Search results

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.

This chapter discusses teaching strategies designed to help students develop an open-minded and critically self-reflective worldview. By attending to the perceptual dimension of global citizenship education, students and instructors begin the important work of reflecting on the deeper influences that consciously or unconsciously influence one’s global perspective. Research suggests that these goals are best achieved through cross-cultural learning experiences that involve people of different backgrounds. The cross-cultural learning experiences discussed in this chapter include meeting with local residents who moved to the United States within the last decade and who now send their children to the schools that students enrolled in teacher education courses would teach in. Additionally, technology was used to connect graduate students seeking their teaching license in the United States with graduate students and teachers in Durban, South Africa as part of an ongoing reflection on how one develops perspective consciousness. The learning activities described below align with the tenets of global education because they are not specific to one discipline or content area but rather focus on ways to develop habits of mind, perspective consciousness, cross-cultural learning opportunities, and a sense of responsibility as aspiring educators that are applicable across the sciences, arts, and humanities.

Global mindset is an important theme in the international business strategy and organizational behavior literatures. However, these different paradigms define and operationalize global mindset in disparate ways, which creates problems for conducting empirical research as the disparity hampers the development of testable models. This article seeks to unify the different paradigms by introducing a third perspective from cognitive psychology that clarifies the process of mindset activation. We apply a process model of mindset activation to global mindset to build a theory of mindset switching relevant for global leaders. We operationalize global mindset as a dynamic process of mindset switching and suggest that the most appropriate mindset for a situation can be primed to activate. We also propose cosmopolitanism and cognitive complexity as antecedents to appropriate mindset activation and mindset switching. Finally, we suggest that mindset/situation congruence results in global leader creativity and boundary spanning. By applying the cognitive psychology literature to global mindset research, we clarify the process of global mindset and why it is important for leaders to understand how different primes might activate the most appropriate mindset. Our model provides a means for managers to become more cognitively aware of how they problem solve in a highly complex and multilayered world. This paper proposes a unique, dynamic model that captures dualities of global leadership. The model provides a new perspective of global mindset that is testable with existing measures and procedures.

In this section, we offer a careful and systematic review of the theoretical and empirical studies relating to global mindset that have been published in books and peer-reviewed journals. This review includes studies that use differing terms to refer to the idea of global mindset but consider the same general concept. At the same time, we exclude studies that do not specifically pertain to global mindset but concentrate on such areas as global leadership, expatriates, and expatriation, even though they may focus on similar underlying themes found in the global mindset literature. We then identify two fundamental themes in the global mindset literature – cosmopolitanism and cognitive complexity – and use these concepts to develop a new integrative approach to global mindset.

Globalization is a powerful force that will shape the future world in which our children will live. To prepare our students for the world, we need to prepare their teachers. To be effective in the new global environment, teachers need broader sets of knowledge and skills than have previously been required. We designed this action research study to examine our teacher candidates’ use of global education content to support our ability to develop their knowledge, skills, and attitudes toward its use. The following research questions focus the study: How do elementary education teacher candidates utilize global content within integrated unit plans? How can the elementary social studies methods course prepare teacher candidates to use global content? The findings reveal teacher candidates’ integration of global content was strongest in the areas of foundational-knowledge-level dimensions with few examples of higher-level application, cross-cultural experiences, or action-oriented learning tasks. Secondly, global education content requiring a critical perspective was minimal or nonexistent in the teacher candidates’ planning. We discuss these two concerns and present action steps to build teacher candidates’ capacity for developing higher levels of global content into their instructional unit planning.

As an interruption to existing nationalistic and neoliberal frames, teachers are beginning to embrace cosmopolitanism to ground literacy instruction. The purpose of this chapter is to explore the possibilities and tensions of using a cosmopolitan approach to literacy instruction. This chapter presents a qualitative study of interviews with 24 educators from the United States, Belize, and China to examine curricular and instructional choices educators report using to promote students' global meaning-making and cosmopolitan worldviews. Findings include three themes: situated relevance, glocal connections, and intercultural collaboration. Participants reported that creating a welcoming environment and promoting equality in the local classroom is foundational to teaching students at the local or global level. Teaching global literacies included teaching about similarities and differences locally and internationally and making local–global connections on issues of importance to the students. Also, participants reported that for students to engage in global meaning-making, they needed to dialogue and collaborate with people from different countries. While the findings present possibilities, the discussion approaches the data through the lens of potential challenges. Some participants reported first helping students move beyond ethnocentric thinking and stereotypes through reflexive exercises so that students could constructively interact with peers cross-culturally. However, not all participants taught reflexivity or with a critical lens. This study may bring awareness to educators as to curricular choices and instructional processes that hold promise for promoting students' global meaning-making.

The purpose of this study is to present the development of justice-oriented worldviews among three New York City public school global history teachers and its manifestations in their curriculum and practice.

This qualitative study, part of a larger study, relied on interviews centering around participants' backgrounds, international experiences and global perspectives, along with observations of their teaching.

The findings show that participants' experiences, particularly with global issues such as climate change, capitalism, and global inequality influenced their worldviews to focus on justice. As a result, there were direct connections of their justice-oriented worldviews in their teaching of global history.

