William Gaudelli

Education and Social Inequality in the Global Culture

Foreword.- Preface, Joseph Zajda.- Contributors.- 1. Global Convergence and Divergence in Childhood Ideologies and the Marginalization of Children, Diane M. Hoffman, Guoping Zhao.- 2. Measuring Inequities in Secondary School Attendance: The Probability of Attending Secondary School for Primary School Graduates in Nicaragua, Caroline E. Parker.- 3. Religion, International Aid, and Used Clothing: Globalisation and Mayan Literacy Revival in Guatemala, Mary Holbrock.- 4. A New Understanding of Globalisation: The Case of the Roma , Victoria Miquel-Marti, Tere Sorde-Marti.- 5. Equity Considerations in the Access to Higher Education in Central and Eastern Europe, Randal J. Zimmermann.- 6. The Process of Inclusion/Exclusion in Brazilian Schools: Data from Reality, Marta Luz Sisson De Castro, Janaina Specht Da Silva Menezes.- 7. Private Resources in Educational Finance and Equality Implications: Evidence from Peru, Mariana Alfonso.- 8. Defying the Odds: A Study of Grade 11 Female Students in Eritrea, Kara Janigan.- 9. Voices of Teachers in Academic and Vocational Secondary Schools in Egypt: Perceived Consequences of Educational Reform for Quality and Equality, Nagwa M. Megahed.- 10. Cultural Capital: What does it Offer Students? A Cross-National Analysis, Gillian Hampden-Thompson, Lina Guzman, Laura Lippman.- 11. The Institutionalization of Mass Schooling as Marginalization or Opportunity in Islamic Nation States, Alexander W. Wiseman.- Index of Names.- Index of Subjects.

Reflecting Socially on Social Issues in a Social Studies Methods Course

Reflection is widely embraced in teacher education as a necessary process in becoming a good teacher. While there is broad acceptance of this idea, the nature of reflection has been challenged, particularly by those seeking reflection that is socially situated and critical, implicating teaching in its broader social context. This paper examines the use of critical social reflection in two social studies methods courses that allows teacher candidates to theorize rather than consume theories generated by others. Engaging reflection as critical and social discourse reveals the idea‐making that goes on among pre‐service teachers and instructors as they actively engage theory construction.

U.S. Kids Don't Know U.S. History: The NAEP Study, Perspectives, and Presuppositions.

he community of social studies T educators is confronted yet again with what seems to be a damning report on results of our work. In early May 2002, the National Assessment of Educational Progress released a study of U.S. history achievement among fourth, eighth, and twelfth graders, finding that nearly 60 percent of high school senior test-takers failed to demonstrate basic knowledge of U.S. history. Echoes of earlier reports, such as the NAEP 1994 U.S. History Report and What Do Our 17-Year-Olds Know? (Ravitch and Finn 1987), are resounding in the latest round of national critique of the “abysmal” and “awful” performance of U.S. students in an assessment of their knowledge of their own history (Manzo 2002). The 29,600-student national sample did record slight gains since 1994 in the performances of fourth graders, eighth graders, and African American and

Critically Theorizing the Global

Abstract Globalization has unleashed profound changes in education. These include positivistic international school comparisons, a singular focus on schools as drivers of economic development, and the adoption of neoliberal market principles in school. These changes, however, generally go unexamined within the field and literature of global education. Global education too often focuses on aspects of the far-away life of others while not attending to how global forces manifest in the most local of institutions, the school. This article examines the interrelationships of these phenomena in a period of hyper-globalization and considers the potential for rethinking global education as a counter-practice.

