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A text for prospective teachers studying in teacher preparation programs and for practicing teachers who want to broaden their backgrounds on global issues. The authors offer a framework for studying world affairs, provide examples of a global education curriculum and related activities for student

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• Each chapter begins with "Major Points" and concludes with "Summary," "Reflective Questions," and "References."
• 1 Global and Multicultural Education: Partners in Pluralistic Teaching
• Defining Multicultural and Global Education
• Traditional Influences on Multicultural and Global Education
• The Cultural Identification of the Teacher
• Attitudes toward Global Education
• Mainstream and Transformative Knowledge in Multicultural Education
• Mainstream and Transformative Knowledge in Global Education
• Institutionalization of Multicultural and Global Education
• Influences on Global Education
• Reducing Provincialism and Developing Cosmopolitan Perspectives
• 2 An Inquiry Framework for Studying Global Issues
• Instructional Objectives for Global Education
• Implementing the Objectives
• 3 Curriculum in Global Education
• Organizing a Global Education Curriculum
• Selecting Content for the Global Education Curriculum
• Pedagogy for Global Education
• The Hidden Curriculum
• Controversial Issues and Global Education
• Classroom Climate and Attitudes toward Global Education
• 4 Global Issues: Human Rights, Population, and Refugees
• Human Rights
• Population
• Refugees
• Suggested Activities
• 5 Global Issues: Environment, Energy, Health, and Nutrition
• The Environment
• Energy Sources and the Environment
• How Has the World Addressed Environmental Issues? Health and Nutrition
• Suggested Activities
• 6 Global Issues: Global Economics and Global Security
• The Basic Components of Economics
• Global Security
• Suggested Activities
• 7 Assessing Global Awareness
• The Cognitive Domain
• The Affective Domain
• The Participatory Domain
• Alternative Assessment
• 8 A New Era for Global Education
• What Is Global Education?
• What Type of Pedagogy Is Appropriate for Global Education?
• What Type of Curriculum Is Needed?
• What Types of Instructional Strategies are Consistent with Global Education?
• What Are the Key Concepts and Issues for Global Education?
• What Assessment Procedures Reflect the Goals of Global Education?
• Index

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CHOICE Review

This book, clearly aimed at the preparation of elementary and secondary school teachers and the reeducation of practitioners, demonstrates that globalization is more than a buzzword. Extremely well organized and lucidly written, it distinguishes between global and multicultural education, sets up an inquiry framework for studying global issues, and proposes a curriculum and a pedagogy for global education. Diaz (Florida Atlantic Univ.), Massialas (Florida State Univ.), and Xanthopoulos (Palm Beach Community College) discuss how teachers might deal with several concrete global issues, among them human rights, population, the environment, energy and health, global economics, and security. The impact of such an education, they predict, will be the emergence of a generation of young Americans ready to make the transition from a world of provincials to a 21st century of cosmopolitans. They will, hopefully, have developed a sense of global efficacy, understand how the world system operates, empathize with their fellow world citizens, and be ready and anxious to make that world a more secure, equitable, humane, and bountiful one for all. Since their methodology does not add to the current curriculum but rather infuses it with a global perspective, the authors propose no additional burden for already overworked teachers. Upper-division undergraduates and above; practitioners. R. O. Ulin emeritus, University of North Carolina at Chapel Hill