Orientalism(s), world geography textbooks, and temporal paradox: questioning representations of Southwest Asia and North Africa

Justice-oriented global education within three world history teachers' worldviews and practice

“…At the teacher education level, teachers have limited preparation in the teaching of global topics and world history (Bain, 2012; Marino, 2011b; Merryfield 1997, 2000; Ukpokodu, 2010, 2020), and they tend to take fewer world history and/or global studies courses at the university level (Kenna and Poole, 2017; Kopish, 2016; Zong, 2011). At the curricular level, there is a lot of content to teach in world history and global education (Girard and Harris, 2018), but standards and curricular materials are nationalistic and Eurocentric (Hantzopoulous et al , 2015; Hong, 2009; Marino and Bolgatz, 2010; Inokuchi and Nozaki, 2005; Subedi, 2003; Zagumny and Richey, 2013). At the classroom level, there is a significant rise in the immigrant diversity in US classrooms, which contribute to why global education continues to be important for all teacher preparation and implementation (Apple, 2011; Florian and Pantić, 2017; Goodwin, 2010; Parkhouse et al , 2016).…”

The Influence of Teacher Positionalities on the Instructional Decisions of Two Critical Global Educators

“…U. S. secondary students are typically exposed to global education through world history courses (Education Commission of the States, 2007). Yet, there are a number of challenges to incorporate a more critical global education in classrooms such as the lack of concrete standards (Rapoport, 2009), limitations of comprehensive and thematic global topics in the curriculum (Girard & Harris, 2013;Marino & Bolgatz, 2010;Rapoport, 2009), and the (mis)representations of the non-Western world through a Eurocentric lens (Hong, 2009;Marino & Bolgatz, 2010;Inokuchi & Nozaki, 2005;Subedi, 2003;Zagumny & Richey, 2013). Teachers can navigate through these challenges in how they frame the world for their students, as they are responsible for the curricular and pedagogical decisions in their classroom (Barton, 2012).…”