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Scholarly literature on the Internationalization of Education has generated important theories, debates, and insights supporting in-depth understandings of the field, yet we lack comprehensive reviews exploring the design, implementation, and impact of practical approaches. The present review addresses this gap, mapping the literature on international curriculum design, identifying trends and themes across approaches and pedagogies while revealing limitations and lack of attention to issues that inhibit practice in the field. It highlights the privileging of “instrumental,” or quantifiable skills-based curricula, over “transformative” internationalization dedicated to social justice and equity, and observes important disconnects between theory and practice: publications in the field offer critical conceptualizations of what internationalized curricula should achieve and why but with little attention to specific content and teaching practice that would lead to achieving these objectives. The review further analyzes such disconnect in the literature dedicated to decolonial internationalizing pedagogies, while simultaneously illuminating how prevailing decolonial theories of international education erase and ignore parts of the world. It concludes by contending that approaches to the internationalization of curriculum would benefit from increased practical frameworks that could guide educators, practitioners, and students in crucial conversations at the intersections of social justice and International Education.

This chapter will situate the global paradigm shift toward Post-Education-For-All (Post-EFA) not only in the policy trends in the field of international education development, but also in the academic context of international relations and comparative education.

The chapter highlights three dimensions which characterize the paradigm shift; namely, discourse on norms, diversifying actors, and the changed mode of communication and participation in the global consultation processes. The existing formal structure of the EFA global governance is based on multilateralism which recognizes sovereign nation-states, representing national interests, as the participants. However, such an assumption is eroding, given that there is a growing number of state and nonstate actors who influence decision-making not only through conventional formal channels, but also informally. Urging the revision of theories of multilateralism, the chapter introduces the attention given to nontraditional donors and horizontal networks of civil society actors in this volume.

The introduction also shows that that the widening basis of participation in the global consultation processes on post-EFA and advanced communication technology have changed the ways in which discourse is formulated. While the amount and the speed of exchanging information have been enhanced and different types of actors have been encouraged to take part, it also obliges scholars to adopt innovative methods of analyzing discourse formation.

The chapter also demonstrates the importance of the focus on the Asia-Pacific region, which is composed of diverse actors who often underscore Asian cultural roots in contrast to Western hegemony. By focusing on the discourse, actors, and the structure through which the consensus views on the post-EFA agenda were built, the volume attempts to untangle the nature of the post-EFA paradigm shift, at the global, Asia-Pacific regional, and national levels.

The chapter traces the genealogy of the Education for All (EFA) Movement understood as a global regime of educational governance between 1990 and 2005. The chapter sets out the achievements of EFA including some success in uniting diverse interests around a common set of goals. It will also discuss the key tensions related to the Northern and Western-led nature of EFA; tensions between the multilateral agencies over the leadership of EFA and the issues associated with the hegemonic status assumed by the World Bank; the tension between a wider EFA agenda and a narrower focus on a few quantifiable targets; and the associated tensions between more economistic and rights-based views of EFA. It will be argued that the development of these tensions can be understood in relation to different kinds of power linked to the international political economy and to the impact of other global regimes.

This paper reports on a three-year study that examined the effect of 9/11 on preservice teachers’ perspectives and dispositions toward global concerns and global perspective pedagogy. Participants responded to a “before” and “after” survey in which they indicated the level of their awareness of global concerns, perceptions of their importance, perceived impact on self, and dispositions toward global-perspective pedagogy. The study utilized both quantitative and qualitative data collection and analysis. The data revealed that 9/11 had a significant effect on preservice teachers that resulted in a shift in perspectives and dispositions toward critical global concerns and teaching about them. The findings highlight the critical importance of preparing preservice teachers to develop global perspectives, cultivate critical knowledge and perceptual understandings of global concerns, and nurture favorable dispositions toward global perspective pedagogy.

The overarching purpose of this paper is to empower K‐12 educators, colleagues in teacher education programs, and educational leadership personnel to address social justice issues within communities where divergent perspectives abound.

The authors use a discursive method to uncover the historical and theoretical differences between global education and inclusive education, identify the ways in which the two fields are complementary, and propose strategies for education leadership personnel that build on the commonalities and best practices of both fields.

