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Locating the Global: Schooling in an Interconnected World


by Glynda Hull & Emily Hellmich — 2018

Background: Educators in the United States and internationally have become increasingly interested in incorporating international perspectives into curricula, programs, and policy (Hayden, 2011; Parker, 2011). Rooted in a long history of international education (Dolby & Rahman, 2008), these efforts have been described variously as “multicultural,” “democratic,” and  “international.” In this article and our work, we use the term global education for this phenomenon in order to signal, along with others (e.g., Hansen, 2011a; Soriano, 2015), an important shift in conceptualizing how to prepare students for a globalized world.

Objective: This article is an initial exploration of current global education efforts in the United States and internationally. The study asks, “How do schools instantiate the global?” and considers how particular schools incorporated global concerns into their mission, curriculum, pedagogy, and structure. Research Design: The research design consisted of a qualitative case study of thirteen schools located in the United States and Asia.

Data Collection and Analysis: Data consisted of online document collection, semi-structured interviews with administrators, teachers, and students, and observations (Miles & Huberman, 1994). Data analysis consisted of iterative rounds of open-ended as well as thematic coding.

Findings: Findings revealed seven strategies used by schools to integrate a global orientation. Two detailed case studies showcased the complexities inherent in implementing these strategies.

Conclusions: This article underscores the challenges that schools in the United States and internationally face in instantiating a global education, particularly the meaningful integration of technology, second/foreign languages, and service learning as well as making a global education available across socioeconomic groups. It calls for additional research on how to foster global orientations that position all young people to become cosmopolitan members of local, national, and worldwide communities.



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Cite This Article as: Teachers College Record Volume 120 Number 3, 2018, p. -
http://www.tcrecord.org ID Number: 22071, Date Accessed: 12/18/2017 7:57:55 AM

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About the Author
  • Glynda Hull
    University of California at Berkeley
    E-mail Author
    GLYNDA A. HULL is professor of Language, Literacy, and Culture in the Graduate School of Education at the University of California at Berkeley. She holds the Elizabeth H. and Eugene Shurtleff Chair in Undergraduate Education. Hull’s research interests include school and university collaborations, literacy teaching and learning, and digital technologies. At present, her work focuses on designing innovative online spaces for learning, exploring cosmopolitanism as an educational framework, and the growing phenomenon of global schools.
  • Emily Hellmich
    University of Arizona
    E-mail Author
    EMILY A. HELLMICH is an Assistant Professor of French and Second Language Acquisition & Teaching at the University of Arizona. Hellmich’s primary interests are the intersection of second/foreign language teaching, digital technologies, and literacy education. Her current work focuses on how digital technologies as well as how second/foreign languages are positioned within efforts to globalize schools in the United States.
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