Global Education Annotated Bibliography

Gilliom, M. E. (1981). Global Education and Social Studies. Theory into Practice, 20(3), 169.

According to Gilliom (1981), define of global education proliferate, but in essence, it can be considered as those educational work designed to establish in youths a global perspective and build in them the skills, knowledge, and, outlook desired to live excellently in a universe owning restricted natural resources and associated with ethnic diversity, elevated interdependency, and, cultural pluralism. Global education is not only considered the significance of commodities among human beings but also is concerned with dissimilarities among nations and individuals. Further, an individual with the knowledge of global education acknowledges that all human beings originated from a single species, entrenched by diversity. Gilliom (1981) quotes Lee Anderson who suggest that we are not only culture defaulters but as wells as culture creditors who derive from and subsidize to a global bank of human culture that has been and persists to be fed by influences from all individuals in all topographical location and an entire historical period.

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Byrnes, R. S. (1997). Global education's promise: Reinvigorating classroom life in a changing interconnected world. Theory Into Practice, 36(2), 95.

Further, Byrnes (1997) added that Global Education entails the study of challenges and matters that cut across national borders and the interconnectedness of the systems incorporated--economic, political, cultural, environmental, and, technological. Moreover, cultivates the cross-cultural comprehension that entails development of the skills of perception -taking which can enable embracement of other people viewpoint.

Definition of Multicultural Education

Todor, I. (2015). Integrating Multicultural Education in Pre-Service Teacher Training Courses. Journal of Linguistic Intercultural Education, 8, 213-224

Todor (2015) defines multicultural education as any type of education or teaching practices, which encompasses the text, belief, histories, and perception of individuals from various cultural settings.

Valdez, A. J. (1999). Learning in living color: Using literature to incorporate multicultural education into the primary curriculum. Allyn & Bacon.

According to Valdez (1999), multicultural education is intended to depreciate ethnicity, race, gender division, and, race by assisting all students to obtain attitude, knowledge, and, skills necessary to become active citizens in a self-governing society and partake in a social change process.

Floroaia, M., & Floroaia, A.-M. (2016). Intercultural Education-A Romanian School Necessity? Journal of Linguistic Intercultural Education, 9(3), 45-58.

Moreover, Floroaia M and Floroaia (2016) claim that multicultural education aims at equipping a student to intercultural competent by instilling three dimensions in an individual. The first dimension is the effective competence, which enables a person to adapt form an intercultural perception by examining the emotional and motivation ability of understanding. The second aspect is cognitive competence which is the ability to have a knowledge of culture and the language of the individual one interacted with, the history, their approach on the world, their norms, morals, and, belief in association to others. The third aspect is the operational competence- the capability to behave in a specific manner to experiment positive intercultural action to merge with non- verbal and verbal behavior.

Why global education is important in U.S. education today?

Holm, G., & Londen, M. (2010). The discourse on multicultural education in Finland: education for whom?. Intercultural Education, 21(2), 107-120.

Globalization is a process of transforming towards perceiving the world as a holistic system. The various part of the world affects each other at an alarming rate, despite the geographical distance between them. The need for interdependence is an inherent aspect of globalization and the same time a fundamental for global cooperation. In order for U.S community to work and act in a rapidly transforming world, it embraced the idea of global education. Moreover, in the U.S global education is viewed as a future-oriented practice that supports both good education and wellbeing at higher learning institution and right of everyone living in America, because, global education plays a vital role in building up knowledge and skills desired in modern society.

Bista, K., & Saleh, A. (2014). Assessing the Need for Graduate Global Education Programs in the United States. Journal of International & Global Studies, 5(2), 19-39.

Bista and Saleh (2014) assert that Global Education serves a significant role in enhancing student's learning experience is America higher learning institution. Students are linked to the universe through immigration, economics, global culture, and, the political aspect of various societies. Further, Bista and Saleh claim that a student who pursue his/her studies in a different sphere of the world, speak a second language or study abroad his/her experience can make the student appreciate in a better way challenges, complexity, and ambiguity of the 21st-century life.

Abdullahi, S. A. (2010). Rethinking global education in the twenty-first century. In Global pedagogies (pp. 23-34). Springer, Dordrecht.

In addition, Abdullahi (2010) seconds that global education in the U.S plays the major role in developing skills, knowledge, and, an attitude in students for effective not only national but in global citizenship. Other duties of global education in the U.S entail developing the capability of a student to act responsibly and make a significant contribution in the global society. In other words, Abdullahi (2010) claims that global education prepare and establishes students to comprehend a wide range of viewpoint and illustrate knowledge of various cultural understanding such as beliefs, practices, values and perception; comprehend similarities and differences in cultures, individuals, and, countries; demonstrate understanding of global dynamics problems, matters, system, and, tendencies; show ability to think, reflect , write and articulate matters, notions, and, challenges from sociological, historical, psychological, and, global comparative background and, finally to develop and illustrate the capability to make a decision and utilize knowledge of global education in problem solving.