A community-based approach to global education

Bibliographic Data

ID4255855
AuthorsRobert B Woyach (The Ohio State University), Richard C Remy (The Ohio State University)
Year1982
Volume21
Issue3
Pages177-183
Publication date1982-06-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405848209543003
OpenAlexW2070389323
LanguageEN
Citations received3
References cited3

This article describes an on-going experiment to draw upon a local community and its linkages with the world as a resource for infusing a global perspective into the curricula of elementary and secondary schools. We first briefly outline the intellectual origins and basic assumptions of this communitybased to global education. Second, we describe key instructional goals that can be served by treating a community-based approach as an educational strategy. Third, we analyze the strengths and limitations of three specific techniques for using a community-based approach as an educational strategy. Origins and Key Assumptions of the Approach A community-based approach to global studies represents one image or view of what the world is like. Like any approach to global studies it captures reality by filtering out some aspects of the total picture and highlighting others. As such, it has implications for research, education, and even political action. In its simplest form, the community-based approach to global studies makes a single assumption: that the linkages between local individuals, groups and organizations, and their counterparts outside

Mathematics education · Pedagogy · Sociology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Psychology · Service-Learning and Community Engagement

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