This study highlights the ways in which global history teachers' worldviews influence their teaching practice. Presenting justice-oriented teaching allows for veteran and future teachers to consider this type of instruction in their world history and global studies classroom. Additionally, this study provides insight into the intersections of world history and global education taking place within secondary classrooms that focus on justice rather than traditional world history content teaching.

The purpose of this paper is to suggest the utility of an emergency management perspective as a guide for policy makers as they respond to the challenges of global climate change.

This analytical paper begins with a review of scientific literature in an effort to highlight the consensus about risks and vulnerabilities associated with climate change or global warming. Applying the terminology and techniques of natural disaster planning, preparedness, response, and mitigation to climate change, an emergency management perspective is articulated as a viable framework for policy development.

Based on the evidence of a growing consensus in the scientific assessment of climate change, and the need for policy interventions to address the risks and vulnerabilities associated with it, the need for a unifying perspective for policymakers at all levels is apparent. An emergency management perspective is offered herein and holds the potential to provide a foundation for meeting that need.

An emergency management perspective for global climate change highlights the linkages between the challenges it poses and natural disaster preparedness in general. This may enable policy analysts to draw on the natural hazards literature and techniques as a guide for planning and policy development.

The effort to create a consensus of approach that will enable policy makers to speak the same language, participate in the same analysis, contribute to the same dialogue, and pursue the same goals may be advanced by this discussion.

An emergency management perspective on climate change may offer the potential for developing the least problematic model for policy makers to incorporate as they seek to make their efforts more consistent and more responsible in the face of a global challenge.

Today, every enterprise, investor and household with property involvements is functionally involved in the international real estate markets, by virtue of the influence that global forces and participants in the multiple segments of the real estate markets have on local spatial patterns and therefore the demand for, and supply of, property goods and services. Property involvements for many reflect a Ptolemaic view of the universe, proceeding from the premise that the particular property is the focus and locus of concern, with other forces, factors and properties metaphorically rotating around the particular local property. A Copernican concept of commerce, by contrast, proceeds with the premise that property involvements follow from consideration of the dynamic interdependent interaction and implications of ideas, initiatives, and involvements, from multiple regions and perspectives. Even though involved in multiple markets with offices throughout the world, many employ multiple local insular strategies, being guided more by a Ptolemaic than Copernican perspective. With a strategic perspective for global property involvements, no longer is the operative paradigm built on the primacy of focus on the single local property.

The purpose of this paper is to provide a critical and informative exploration of the emerging roles and rising influence of the Global South in shaping the future of global governance. Specifically, it inquires into the following questions: How is the Global South impacting the way we govern globally? What are the pushers, pulls and weights to the futures of global governance? Using Jim Dator’s alternative futures archetype, what is the future of global governance? What are the emerging issues and trends?

It uses Sohail Inayatullah’s futures triangle to map the drivers – the pushes, pulls and weights of global governance and Jim Dator’s archetypes – continued economic growth, collapse, conserver and transformation – to imagine and construct alternative futures of global governance.

The futures triangle analysis maps and reveals three diverse but causally linked Global South narratives of global governance. The pulls of the future include the Brazil, Russia, India, China and South Africa leading the way, and emerging economies reinforcing the pluralization of global governance discourses and systems. New governance regimes create new global governance dynamics and North – South relations. Their increasing social, political and economic clout leads to new governance structures. The Global South’s rising human development index, economic growth, decreasing financial reliance, the rise of minilateralism and South – South cooperation is a push of the present. Weights are recurring financial constraints, their lack of technical capacity, existing international laws, stagnating bureaucracy, poverty, domestic issues and state centrism (among others). Four alternative global governance scenarios emerge: a harmonious world is everybody’s business – a state-centric and economic growth global governance future. Here, the dynamics of global governance remain the same as zero-sum thinking informs the rules of the game. In dangerous transitions and the rise of the rest, however, the status quo is disrupted as power shifts rapidly and detrimentally. Then, in mosaic of the old structure, the South embraces protectionism, and the old vanguards return. Finally, in all boats rise substantially, power is redistributed as emerging states gain larger, formal (and informal) leadership roles in global governance. The global world order is re-designed for the Global South. A world parliament is created and stronger regional confederation or unions emerge.

This paper extensively utilizes existing and emerging literature, official reports, blogs, interviews, books and other digital texts on global governance. The sources relevance is analyzed using the futures triangle tool and dissected to present four detailed scenarios using Dator’s alternative futures archetype. This study seeks to initially explore alternative futures of global governance from the perspective of the Global South. While some studies have approached the topic, only a few authors have addressed global governance using futures tools and methods. The goal of this research is to map and explore some alternative futures of global governance. The paper is less useful in predicting what lies ahead. Its intention is to highlight the “rise of the different” and to create a space for more meaningful conversations on global governance.

This research could provide futurists, policy-makers, international relations scholars and global governance advocates some alternative narratives, frameworks and images of global governance. While it does not offer any specific structures and solutions, it offers a number of emerging issues and perspectives from the Global South that decision-makers and institutions might want to consider as they rethink global governance.

This paper highlights the emerging roles and perspectives of the Global South in global governance. It identifies some “trading zones” and “emerging issues” that may inspire actors to create new global governance spaces, innovate alternative narratives and design new frameworks of global governance.

It maps and constructs some plausible scenarios of global governance that emphasize Global South perspectives while using futures tools and methods.