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The twenty-first century is a globally interdependent society, with people connected on a political, cultural, environmental and economic level. To prepare students to graduate into this interconnected community, global education is integral to their schooling. A global education program includes three equally important components: Content, that promotes knowledge of and respect for the pluralistic and diverse world; learning to take Action, which encourages students to recognize and respond to global needs; and Pedagogy, which should incorporate collaboration and allow students too develop as critical thinkers . When the first two categories are taught and learned using an appropriate pedagogical style, students are empowered to find and use their own voices to contribute in their global community.<p>While research demonstrates that Saskatchewan teachers believe that global education is important, studies indicate that global education is not implemented by Saskatchewan teachers. What inhibits implementation of global education? The written curriculum is a document that guides teachers in planning and delivering subject content mandated by Saskatchewan Learning. For this study I inquired into whether the Grade 8 curriculum of the four core subject areas (Mathematics, English Language Arts, Social Studies and Science) require and assist Saskatchewan teachers in being global educators.<p>A text analysis was done to determine if the goals, philosophies and objectives of the Grade Eight Core Curriculum reflected the three components of a global education program, thus requiring Saskatchewan teachers to be global educators. Quantitative analysis was used to determine the number of times global education concepts appeared in the curricula and a qualitative analysis was carried out to determine how the concepts were used. Analysis of the curricula determined that global education concepts are found predominantly the Social Studies document, meaning that teachers of other subject areas do not receive much assistance to be global educators. Analysis also revealed that while global education concepts appeared in the philosophies and goals sections of all curricula, the concepts were lacking or absent in the objectives sections, meaning that the curricula do not provide direct assistance to teachers in implementing global education.

International development non-governmental organizations (INGOs) in the United Kingdom and Canada have demonstrated a distinct withdrawal from education programming towards campaigns and fundraising. This study explores how the nature of INGO global education programming has shifted over time. The purpose of this research is to gain a better understanding of a) the place of INGO-produced global education within the context of international development and the field of global education, and b) what type of role (if any) INGOs have to play in future global education programming. The shifts in INGO global education over time are identified through a comparative historical analysis of the socio-political and funding conditions affecting INGO-produced global education programming in Canada and the UK including the embedded case studies of two sister organizations, Save the Children UK and Save the Children Canada. This study looks broadly at the fifty year history of INGO global education, then focuses on the current experiences of two INGOs that are representative of conditions of INGO dependency within their country contexts. A conceptual framework based on the work on the educational typologies of Askew and Carnell (1998) and the ethical positionings of Barnett and Weiss (2008) is used to analyze, evaluate, explore, and describe the global education programming mechanisms prioritized by INGOs. The trend of INGO global education programming as fundraising campaigns lacks the commitment to relationship building, and the acquisition of the knowledge, skills, and attitudes that are important for developing informed and capable constituencies who would understand systemic inequalities. This begs the question as to whether INGOs are satisfied with the short-term, socially regulatory outcome of fundraising when they have the potential to facilitate the dialogical, equitable relationships that can increase the possibilities for social transformation.

The twenty-first century is a globally interdependent society, with people connected on a political, cultural, environmental and economic level. To prepare students to graduate into this interconnected community, global education is integral to their schooling. A global education program includes three equally important components: Content, that promotes knowledge of and respect for the pluralistic and diverse world; learning to take Action, which encourages students to recognize and respond to global needs; and Pedagogy, which should incorporate collaboration and allow students too develop as critical thinkers . When the first two categories are taught and learned using an appropriate pedagogical style, students are empowered to find and use their own voices to contribute in their global community.<p>While research demonstrates that Saskatchewan teachers believe that global education is important, studies indicate that global education is not implemented by Saskatchewan teachers. What inhibits implementation of global education? The written curriculum is a document that guides teachers in planning and delivering subject content mandated by Saskatchewan Learning. For this study I inquired into whether the Grade 8 curriculum of the four core subject areas (Mathematics, English Language Arts, Social Studies and Science) require and assist Saskatchewan teachers in being global educators.<p>A text analysis was done to determine if the goals, philosophies and objectives of the Grade Eight Core Curriculum reflected the three components of a global education program, thus requiring Saskatchewan teachers to be global educators. Quantitative analysis was used to determine the number of times global education concepts appeared in the curricula and a qualitative analysis was carried out to determine how the concepts were used. Analysis of the curricula determined that global education concepts are found predominantly the Social Studies document, meaning that teachers of other subject areas do not receive much assistance to be global educators. Analysis also revealed that while global education concepts appeared in the philosophies and goals sections of all curricula, the concepts were lacking or absent in the objectives sections, meaning that the curricula do not provide direct assistance to teachers in implementing global education.