The authors argue that the two fields have essential elements that can and should inform each other. They term this intersection “inclusive global education”. They integrate the concepts from global education and inclusive education to define inclusive global education as a pedagogical and curricular stance, a way to honor the diverse cultural, linguistic, physical, mental, and cognitive complexities of all people, and a process that puts problematization of social justice issues at the center of leadership and teaching/learning activities.

Whereas global educators traditionally focus on learning to understand and come to respect the cultural, social, and political “other”, the traditional focus of special educators is to empower students to gain self‐respect. The authors argue that the first step involves a discourse that allows people with equally compelling but different views to learn to problematize issues of social justice. Once this first step is taken, inclusive global educators can come to agreements within diverse communities as to how to address local or global social justice issues. The authors further argue that global educators and special educators combine their knowledge of both fields. Together, global inclusive educators can forge pedagogical content knowledge that bridges the gap between affirming one's own identity and maintaining unity with the whole, and exemplifies a robust notion of social justice.

The authors believe this is the first attempt to integrate the conceptual and theoretical assumptions of two divergent knowledge bases (global education and inclusive education).

This case study illustrates how one social studies teacher used the International Baccalaureate (IB) Middle Years Programme (MYP)' s framework and philosophy to teach for global citizenship. The research question that framed this study was: How is an IB MYP Individuals and Societies (I&S) teacher enacting their perceptions and understanding of global citizenship education? Findings illustrate that this teacher enacted a proactive pedagogy, using her own personal perceptions and what IB MYP offered her through their affective and cognitive frameworks to apply her conceptions of global citizenship education.

The data for this single case study came from teacher semi-structured interviews (Rubin and Rubin, 2012), observations, field notes (Merriam and Tisdell, 2016) and teacher created documents. The goal for the teacher created documents was to provide detail, depth and evidence to support or contrast with what was found in the interviews and observations. Simultaneous, in vivo, and values coding were used to analyze the data and to get an overall picture of what the participant said, believed and practiced. Theories surrounding global citizenship education provided the lens for the study.

The findings are organized according to (1) the way this teacher's developed constructions of global citizenship and global citizenship education and IB led her to use the IB philosophy and framework to shape her beliefs and practices and (2) the way she embraced the tensions and possibilities inherent in her teaching for global citizenship in an IB MYP classroom to teach a proactive form of global citizenship education.

This research provides insight into the curriculum framework of IB MYP and the curriculum and instruction decisions of an I&S teacher. For the global citizenship education field, this study provides an example of how global citizenship can be incorporated into a social studies classroom.

For social studies education, this study uncovered the possibilities present in the curriculum when a teacher is given the space to make their own instructional decisions. This study also gives guidance on how international curriculum frameworks can be utilized for global citizenship education. Finally, this study illustrates teachers must fully subscribe to IB and the MYP as a means of teaching for global citizenship for it to be beneficial.

This study has value because it highlights how a social studies teacher successfully uses an international curriculum framework to teach for global citizenship. Few studies have shown examples of teachers, especially IB MYP teachers, who are committed to teaching for global citizenship and use the tools they are given to center student choice and connect the content to their students' lives. Teachers and researchers will be able to view the pedagogical possibilities inherent in this teacher's global citizenship methods.

In addition to imparting pedagogical content knowledge, teacher educators have the special responsibility to help future practitioners understand critical, contemporary social issues in our ever-globalized world. The purpose of this article is to describe one teacher education effort that heeds calls from learned societies and accreditation agencies to prepare preservice teachers for their inevitably global classrooms.

The authors – both instructors of a semester-long, required course in a social studies teacher education program – reflect on their practice, outline guiding principles and provide pedagogical examples that encourage preservice teachers to consider complex topics found within global education, while simultaneously helping them reflect on their own positionality.

Most preservice teachers embrace global perspectives in education if provided with opportunities to identify curricular relevance, acknowledge multiple viewpoints, practice continuous reflection, explore global awareness and citizenship, and understand the imperative of accepting responsibility to prepare global citizens.

This manuscript shares successful classroom strategies and learning exercises that have resulted in preservice teacher growth. Teacher educators can and should “globalize” course curricula, equipping social studies teachers with the knowledge, aptitude and skills necessary to teach the next generation of global citizens.

