Global Learning Based the C3 Framework in the K-12 Social Studies Classroom Forthcoming NCSS Bulletin (2017) Edited by Brad M. Maguth & Gloria Wu Experienced educators and researchers in global education present a diverse array of innovative activities and instructional strategies used in their classrooms to advance inquiry-oriented global learning. All lessons directly align to the College, Career, and Civic Life (C3) Framework, and showcase ways in which inquiry can be used to teach about, with, and for our world and its people. Drawing from scholarship in social studies and global education, this text provides research-based instructional materials, tools, and strategies that provide students with meaningful opportunities to make local to global connections, examine and evaluate diverging and global sources, and use evidence to take informed local and global action. Teachers, teacher educators, pre-service teachers, curricular specialists, and professional development supervisors will find this text a valuable instructional tool in order to promote global learning.
The State of Global Education: Learning with the World and its People (Click Here to Purchase) Edited by Brad M. Maguth & Jeremy Hilburn
A battle is being waged in classrooms and capitals around the world over the goals and objectives of the future of global education. While there is growing research in the area of global education, much remains to be uncovered, challenged, and learned through sound empirical research and conceptual explorations. What type of global citizens will schools promote? What types of policies, programs and instructional practices best promote effective global citizenship? Will global education curricula advance an unwavering loyalty to neoliberal ideologies and interests over the strengthening of human rights and the environmental health of our planet? This volume presents a series of research studies and innovative instructional practices centered on advancing global learning opportunities and literacies. The authors in this volume initiate a much needed conversation on ways students in multiple contexts can and should learn with the world and its people. Part I addresses global education in theory, with a particular focus on development, intercultural competence, and global citizenship. Part II addresses educational programs and practices that foster global learning and action to help build a better future for all citizens of our planet – including experiential education, university initiatives, and conceptual approaches to teaching and learning. This scholarship spans four continents in a multitude of educational contexts – primary, secondary, and tertiary - each with a focus on a different dimension of the possibilities and pitfalls in teaching about and with the world and its people.
NEW DIRECTIONS IN SOCIAL EDUCATION RESEARCH: The Influence of Technology and Globalization on the Lives of Students (Click Here to Purchase) Edited by Brad M. Maguth, University of Akron
Through rapid developments in commerce, transportation and communication, people once separated by space, language and politics are now interwoven into a complex global system (Friedman, 2005). With the rise of new technology, local populations, businesses and states are better equipped to participate and act in a thriving international environment. Rising instability in the Middle East is immediately reported to oil and gas brokers in the U.S. Within seconds cable channels, iPods, social networking sites, and cell phones are relaying how protests in Egypt and Libya give hope to citizens around the world yearning for freedom. As events like 9/11 and the 2008 Financial Crisis have demonstrated, there is no retreating from the interconnectedness of the global system. As societies strive to empower citizens with the skills, understandings and dispositions needed to operate in an interconnected global age, teachers are being encouraged to help students use technologies to develop new knowledge and foster cross cultural understandings. As pressures mount for society to equip today’s youth with both the global and digital understandings necessary to confront the challenges of the 21st century, a more thorough analysis must be undertaken to examine the role of technology on student learning (Peters, 2009). This work will highlight the complex, contested, and contingent ways new technologies are being used by today’s youth in a digital and global age. This text will present audiences with an in-demand research that investigates the ways in which student use of technology mediates and complicates their learning about the world, its people, and global issues.