The Aesthetic Potential of Global Issues Curriculum

Global issues rarely suggest conversations about aesthetics, as they conjure thinking about massive problems such as global warming, famine, and war rather than beautiful thoughts such as grace, love, and compassion. Students may engage in study of global issues in any number of venues, perhaps through a world geography class, within world literature, or as part of a course in Earth science. They would likely be exposed to readings, Web sites, and videos about the nature and extent of problems. Teachers might engage them in small and large group discussions of problems, and, ideally, there would be some consideration of what they might do as citizens. Such processes, their outcomes, and subsequent civic directions are generally not regarded as aesthetic acts, however. One is likely to consider the aesthetic value of a piece of art, a song or poem, movie or performance, but to speak of activities like teaching global issues being aesthetic seems discordant. Yet, this is not so within John Dewey’s notion of aesthetics. He argues that aesthetics can exist outside of museums and beyond theaters, potentially in social discourse. Activities like public talk, while not as inherently pleasing as listening to music, have the potential to be experienced as aesthetic:

Seeking Knowledge Through Global Media

Abstract What can be known about the world through global media? This study explores student responses to media that depicts world issues and events in two focus groups. We examine the use of dynamic visual texts in particular, or those that are accessible, interactive, and fluid, as a way of understanding what knowledge students derive from viewing the world. Qualitative data suggests that three areas of knowledge are most salient for students in this study, namely personal/cultural, testimonial/scientific, and deliberative/action. We draw from this analysis that while dynamic visual texts have certain advantages over traditional texts in expanding student knowledge of the world, they alone do not constitute comprehensive global learning. Pedagogical suggestions are offered that parallel the insights gained from the data of this study.

Analyzing Social Issues Related to Teaching about the Federal Budget, Federal Debt, and Budget Deficit in Fifty State High School Social Studies Standards.

This study of all fifty state, high school social studies curriculum standards found a lack of attention in the vast majority of state standards to the federal budget, federal debt, and budget deficit, topics of significant concern. These concepts are important to teaching about economics in the United States since they lie at the center of contemporary debates about the health of the nations economy and its long-term viability. Our research discovered broad variation among states in the degree of specificity about teaching these economic concepts. We discuss specific ways in which some of the economic concepts found in state social studies standards might be used to infuse content about federal budget, federal debt, and budget deficit into high school social studies courses, critical topics in light of contemporary debates about the future of American entitlement programs and the federal government.

Global Courts, Global Judges, and a Multicitizen Curriculum.

Abstract Transjudicialism is a phenomenon where precedents derived beyond a particular venue, such as global, regional, and national courts, serve as legal rationale within sovereign jurisdictions. Transjudicialism is part of a broader trend towards judicial globalization where legal discourses transcend national jurisdictions and supra-national bodies render binding and non-binding decisions. This article sketches the broad contours of a nascent global legal system to demonstrate how judicial discourse has increasingly become globally oriented. I focus on transjudicialism as an example of that phenomenon, specifically, how it has occurred among appellate courts in the U.S. and in other nations. I suggest that the circumstances of judicial globalization illustrate at least one way that people are multicitizens, or those who have rights and responsibilities with regard to various publics from local to global. I argue that teaching about and for multicitizenship in social studies should draw on well-developed practices of democratic citizenship education, including inquiry and deliberation, along with an under-attended area in the field, that of forecasting, or future study.

Teaching the Federal Budget, National Debt, and Budget Deficit: Findings from High School Teachers.

The issues surrounding the federal budget, national debt, and budget deficit are complex, but not beyond the reach of young students. This study finds scant treatment of the federal budget, national debt, and budget deficit in high schools today. It is hardly surprising that high school teachers spend so little time discussing these topics in their classrooms, another finding of this study. As bleak as we found the current state of education about these topics, we also found significant opportunities to teach them in high school classrooms. Specifically, we discuss four recommendations for teachers to infuse the federal budget, national debt, and budget deficit into high school social studies courses.

Global Citizenship Education and Geography

This chapter explores the congruence of GCE and geography. We draw upon geography as a spatial understanding of people and discourse. The chapter describes how GCE is inherently spatial. The specific case is made and examined through the example of migration and movement. Three examples—coerced migration of women, the flows of power that produce refugees, and flow of texts—explore how GCE comes to fruition within geographic frames. The examples depicted here are all relevant to and might be taken up in K-12 classrooms. We propose that a Framework for Global Interpretation and supported spatial analysis programs can allow teachers to similarly take up a robust, multidimensional and interconnected examination of global issues.