The teacher education course described herein offers a practical approach for preparing a cadre of educators ready to teach in our globalized world.

The purpose of this paper is to analyse the major development of global citizenship education (GCE) as part of Hong Kong’s secondary school curriculum guidelines, which reveals how it has developed from, first, asking students to understand their responsibilities as citizens to now challenging injustice and inequality in the world. Hong Kong’s curriculum guidelines started to teach GCE as a result of the last civic education guideline issued just before the return of sovereignty to China in 1997. Through documentary analysis, this paper examines how GCE has developed against the backdrop of globalization in Hong Kong’s various secondary school curriculum guidelines.

This study used documentary analysis to examine the developments in the teaching of GCE via Hong Kong’s official secondary school curriculum guidelines. It has studied the aims, knowledge and concepts that are related to GCE by coding the GCE literature and categorizing the findings from the curriculum guidelines.

From the coding and categorizing processes employed, it has been found that GCE in Hong Kong’s official curriculum guidelines has evolved from learning about rights and responsibilities in the 1990s to challenging injustice, discrimination, exclusion and inequality since the late 1990s. Indeed, understanding the world and especially globalization, in terms of comprehending the processes and phenomena through which people around the globe become more connected, has presented challenges for the teaching of civic education. For example, categories of GCE have developed from the simpler expression of concerns about the world to encompass moral obligations and taking action. Similarly, the concerns for the maintenance of peace that were studied initially have since grown and now include work about challenging inequalities and taking action on human rights violations.

This study would have implications for the understanding of GCE in Hong Kong as well as other fast-changing societies in this age of globalization, as civic education curricula need to respond to the impacts of globalization. GCE is an under-researched area, but topics concerning world/international/global affairs have been covered in Hong Kong secondary school curriculum guidelines for several decades.

The purpose of this paper is to compare the curriculum developments of civic education in three emerging Chinese societies: China and two Special Administrative Regions of Hong Kong and Macao, which are increasingly under the impacts of globalisation in this information world.

The analytical method is used and the following are identified: active and global civic education-related learning units and key themes and main contents in official curriculum guidelines and updated textbooks related to civic education.

A major finding is that elements of both active and global citizenship, such as participation in the community and understanding about the world and thus forming multiple identities, can be found alongside their emphasis on enhancing national citizenship. Thus, ideas of global citizenship and multiple levels of citizenship from local, national to global start to develop in these three Chinese societies.

The implications of such findings of both active and global citizenship, as well as multiple identities, found in these three Chinese societies could be huge for informing civic literature and sociological point of views, in particular, pointing to the next generations receiving a broadened and transcended notion of multiple levels of citizenship, apart from local and national citizenship.

The significance of this paper is that it argues that ideas of active citizenship in terms of community participation and global citizenship have been found in China, Hong Kong and Macao civic education curriculum and textbooks because of the expectations placed on students to compete in a globalized world, though national citizenship and patriotic concerns have been primary concerns. Globalisation makes the world society by impacting on these three Chinese societies for active and global citizenship, though they still retain their particular curricular focusses.

This chapter will examine the interplay among actors who took part in the process of consensus building towards a post-2015 education agenda via different channels of global governance, including both formal and informal channels.

Most of the forums and entities established as part of the global governance structure are composed of representatives from UN or UNESCO member states, civil society organizations (CSOs) and UN agencies. However, each of these categories has diverse constituent groups; representing these groups is not as straightforward a task as the governance structure seems to assume. Therefore, based on interviews and qualitative text analysis, this chapter will introduce major groups of actors and their major issues of concern, decision-making structure, mode of communication and relationship with other actors. Then, based on an understanding of the characteristics of the various channels and actors, it will present the structural issues that arose during the analysis of post-2015 discourse and the educational issues that emerged as the shared concerns of the ‘education community’. While most of the analysis to untangle the nature of discourse relies on qualitative analysis of texts and interviews, the end of this chapter will also demonstrate the trends of discourse in quantitative terms.

What was the post-2015 discourse for the so-called education community, which in itself has an ambiguous and virtual existence? The keywords post-2015 and post-EFA provide us with an opportunity to untangle how shared norms and codes of conduct were shaped at the global scale.