International development non-governmental organizations (INGOs) in the United Kingdom and Canada have demonstrated a distinct withdrawal from education programming towards campaigns and fundraising. This study explores how the nature of INGO global education programming has shifted over time. The purpose of this research is to gain a better understanding of a) the place of INGO-produced global education within the context of international development and the field of global education, and b) what type of role (if any) INGOs have to play in future global education programming. The shifts in INGO global education over time are identified through a comparative historical analysis of the socio-political and funding conditions affecting INGO-produced global education programming in Canada and the UK including the embedded case studies of two sister organizations, Save the Children UK and Save the Children Canada. This study looks broadly at the fifty year history of INGO global education, then focuses on the current experiences of two INGOs that are representative of conditions of INGO dependency within their country contexts. A conceptual framework based on the work on the educational typologies of Askew and Carnell (1998) and the ethical positionings of Barnett and Weiss (2008) is used to analyze, evaluate, explore, and describe the global education programming mechanisms prioritized by INGOs. The trend of INGO global education programming as fundraising campaigns lacks the commitment to relationship building, and the acquisition of the knowledge, skills, and attitudes that are important for developing informed and capable constituencies who would understand systemic inequalities. This begs the question as to whether INGOs are satisfied with the short-term, socially regulatory outcome of fundraising when they have the potential to facilitate the dialogical, equitable relationships that can increase the possibilities for social transformation.

Globalization and global education implies changes to practices at the classroom level to adapt to new imperatives associated with technology use and awareness, and environmental sustainability. It also implies much more. It implies that teachers apply their classroom pedagogy to take account of students’ new found global understandings of which they, and the school community, is largely unaware. This article addresses and discuses three key consequences of globalization for classrooms worldwide; an increased diversity of experience of the students within the classroom, an increased competitiveness of educational outcomes between national states and subsequently some standardisation of curriculum across nations to enable this, and an increased emphasis on teaching skills and values associated with intercultural understanding. Young children’s map knowledge and their resultant, and associated, interpretations of the world from a comparative study a from Swedish and Australian primary classrooms is used as examples of some of these implications of the impact of ‘global culture’ and ‘global issues’ on current and future classroom practice.

The purpose of this study was to determine if a significant relationship exists between teachers' and administrators' global perspective and their receptivity to the inclusion of elements of global education in the curriculum.

The study aims to explore the core concepts and the curricular structure of the global education program for elementary and secondary schools, to develop a set of global education indicators, and to analyze the relationship between the global education indicators and the present indicators for the Grade 1-9 Curriculum Guidelines. Document analysis, Delphi technique, and content analysis are the methods employed in this research. The major research findings are: 1.The core concepts of global education for elementary and secondary schools are constituted by five domains, which are ¡§global system,¡¨ ¡§multiple cultures,¡¨ ¡§the human rights and justice,¡¨ ¡§world peace,¡¨ and ¡§sustainability.¡¨ Among them, global system contains the concepts of ¡§global connection¡¨ and ¡§interrelationship¡¨; multiple cultures includes ¡§appreciation of differences¡¨ and ¡§intercultural ability¡¨; the human rights and justice includes ¡§equity and justice¡¨ and ¡§right and responsibility¡¨; ¡§collaboration and negotiation ¡¨ and ¡§solution for conflict¡¨ are subsumed under the domain of world peace; and sustainability includes the concepts about ¡§global ecological system¡¨ and ¡§sustainable resources¡¨. 2.The global education indicators for elementary and secondary schools consists of five domains, including ¡§global system,¡¨ ¡§multiple cultures, ¡§the human rights and justice,¡¨ ¡§world peace,¡¨ and ¡§sustainability,¡¨ as well as 60 indicators. 3.In the Grade 1-9 Curriculum Guidelines, the indicators for Integrative Activities are closely linked with global education, whereas the indicators for Mathematics lack for the concepts of global education. Among the indicators of the seven learning areas, there are plenty of indicators which are related to multiple cultures, and the indicators related to the human rights and justice are the scarcest in number. Finally, according to the research results, the present authors would propose suggestions for the application of indicators for global education in elementary and secondary schools, for the present indicators for the Grade 1-9 Curriculum Guidelines, and for further investigation in the future. The suggestions can be taken as a reference for institutions, teachers, and researchers who participate in global education in Taiwan.

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The importance of global education cannot be overstated in modern American society. A crucial first step to promoting global perspectives in the K-12 classroom is to ensure that the teachers have developed their own global perspectives. Multiple global education frameworks have suggested that two keys to globalizing teacher education curricula are the integration of global content courses and participation in co-curricular cross-cultural experiences. Therefore, this study sought to determine the extent to which global content courses and co-curricular cross-cultural experiences had been integrated into the teacher preparation of pre-service teachers in multiple certification areas at a large public university in Florida, as well as the effects of that integration on the global perspectives of pre-service teachers. The questionnaire used in this study was the Global Perspectives Inventory (GPI) which was designed by Braskamp, Merrill, Braskamp, and Engberg (2012). The GPI was designed to measure individuals' development of global perspectives along three interrelated domains: cognitive, intrapersonal, and interpersonal. This study examined the extent to which pre-service teachers in different certification areas reported participating in global content courses and co-curricular cross-cultural experiences and the effects on their global perspectives. Significant differences in the rate of participation were found in pre-service teachers in one of seven types of global content courses examined, but in none of the eleven types of co-curricular cross-cultural experiences examined. The results of this investigation also confirmed that higher rates of participation in both global content courses and co-curricular cross-cultural experiences have a significant positive relationship with pre-service teachers' global perspectives.