There is some common currency in educational circles that we
need to look at the global dimension in many educational matters.
This might be seen as obvious in ecological and environmental
circles but there is often a gap between what we might expect
to see and what can be delivered in the classroom. What is more
interesting is that there is now a range of resources to help
teachers at all levels to achieve this goal. Given the range
of issues facing us this is no bad thing.
book is based on a very simple but useful idea: to support a
UK education document outlining global
teaching and citizenship which is in itself allied to a
with a considerable range of resources. Thus the book is an
attempt to put the document and resources into a useable context.
Although this might seem simple there are many problems that
can arise not least making the material actually useable to
the teachers in the classroom. The text is divided into three.
The first part looks at some of the theoretical issues surrounding
this topic. We start with an overview of the project and how
it came about - a history of the ideas. Chapter two takes this
one stage further by looking at the ways in which these ideas
have been articulated using three key projects as exemplars
and then providing a critique of their value. If global education
is to be useful then it needs to involve students which is where
chapter three starts. It describes a range of studies in school-age
children and the results obtained. Chapter four continues the
theme but examines the student-teacher perspective with the
notion that they will be entering the profession with the latest
ideas. Finally, there is a chapter on how to deal with controversial
issues. Since most global issues are controversial almost by
definition it follows that this is one of the most important
chapters if the work is to be of value. Part two comprises 8
chapters each of which takes a theme from the report noted above.
Each chapter in this set follows a common layout. Firstly, there's
an examination of the importance of the issue and an outline
of what actions could be used to change this area to promote
global citizenship themes (e.g. equity). 'Good practice' highlights
one of more projects which have supported this issue and shows
how it can be done well. Finally, for those wanting more there
is a small bibliography acting as a starting point. Part three
is just two chapters which look at how global information and
organisations can be used as resources and how the whole school
approach can be used to effect change.
is a very useful book for teachers who have not confronted such
issues and for those wishing to see new developments. It has
many things in its favour not least the brevity of chapters
which allow for good ideas to be made without being lost in
rhetoric. It's the type of book a busy practicing teacher can
go to for a quick example of what to do. The references and
cases are clearly laid out allowing anyone to follow the main
points. Finally it puts forward a case and does not attempt
to proselytise which would be contrary to its asserted aim but
which is all too common in such literature. A key text for any
graduate trainee or beginner teacher and a very useful aid for
those wishing to keep up with the field.