matthiessen book of the same name.
Faces of the Enemy. (1987).
Posted by: admin onRecommended because Sam Keen, noted professor, author and lecturer, hosts this provocative documentary that confronts timely questions such as Who are our enemies?, How do we transform each other into monsters?, and How do these images create an atmosphere in which conflict increases? Vietnam veteran and author William Broyles, psychiatrist Robert Jay Lifton, mythologist Joseph Campbell, newspaper cartoonists and others discuss the sociological, psychological and political aspects of war as well as the strategies we use to dehumanize the enemy. The film also includes examples of propaganda-filled films and posters that were used during World War II and the Cold War. Recently, extremist groups in the U.S. have used aspects of these wartime tactics to disseminate their agendas. In the film’s most chilling revelation, death-row murderer David Lee Rice delivers an eerie echo of propagandistic rhetoric when he describes himself as a soldier in a war against inhuman enemies.
Review from Viewing Race, 07/2002.
Spaceship Earth: Our Global Environment. (1991).
Posted by: admin onRecommended because because it features international rock star, Sting and young people from six continents in an exploration of (1) connections between people, nature, and technology and (2) critical global and environmental issues.
Starting Small: Teaching Children Tolerance. (1997).
Posted by: admin onRecommended because it is an excellent training/in-service tool for early childhood educators. The video and supplementary guide (1) are designed for self-reflection or group discussion and (2) profile exemplary pre-K through 3rd grade classrooms in which peace, equity and justice are guiding themes.
Universal Declaration of Human Rights. (1988).
Posted by: admin onRecommended because this is the music video for the U.N. Declaration of Human Rights. Short psychedelic cartoons illustrate each of the Declaration’s 30 articles. They are mostly clever and amusing. For example, the segment for Article 12, which includes guarantees against arbitrary interference with correspondence, features a letter ripped out of an envelope and attacked by an army of needles poking and shredding. The entire series of short cartoons almost all of which are 30 seconds or less would make an excellent prompt for students to complete their own illustrations of these and any other rights they believe should be universal. Students could also be divided into small groups to perform improvisations based on the Universal Declaration or to create pantomimes and perform them as in a game of charades, with other students guessing which article is being acted out.
Review from Rethinking Schools/Rethinking Globalization Resources Page, 07/2002.
Global Learning On-Line
Posted by: admin on Tuesday, January 19, 2010Recommended because it provides links to information, activities, and resources for educators interested in teaching about global issues.
American Model United Nations International
Posted by: admin onRecommended because AMUN is a non-profit, non-governmental, educational organization associated with the United Nations Department of Public Information. The organization seeks to provide students–middle/high school through adults–with high quality, highly realistic simulations of the United Nations. AMUN provides assistance to those interested in participating in its annual conference. The site provides information on how to order AMUN’s Simulation Guide and Video Series. You can download the AMUN Handbook. Also, the site links to other important UN/Model UN links and information for middle and high school Model UN groups.
URL: http://www.amun.org/
Choices Education Program
Posted by: admin onRecommended because it provided high quality instructional materials on current world events and issues. Choices is a curricular program of Brown University’s Watson Institute for International Studies. The site also links to Teaching with the News, an archived collection of teaching ideas about current events. Responding to Terrorism: Challenges for Democracy, Shifting Sands: Balancing U.S. Interests in the Middle East, Global Environmental Problems: Implications for U.S. Policy, and Conquest, Conflict, and Commerce: The Colonial Experience in the Congo are examples of over 20 classroom/curriculum units offered by the Institute for purchase. This are not free as teachers have to order the units from the Choices Education Program Online Ordering Service.
Center for Teaching International Relations (CTIR)
Posted by: admin onRecommended because the Center offers programs (i.e., World Affairs Challenge, Rocky Mountain Model United Nations) and publications (i.e., Area Studies, Global Issues, Cultural Studies, Economics & Environment, Reading & Writing, Art, etc.) that help promote international education and understanding in K-12 classrooms. You can fill out and print the order form and mail it to CTIR Publications
2201 S. Gaylord Street, Denver, CO, 80208 Fax: 303-871-2456 or you can download the publications (Adobe Acrobat required). The World Affairs Challenge is an academic competition on international relations for middle and high school students. The Rocky Mountain Model United Nations is a mock dramatization of UN proceedings for high school and college/university students that promotes skills in public speaking, private negotiations and explores student knowledge about international relations, the United Nations and current events.
