Academic and intellectual foundations of teacher education in global perspectives

M ANY educators present global education as an exciting field with a world-view radically different from that held in established social education circles. However, this new field has grown out of a long tradition of American education and shares many assumptions with earlier reform writings. If global education is to be truly global rather than simply a repackaging of old ideologies in a symbol system, programs in global education must honestly examine the intellectual and ideological traditions out of which American education has grown and expand this academic framework to include other scholarly models that see the world from a variety of perspectives. Graduate programs should not claim to be presenting ways of analyzing the world while actually proposing an emerging global culture that is very close to the normative values of the modem West, particularly the United States. Historic liberalism, which has characterized past images of the world in American education, is only one among several legitimate systems of analysis of the world. Students enrolled in global education programs must be taught that the American cultural tradition and the dominant

Mathematics education · Pedagogy · Sociology · Teacher education · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Psychology · Tourism, Volunteerism, and Development

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