Rethinking the Social Studies Curriculum in the Context of Globalization: Education for Global Citizenship in the U.S.

Abstract

Scholarship on globalization suggests that new forms of democratic citizenship and politics are emerging, yet the U.S. educational system remains resistant to global perspectives in the curriculum and continues to favors national identity and patriotism over learning about the world. A national approach to citizenship, which is the norm in U.S. social studies classrooms, is unable to explain the complexity of global issues and their impact on students' lives. The argument is made that a new orientation to social studies education is necessary in order to understand and address the effects of globalization. Two exemplary programs that teach about the world illustrate some of the problems and issues with global perspectives specific to the U.S. educational context. These cases indicate that, significant aspects of globalization are overlooked in the social studies curriculum.

Teaching World Mindedness in Social Studies Classrooms in Primary Schools in Botswana: Reality or Illusion?

“…They also mentioned discussing environmental and economic issues. The issues raised here are in line with Hanvey (1976) perspective of awareness of human choices which Myers (2006) would classify under the world systems approach which focuses on the interdependent nature of states around the world. They felt that these issues were important in that they are happening around them and may as well happen to them.…”

“…In another study, Merryfield (2000) findings revealed some deficiencies in teacher education programs that teachers are not being prepared to teach for diversity, equity and interconnectedness, noting that the question of why teacher education is not preparing teachers well will continue to dominate the discussions in teacher education. Myers (2006) opines that although there is some consistency in the basic principles that underpin teaching about the world, there are diverse ideological approaches to teaching about the world in terms of goals and curriculum themes. Three approaches to teaching about the world identified are: international business training, international studies, and world system approach (Myers, 2006).…”

“…Myers (2006) opines that although there is some consistency in the basic principles that underpin teaching about the world, there are diverse ideological approaches to teaching about the world in terms of goals and curriculum themes. Three approaches to teaching about the world identified are: international business training, international studies, and world system approach (Myers, 2006). Of the three approaches espoused in Myers (2006), the most predominantly found within the social studies literature is the world system approach (Hanvey, 1976;Merryfield & Wilson, 2005;Holden & Hicks, 2007;Merryfield, 2012).…”

“…Three approaches to teaching about the world identified are: international business training, international studies, and world system approach (Myers, 2006). Of the three approaches espoused in Myers (2006), the most predominantly found within the social studies literature is the world system approach (Hanvey, 1976;Merryfield & Wilson, 2005;Holden & Hicks, 2007;Merryfield, 2012). Based on the world systems approach, various instructional methods have been used to infuse global perspectives in different programs such as social studies and teacher education in general.…”

“…In any democratic society, it is vital that students are equipped with skills that develop multiple perspectives in order for them to understand the world better. Secondly, state of the planet awareness is about knowledge that the world extends beyond one's community and nation, what Myers (2006) would refer to as the world systems approach. Cross-cultural awareness refers to "Awareness of the diversity of ideas and practices to be found in human societies around the world, of how such ideas and practices compare, and including some limited recognition of how the ideas and ways of one's own society might be viewed from other vantage points" (Hanvey, 1976, p. 10).…”