Foreign Policy Association
Posted by: admin onRecommended because the Foreign Policy Association (FPA) is a national, nonprofit, nonpartisan, nongovernmental, educational organization that educates Americans about significant international issues that influence their lives. Start by the Great Decisions Global Affairs Education Program and the Educators’ & Student Corners links. The Great Decisions Global Affairs Education Program is supplemented by a teacher’s guides & packets, briefing book, and classroom packets which are available through the FPA Bookstore. The Great Decisions guides include topics on world regions, terrorism, religion, globalization & trade, migration & refugees, the United Nations, and more.
URL: http://www.fpa.org/
Global Education Network
Posted by: admin onRecommended because it is an online directory which links to organizations, resources, and information on human rights, development, peace & justice, and the environment. The site also links to media sources that represent alternative perspectives on global issues, and icons on the site delineate whether the site is geared towards teachers or students. Start by the index. The bibliography also provides an annotation on relevant print resources.
Global Education Centre
Posted by: admin onRecommended because the Global Education Centre, a non-profit, non-government organization committed to global education, has resource materials (i.e., web resources, print materials, simulation games, and periodicals) for primary and secondary students (catalog available in .pdf format/Adobe Acrobat required) that teachers can borrow or buy. The web links provide links to resources and websites categorized by subject.
Global Learning and Observations to Benefit the Environment (GLOBE)
Posted by: admin onRecommended because it is a global science education site. GLOBE is a partnership between schools, colleges & universities, and the National Oceanic and Atmospheric Administration (NOAA), National Aeronautics and Space Administration, (NASA), the National Science Foundation (NSF), the Environmental Protection Agency (EPA), and 95 other countries. The purpose of this partnership is engage students in the scientific study of the environment through research-based initiative and activities that focus on advocacy and the training of future researchers for industry, academia, and government. Start by the Educators’ Corner link for learning activities, assessment tools, the educators’ forum, learning standards, and the Teacher’s Guide. This site is an excellent resource for science teachers!
The Global SchoolNet/Schoolhouse
Posted by: admin onRecommended because GSN via the Global Schoolhouse promotes international online collaborative learning via curriculum and internet project-based learning. The site links to programs (i.e., Cyber Torch, Friendship through Education, Children of Dreams, Travel Buddies, etc.) where teachers can view lesson plans, learning objectives, starter activities, discussion questions, and student assignments. K-12 students may be interested in the International CyberFair, an international challenge for students to produce an educational website by conducting research on their communities, GeoGame, Newsday, and Online Expeditions. The site links to resources. Start by the Projects Registry, Professional Development, Classroom Conferencing, Field Trips, News & Discussion Lists, and Make a Difference links.
Global Rivers Environmental Education Network (GREEN)
Posted by: admin onRecommended because it focuses on helping youth understand, improve, and sustain water resources in their communities. The site links to information and resources on how youth can become involved in watershed protection projects. The resources can either be downloaded (Adobe Acrobat required) or read online. Teachers and students may find the background information, help, mapping your watershed, watershed basics, identifying watershed problems, and water quality monitoring links very beneficial in understanding the process of protecting and sustaining water resources. The site also links to good resources for teachers and students learning how to conduct research on environmental issues.
Project Learning Tree (PLT)
Posted by: admin onRecommended because PLT, an international environmental education program for educators and students in Pre-K-12, is a program of the program of the American Forest Foundation, one of the most widely used environmental education programs in the United States and abroad. Contact your state/international PLT coordinator for information, resources, and materials. Check PLT curriculum materials for lesson plans, ideas, and activities for students in Pre-K-8 and 9-12. For community action and service learning projects, ideas, and activities, check GreenWorks!
URL: http://www.plt.org/
Cyberschoolbus
Posted by: admin onRecommended because Cyberschoolbus provides a wealth of information for educators on the world and its issues. Some sections are very kid-friendly.
UNICEF The State of the World’s Children
Posted by: admin onRecommended because of its many resources on the world’s children, their issues and lives. See reports on the state of the world’s children along with many other publications, information by country and other topics.
United Nations International Model United Nations
Posted by: admin onRecommended because it links to the Model UN conference. The Conference Handbook is available online (HTML and .pdf formats) for teachers and students preparing for Model UN conferences. The FAQ and Topics pages provide useful information.
World Learning
Posted by: admin onRecommended because because World Learning, a private, non-profit international educational services organization, offers educational and training programs that enable participants to develop leadership capabilities and cross-cultural competence required to advance international understanding, work effectively in multicultural environments, and achieve sustainable development at the community level or on a national scale. Start by the Experiment in International Living with international exchanges for high school students in Africa, Europe, the Americas, and Asia/Oceania.