Controversy in global education lessons for teacher educators
Bibliographic Data
| ID | 4256017 |
|---|---|
| Authors | Ron Schukar (Social Science Research Council, corresponding author) |
| Year | 1993 |
| Volume | 32 |
| Issue | 1 |
| Pages | 52-57 |
| Publication date | 1993-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405849309543573 |
| OpenAlex | W2080137976 |
| Language | EN |
| Citations received | 5 |
A TTEMPTS to initiate and implement global education programs in U.S. schools have been a prominent feature of the educational landscape for at least 25 years. Until the mid-1980s, the movement for global perspectives in education went unchallenged. Rarely were questions raised about its rationale, content, or instruction. However, several challenges to global education programs were initiated in the mid-1980s, and global education became a controversial issue in many states and school districts by the early 1990s. While there is little agreement as to a single cause for the challenges, many of us who have worked with global education programs or have been confronted with the challenges believe that it is rooted in one or more of the following
Mathematics education · Pedagogy · Sociology · Teacher education · Education and Critical Thinking Development · Global Education and Multiculturalism · Psychology · Service-Learning and Community Engagement
| Citations per year | 0.17 |
|---|---|
| Citation span | 1997 - 2009 (13) |
| Highly cited | No |