Global studies

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Global studies in its broadest definition is the academic study of political, economic, social and cultural relationships of the world.

Global studies can also be referred to as world studies, international studies or International education. However, international education can also refer to the development of educational institutions internationally.

Contents

[edit] Motivations

Proponents of global studies claim that the reality of globalization and the interconnectedness of nations and economies demand that students must be well educated in global issues.[1] Three commonly cited motivations for global studies are national security and diplomacy, effective citizenship in a participatory democracy and global competitiveness in a world market.

[edit] National Security & Diplomacy

The first major funding for international education was the 1966 International Education Act. It provided funding to institutions of higher education to create and strengthen international studies programs.[2] Created at the time of the Cold War, this act stressed the need for U.S. citizens to understand global issues in order to build skills for diplomacy.[3]

Funding for global studies was limited in the ensuing years and spiked again after the terrorist attacks of September 11th, 2001. Similarly to the Cold War, those events convinced policymakers of the importance of global studies and international education to national security and diplomacy.[4]

[edit] Global Competitiveness

A second motivation for global studies is arming U.S. workers to engage in the global marketplace. Many U.S. companies have identified the need for a workforce that has the skills to work cross-culturally and identify and serve the needs of a global market.[5] Some U.S companies, such as Microsoft, have taken the lead in convening policymakers and key stakeholders to demand additional investment in education.[6] Both the state and federal governments have also placed global studies as a key priority for preparing a competitive workforce.[7] Higher education institutions have closely followed with integrating international studies across disciplines. It is rare to find a leading business school without an international focus.[8][9]

[edit] Effective Citizenship

A third motivation for global studies is the creation of an effective citizenry. The National Council of Social Studies states that the purpose of social studies is to “teach students the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy.” A key goal of NCSS is “global education”.[10] As globalization causes the lines between national and international to become blurred, it becomes increasingly important for citizens to understand global relationships.[11]

American students' lack of knowledge about world affairs and geography in primary, secondary and higher education has caused significant concern for educators and policymakers.[12] It has also created great deal of debate on the competencies that students need to achieve in order to be effective citizens. Some critical scholars note that beyond content, students must be taught "global cognition" in order to truly understand global perspectives. These scholars believe that in order to fully understand world issues, students must recognize that their perspective is not necessarily shared by others and understand the social forces that influence their views.[13][14]

[edit] Implementation

[edit] New York

2 years of Global studies coursework is required by the New York State Department of Education for high school graduation in the subject of Social Studies. It is a two-year course taught to freshman and sophomores, who will be expected to find historical as well as geographic perspectives of the topic at hand.

[edit] Year One of Study

In the first year of studying this course, students will be provided with an opportunity to develop an understanding of traditional and modern Asian, African and Latin American countries by studying the geography, history and culture of those nations. Emphasis will be placed on the following areas: traditional societies, encounters with imperial powers, nationalist and independence movements, and contemporary challenges. Critical thinking and writing using primary source documents will be stressed.

[edit] Year Two of Study

During their second year of study, the course will serve the historical narrative of the world from prehistoric times to the present. Special emphasis is given to the development of Western Civilization. The concepts developed emphasize continuing attempts by human beings to achieve freedom, social justice, a decent standard of living and general progress. Efforts, throughout history, to thwart these aspirations will be examined, with special attention given to the underlying causes of the rise of Fascism and Nazism and the subsequent tragedy of the Holocaust. The course utilizes the various social studies disciplines of history, geography, political science, economics, anthropology, and sociology. Synthesizing information and responding to document based questions are important skills that will receive special attention for students in this course. A regents examination in Global History and Geography (Grades 9-10) is given in June.

[edit] References

  1. ^ "Global Education Policies and Practices," Peace Corps. http://peacecorpsconnect.org/global-education-policies-and-practices, accessed September 7th, 2009.
  2. ^ "Digest for Education Statistics, 2004 - Chapter 4: Federal Programs for Education and Related Activities." National Center for Education Statistics (2004), http://nces.ed.gov/programs/digest/d04/ch_4.asp, accessed September 7th, 2009.
  3. ^ International Education Act: Hearings Before the Subcommittee on Education of the Committee on Labor and Public Welfare, United States Senate, Eighty-Ninth Congress, Second Session on S. 2874 and H.R. 14643. Publication date: 1966, Accessed through ERIC, http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED093756&ERICExtSearch_SearchType_0=no&accno=ED093756.
  4. ^ Korry, Elaine. "Bush Expected to Hike Funding for Language Training," National Public Radio Broadcast, January 5th, 2006, Accessed online http://www.npr.org/templates/story/story.php?storyId=5127944
  5. ^ Groennings, Sven. "Economic Competitiveness and International Knowledge. A Regional Project on the Global Economy and Higher Education in New England. Staff Paper II." New England Board of Higher Education. October 28th, 1987. Page, 26
  6. ^ "ECS, ISTE and Microsoft to Sponsor Global Education Competitiveness Summit." http://www.microsoft.com/presspass/press/2009/jun09/06-23gecs2009nrpr.mspx, Accessed September 8th 2009.
  7. ^ Putting the World into World Class Education. West Virginia Department of Education. http://wvconnections.k12.wv.us/documents/GlobalAwarenessPresentation062408_001.ppt, Accessed September 6th 2009
  8. ^ Harvard Business School. http://www.hbs.edu/global/, Accessed September 8th 2009
  9. ^ Yale Business School. http://mba.yale.edu/MBA/curriculum/core/international.shtml, Accessed September 8th 2009.
  10. ^ "About National Council for the Social Studies." The National Council for Social Studies, http://www.socialstudies.org/about, Accessed September 8th 2009
  11. ^ Lapayese, Yvette. "Review:Toward a Critical Global Studies Education" Comparative Education Review, Vol. 47, No. 4 (Nov., 2003), pp. 493-501
  12. ^ Lewis, Martin. "Global Ignorance." Geographical Reivew, Vol. 90. No.4, October 2000, pg 603.
  13. ^ Hanvey, Robert. "An Attainable Global Perspective." Theory into Practice, Vol. 21, No. 3, Global Education (Summer, 1982),pp 162-167
  14. ^ Anderson, Charlotte. "Global Education in the Classroom." Theory into Practice, Vol. 21, No. 3, Global Education (Summer, 1982),pp 168-176

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