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The Global Education Movement: Narratives of Distinguished Global Scholars


reviewed by Stacy Delacruz - December 20, 2018

coverTitle: The Global Education Movement: Narratives of Distinguished Global Scholars
Author(s): Toni Fuss Kirkwood-Tucker
Publisher: Information Age Publishing, Charlotte
ISBN: 1641130660, Pages: 460, Year: 2018
Search for book at Amazon.com


The Global Education Movement: Narratives of Distinguished Global Scholars features global scholars and their contributions to international teaching, service, and scholarship. The book pays homage to 13 scholars who were honored with the Distinguished Global Scholar Award from the International Assembly of the National Council for the Social Studies. Not only does this book honor their professional achievements, but it also invites readers to learn about the multitude of professional activities occurring in the United States and in other countries aimed at gaining a deeper understanding of our interconnected world and the people who inhabit it. These global scholar stories are relevant to our ever-changing world in that they demonstrate how educators can “embrace an educational change that advances the criticality of a global minded citizenry” (p. xix).

 

The first three chapters invite readers to learn about the contributions and work of four global education leaders. All of these leaders are rooted in humble beginnings in small towns in the United States, but went on to accomplish big things in the world of global education. In Chapter One, Toni Fuss Kirkwood-Tucker describes the influential work of James M. Becker, the father of global education. His World War II military service shaped him as he pursued his greatest dream of peace among nations. Becker emphasized the need for schools to integrate global education in the curriculum in order to meet the needs of the diverse world of the 21st century. Global education scholars credit him for his achievements that led to the global education movement’s expansion in schools and universities from the 1970s to the 1990s.


Jan Tucker, a global visionary who began programs such as the Global Awareness Program, a collaboration between Miami-Dade Public Schools and Florida International University, is highlighted in Chapter Two. From small town beginnings to leading the National Council for the Social Studies, Tucker’s influence, message, and legacy still live on, inspiring new generations of global educators. Chapter Three details the life and work of Lee Anderson of Northwestern University. The chapter describes how Anderson, who held a joint appointment in education and political science at Northwestern University, believed that foundational knowledge, understandings, and an evolving global perspective can and must be nourished even in very young children and adolescents (p. 63).


Chapters Four through Six describe the significant contributions of three professors emeriti. In Chapter Four, John C. Cogan describes his path to becoming a global comparative educator, including his upbringing and educational experiences in Ohio as well as his career at the University of Minnesota. Cogan offers a summary of four empirical studies from his career that were designed to help teachers implement a deliberation-based, globally oriented curriculum. In Chapter Five, Merry M. Merryfield discusses her upbringing in Knoxville, Tennessee during a time of racial tension. Her studies at Georgia State University and experiences in Georgia helped her understand the possibilities for an equitable, multicultural society. For almost 20 years, Merryfield studied how teachers make decisions when they teach about the world, and also taught social studies and global education at Ohio State University. In Chapter Six, Toni Fuss Kirkwood-Tucker addresses her childhood in Germany during the Nazi era and World War II. She became passionate in taking action to stop war, which led to her anti-war academic work. Kirkwood-Tucker then describes her migration to the United States and her accomplishments successfully implementing global education programs in Miami Public Schools. The chapter closes with a detailed look into her global collaborations and her appointment as a faculty member in higher education at Florida Atlantic University.


Kenneth A. Tye’s life path is captured in Chapter Seven. Influenced by his elementary teacher and university professors, Tye began his career teaching in California and later taught at a Department of Defense school in Germany. Eventually he went back to California where he spent years working with his mentor, John Goodlad. Later, in the 1990s, he realized the global education movement was becoming an international movement, which sparked his groundbreaking study of global education practices in 54 countries.


Chapter Eight describes Josiah Tlou’s journey as a global educator. Born in rural Zimbabwe, Tlou documents his missionary education and training as a teacher. He addresses the relationship between global education and the ubuntu (relating to others) concept. His work with local and foreign partnerships, the Train-the-Trainer model, and research on teaching and learning in primary schools in Malawi all shaped his worldview as a global educator.


Chapter Nine details David L. Grossman’s career, which spans over 50 years. He describes his early years in Chicago, followed by his time at Knox College and travels in Asia. He eventually taught at Stanford University and led programs such as the Stanford Program on International and Cross-Cultural Education and the Bay Area Global Education Program. He was also a collaborator for the American Schools and the World Project.


The final chapters close the book with a look inside the lives of three professors emeriti. Chapter Ten highlights Angene Wilson’s service in the Peace Corps in Liberia and how it affected her life as a global educator. Wilson’s work at the University of Kentucky led to the program known as Conversation Partners. Carole L. Hahn’s 50 years in the field are detailed in Chapter Eleven. Through her work at Emory University and as the president of the National Council for the Social Studies, she contributed to global education and to global and comparative civic education. Chapter Twelve describes the contributions of Judith Torney-Purta from the University of Maryland, College Park. Torney-Purta’s initial research involved the study of political attitude development among elementary students. The chapter also documents her involvement in the International Association for the Evaluation of Educational Achievement Civic Education Study.


This review is a mere snapshot of all the amazing work accomplished by these scholars. This book will inspire and challenge current and future generations of global scholars as well as any educators or researchers who have a passion for global education. This book is memorable, powerful, and will leave readers inspired to continue the work of these scholars.





Cite This Article as: Teachers College Record, Date Published: December 20, 2018
https://www.tcrecord.org ID Number: 22618, Date Accessed: 10/22/2021 9:32:04 AM

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About the Author
  • Stacy Delacruz
    Kennesaw State University
    E-mail Author
    STACY DELACRUZ is an associate professor of elementary literacy education at Kennesaw State University and former Interim Director of Global Engagement for the Bagwell College of Education. Her research interests include university-school partnerships, international education, and digital literacy in elementary education.
 
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